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Elementarné matematické zakonitosti ako podstata edukácie finančnej gramotnosti

Author(s): Lívia Hasajová / Language(s): Slovak Publication Year: 0

Among the new trends in developing financial literacy in economic subjects, we include activating forms of teaching. These stimulate interest, support pupils’ learning experience, develop autonomy, flexibility and creative thinking. By applying activation methods, we teach the learner to understand the problem solved more clearly and require students to apply problem solving, analysis, synthesis, and creative thinking.

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Vplyv dobrého vzťahu učiteľa matematiky a žiaka na úspěšnost vyučovania matematiky na stredných školách

Author(s): Tomáš Lengyelfalusy,Marcela Pjatková / Language(s): Slovak Publication Year: 0

In the contribution we discuss the significance of Mathematics teacher’s personality, their relationship with students and the impact of positive Maths teacher relationship with their students on their success in learning mathematics. In this short article, we attempted to integrate our personal experience with the latest principals in pedagogy and teaching mathematics, as well as to offer a complex overview of the presented topic.

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Metodologické kořeny didaktických problému ve vzdělávání ekonomicky zaměřených předmětů

Author(s): Peter Marinič / Language(s): Czech Publication Year: 0

There are common accepted idea in focus on education of pupils in the field of economic subject and their importance and influence in the context of general education and general literacy of the population. However, the more important question is the methods of this education and its implementation to the education process, especially in the primary and secondary level of education. Those didactical problems are consequences of the methodological approach of the economics as a science itself, especially in comparison with the nature sciences. In this context, there are roots of this problems as the methodological problems of the economics itself analysed in the article.

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Are Czech students of teacher training prepared for interdisciplinary teaching?

Author(s): Eduard Hofmann,Hana Svobodová / Language(s): English Publication Year: 0

In accordance with the changes in the Czech curricular documents, there is increasing pressure to strengthen cross-curricular links. While the problematics of cross-curricular cooperation began to be solved abroad in the 1980s and is actually implemented in a number of countries, in the Czech environment it has been the topic of professional discussions of the last few years and its implementation is hindered by a number of barriers. At the same time, there is a lack of research in the Czech environment to capture the implementation of cross-curricular education or its comparison in an international context. Klein and Newell (1998, p. 3) consider the interdisciplinary approach as “a process of answering questions, solving problems or topics that are too broad or complex to be appropriately addressed by a single discipline”, notwithstanding that “interdisciplinary studies are based on disciplinary perspectives and integrate their knowledge through the development of a more complex perspective”. Since interdisciplinarity remains often an underestimated concept in the Czech environment, the first partial aim of the paper is to introduce the possibility of integration of partial geographic and other professional disciplines through the topic of “movement”. In order for the interdisciplinary cooperation to be more applied by teachers at schools, their training needs to be taken already in the course of study. In order to determine whether future teachers are able to implement this form of teaching, an investigation has been carried out with students of the follow-up master’s studies for primary and secondary school teachers by a method of free writing on preassigned questions. Due to the qualitative nature of the students’ answers, their answers were coded and subsequently analyzed. The second part of the paper is to evaluate the results of the survey with the students in which they express their opinion on the preparation for the cross-curricular education.

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Elementary Education curricula in the Czech Republic and the Republic of Slovenia – Physical Education and Geography integration

Author(s): Petr Vlček,Hana Svobodová,Tatjana Resnik Planinc / Language(s): English Publication Year: 0

This paper aims to address the lack of international knowledge and research in interdisciplinary teaching and curriculum development, especially when it comes to the subjects of Physical Education and Geography. The authors analyse and compare elementary school curricular documents from two countries, the Czech Republic and the Republic of Slovenia, to reveal how integration of Physical Education and Geography is embedded at the policy level in the selected countries.

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INTEGRACE AUTENTICKÝCH LITERÁRNÍCH TEXTŮ DO VÝUKY CIZÍCH JAZYKŮ: PŘEHLEDOVÁ STUDIE

Author(s): Barbora Pávková / Language(s): Czech Publication Year: 0

This study deals with the integration of authentic literary texts into foreign language lessons. It briefly defines the basic concept of authentic literary text from the perspective of foreign language teaching, followingly it reveals, in short, the roles which authentic literary texts play in teaching foreign languages, and then it presents some foreign and Czech researches that focus on the issue. Individual presented studies are divided into several categories with respect to the objectives of their empirical research.

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INTERAKCE PŘI KOOPERATIVNÍM PSANÍ V NĚMČINĚ JAKO CIZÍM JAZYCE: VYBRANÉ VÝSLEDKY PŘEDVÝZKUMU

Author(s): Eva Krovová / Language(s): Czech Publication Year: 0

This paper deals with cooperative writing in German as a foreign language for students of German studies and with analysis of interaction during cooperative writing using ethnomethodological conversational analysis. The paper presents preliminary results of a research project in this area.

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VÝUKA DALŠÍHO CIZÍHO JAZYKA: NĚMČINA PO ANGLIČTINĚ

Author(s): Andrea Frydrychová / Language(s): Czech Publication Year: 0

This paper briefly describes the condition of multilingualism in the field of didactics of another foreign language. The mapping review focuses on some Czech and foreign researches from the viewpoint of German as a second foreign language.

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Musical Activities in Flow

Author(s): Nikolaj Nikitin / Language(s): English Publication Year: 0

Topic discussed is the theory of flow and its significance in the context of the teaching of musical improvisation in elementary music education. The theme is closely related to musical psychology and deals with the experiences, feelings and psychological conditions associated with interpretation. The flow condition helps to cope with stress situations, increases concentration and brings joy or feelings of musical activity, thereby improving the quality of life. It is a musical improvisation and is a suitable form to achieve a flow condition. This is one of the important arguments for introducing music improvisation into the music school syllabus.

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Didactic Materials Used in Teaching Music at Elementary Art Schools in the Czech Republic according to Research at Department of Music at Faculty of Education of Masaryk University in 2018

Author(s): Zdislava Voborná Záleská / Language(s): English Publication Year: 0

The article deals with didactic materials used in elementary art schools in the Czech Republic in the study subject of Music. The didactic materials are divided into textbooks, songbooks and other didactic materials used by both teachers and pupils. The data was obtained by the method of questionnaire survey in the framework of the research Current trends in musical-theoretical teaching at elementary art schools in the Czech Republic. The research focused on the education in the musical field of elementary art schools. The purpose of this research was to look at the content of the curriculum and the teaching methods used. The aim of the research was then to find out the current state of this issue and propose possible improvements of the quality of teaching, for example through the preparation of didactic materials.

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NÁZORY ŽÁKŮ NA PRIMÁRNÍ PREVENTIVNÍ PROGRAM „HRA NA HRANĚ“ NA VYBRANÝCH ŠKOLÁCH

Author(s): Michaela Fialová / Language(s): Czech Publication Year: 0

The chapter presents a program of primary prevention called ‘Stacked Deck’ of the American organization Hazelden, which has been taken over into the Czech environment by the Company Podané ruce o.p.s. This game focuses on the problem of gambling. The program is designed for pupils from 7th to 9th grades of elementary schools and pupils of secondary schools. The chapter refers to the pathological gambling in theory with a focus on the emergence of addiction, treatment, and the risk of addiction. In the research, we have focused on pupils‘ views on the primary prevention program in particular on activities offered to pupils. The aim was to find out which activities are the most and least attractive for pupils.

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POTŘEBY DĚTÍ S PORUCHOU POZORNOSTI NA ZÁKLADNÍ ŠKOLE A EFEKTIVNÍ PODPŮRNÁ OPATŘENÍ (PŘEHLEDOVÁ STUDIE)

Author(s): Kateřina Štrausová / Language(s): Czech Publication Year: 0

The presented research study deals with foreign studies focused on education of children with attention deficit disorder (ADHD/ADD) in the elementary school environment. The main aim is to describe educational needs of the children and their effective supportive measures. There are analysed 6 studies. The final analysis focuses on educational needs of children during the compulsory education. There are presented effective supportive measures in the school environment which facilitate the education process and fulfil the educational need of children with attention deficit disorder. The contemporary studies and their innovative attitudes are more than inspirational and can be used in Czech education system as well.

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PODPORA DETÍ V RIZIKU SMÚTENIA V ŠKOLSKOM PROSTREDÍ

Author(s): Viktor Križo / Language(s): Slovak Publication Year: 0

The chapter deals with the issue of children grieving over the loss of a parent in the school environment. The aim is to clarify the process of grieving, needs and symptoms of the children and provide a management overview of grieving in schools to highlight the complex system of child care in the school environment. Based on a case study, the chapter describes resources and risks of a young boy after mother‘s death and the proces of longitudinal accompanying in the school environment. Analysis of art therapy and intervention, communication with the child, teachers and the bereaved parent refers to the importance of school support, recognition of supportive measures in the case of the grieving child, close cooperation and resilient environment in the class. Early intervention with the child, further education of teachers and other school employees is an essential part of the school support.

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DESIGN A HODNOCENÍ UČEBNIC PRO VÝUKU ESP

Author(s): Eva Ellederová / Language(s): Czech Publication Year: 0

This study provides a conceptual framework for an ESP coursebook design and evaluation process. The first chapter presents the basic characteristics of highquality coursebooks from the different authors’ point of view, describes the roles that ESP learning materials fulfil, discusses the issue of their content and authenticity, and deals with factors that should be taken into consideration when designing a coursebook including the role of teachers who design learning materials and work with them. The crucial part of the chapter is formulation of the principles of an ESP coursebook design based on SLA theories and description of a model of an ESP coursebook design concerning both adaptation of the available learning materials and design of new materials as well as the basic steps in designing one lesson of the coursebook. The second chapter draws from general approaches and rules for coursebooks evaluation, discusses the process of an ESP coursebook evaluation and gives examples of checklists whose development is one of the aims of the dissertation project focused on design-based research of an ESP coursebook.

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СТОРІТЕЛІНҐ

Author(s): Marie Pavlovská / Language(s): Ukrainian Publication Year: 0

Поняття «сторітелінґ» у перекладі з англійської означає «розповідання історії». Це сполучення слів «story» — набір реальних чи вигаданих подій, які розповідають, та «telling» — передача інформації усним шляхом.12 «Історія — це хронологічний взаємозв’язок людських ситуацій та дій у часовій послідовності, їхній зв’язок — вільний або тісний, низка серії подій, у центрі яких перебуває людина, міжлюдські взаємини, загалом життя.»13 «Під «розповіданням» розуміємо процес створення історії.»14 Розповідання характеризується двома ознаками15 — наявністю історії та присутністю оповідача.

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Péče o duši jako východisko fenomenologické pedagogiky v kontextu vzdělávacích technologií

Author(s): Michal Černý / Language(s): Czech Publication Year: 0

Jan Patočka builds his concept of phenomenological pedagogy as the central theme of soul care. Here he sees the basis of philosophy, a prerequisite for reflection of his own human development, history in the true sense of the word. However, its concept of phenomenology does not only address ontological and epistemological issues, but it also puts it in context with pedagogy. Knowledge becomes an individualized search for truth in the most comprehensive sense. In this context, we will try to focus on the changes that education brings in new technologies and technological opportunities in the field of autonomous education. The Internet and opportunities associated with it have opened the way to building a personal learning environment (PLE), developing methods such as self-organized learning environment (SOLE) or connectivism and heutagogy. The paper will attempt to reflect these new learning opportunities through Patočka’s concept of soul care and the overall view of phenomenological pedagogy with reference to the antinomy of Eugen Fink.

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Mentoring a jiné konzultace jako cesty ke kolegiálnímu učení

Author(s): Bohumíra Lazarová / Language(s): Czech Publication Year: 0

V předchozích kapitolách jsme se odkazovali k vybraným aktivitám, které podporují procesy učení ve školách. V této kapitole budeme věnovat pozornost vybraným osobám, jejichž posláním je podporovat takové změny ve škole, které směřují k rozvoji hlavního procesu: vzdělávání a výchovy. Jde o odborníky, kteří se o rozvoj kvality výuky zasluhují skrze práci s dospělými – tedy zejména s učiteli a vedením školy. Podporují procesy učení a obecněji se zasazují o změny v kultuře škol. Nezřídka se o takových lidech hovoří jako o činitelích změny (change agents) (Erchul & Martens, 2010; Lapsley & Oldfield, 2001; Tomal, Schilling, & Trybus, 2013 aj.). Agent, resp. činitel změny je vnímán jako ten, který jedná a podporuje lidi nebo organizace tak, aby měnili svou práci ve prospěch vyšší kvality a lepších výsledků. Jeho postavení a role ve školách může nabývat řady podob – důležité jsou však jeho schopnosti iniciovat a řídit změny (srov. např. Bolam, 1975). Je zřejmé, že lidé v rolích agentů změny mají různá zaměření a specializace. Může jít o lidi z vedení škol, učitele (Badley, 1986; Lukacs & Galluzzo, 2014), žáky a již zmíněné interní či externí spolupracovníky a specialisty, jako např. facilitátory, mentory (Thornton, 2014), pedagogické konzultanty, kouče a výzkumníky s kompetencí pracovat s daty. V této kapitole se zaměříme pouze na práci konzultantů a zejména mentorů ve školách, neboť následující výzkum z českého prostředí se týká především jejich práce.

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Závěr II

Author(s): Dan Roger Sträng / Language(s): Czech Publication Year: 0

Učení je pro vzdělávací instituce klíčovou otázkou. Nejdůležitějším úsilím lidí ve vzdělávacích institucích je podpora studijních výsledků žáků. Vztahy mezi procesy učení a pedagogickým vedením hrají důležitou roli ve snahách o zvyšování účinnosti vzdělávacích institucí (Brundrett & Rhodes, 2010).

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Kolegiální podpora učitelů z pohledu organizačního učení – české evaluační výzkumy

Author(s): Bohumíra Lazarová / Language(s): Czech Publication Year: 0

V České republice již také existují školy, které těží z kontinuální a systémové kolegiální či jiné odborné vnější podpory, jsou však stále spíše výjimkami. Zároveň je pociťován i nedostatek relevantních výzkumů, které by usilovaly o poznání zisků/efektů, jež kontinuální podpora školám a učitelům přináší. Přitom právě akční a evaluační výzkumy zaměřené na různé formy podpory učitelů by mohly popsat jak charakter podpůrných intervencí, tak i naznačit některá rizika a formulovat výzvy pro vedení škol, učitele, učitele-pracovníky ve specializovaných pozicích (mentory, konzultanty apod.) a v neposlední řadě i pro školské politiky. Rozvoj vnitřní kolegiální i vnější odborné podpory ve školách za účelem zkvalitnění výuky je jedním z prioritních témat české školské politiky, a proto je podporován řadou rozvojových projektů financovaných Ministerstvem školství, mládeže a tělovýchovy České republiky či Evropskou unií, ale i různými obecně prospěšnými organizacemi a soukromými nadacemi (viz 5. kapitola). Jednou z českých nadací, která kontinuálně podporuje vybrané základní školy, je Nadace The Kellner Family Foundation. Ta iniciovala a financuje dlouhodobý projekt Pomáháme školám k úspěchu. Byli jsme osloveni, abychom provedli1 dva výzkumy, jejichž výsledky měly přispět k evaluaci jmenovaného projektu a plánování dalších kroků v podpoře škol. Projekt, do kterého školy vstupovaly (resp. byly vybrány na základě určitých kritérií), měl významným dílem přispět k jejich rozvoji, resp. k podpoře učení ve školách. Klíčovou roli v rozvojových snahách sehrávali mentoři a pedagogičtí konzultanti2 , jejichž činnost projekt podporoval. V této kapitole tedy se souhlasem nadace a zúčastněných škol přinášíme vybrané výsledky evaluačního výzkumu s cílem ukázat, jak pedagogičtí konzultanti, mentoři a konečně celý projekt přispěli k rozvoji procesů učení v zapojených školách.

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Podpora učení ve školách

Author(s): Dan Roger Sträng / Language(s): Czech Publication Year: 0

V této knize jsme prezentovali teoretické poznatky i praktické ukázky výsledků pedagogického výzkumu ve dvou evropských zemích, které se historicky a kulturně liší, ale v oblasti vzdělávaní a osvojování si vědomostí je spojuje nejeden společný jmenovatel.

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