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Lecturer(s)
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Course content
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1. Didactic source (školní historický pramen)- concept, possibilities, practice 2. Use of written texts in history lessons 3. Use of iconic material in history lessons 4. The use of film in the teaching of history 5. Possibilities of teaching outside the school, cooperation with other institutions Distance learning: 1. Specifics and possibilities of teaching prehistory and antiquity 2. Specifics and teaching possibilities of the Middle Ages 3. Specifics and possibilities of teaching the modern age until the end of the 18th century 4. Specifics and possibilities of teaching modern history 5. Specifics and teaching possibilities of the 20th and early 21st centuries
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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Based on the current development of history didactics, or school history, the subject deepens students' theoretical knowledge and at the same time enables them to acquire practical skills in various activities necessary for teaching history, especially in "practical workshop" lessons, which are focused on the preparation and implementation of model lessons. The student gets an overview of the basic concepts, techniques, methods of history didactics not only from the Czech environment. The teaching makes it possible to become familiar with the practical outputs used in Czech schools. Teaching takes place in cooperation with institutions involved in education. Key themes present the concepts of critical thinking, historical literacy, and inquiry-based learning.
1) demonstrates the ability of didactic analysis in relation to the selected didactic unit 2) can create didactic sources of various types 3) deepens communication skills and is able to moderate the discussion 4) is able to create learning figures 5) is able to organize learning figures within larger teaching units
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Prerequisites
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The subject follows the subjects: Didaktika dějepisu I. KHI/KMU11 The subject takes place in cooperation with other subjects: Mezioborové vztahy dějepisu II. KHI/KMU21 Souvislá pedagogická praxe na 2. st. ZŠ KHI/KMU22 The student is able to use basic technological skills in working with a computer.
KHI/KMU10
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Assessment methods and criteria
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unspecified
The student creates a portfolio of basic outputs for a predetermined, chosen and justified thematic unit. He presents this portfolio in student colloquiums, in the environment of the Moodle application. After a successful defense, the student takes an oral exam, the first part of which is based on both theoretical and practical reflection of the portfolio. In the second part, the exam examines the student's ability to discuss the theoretical problems of teaching history, especially in the educational field of history.
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Recommended literature
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Beneš Zdeněk, Gracová, Blažena. Průcha, J. Sondy a analýzy. Učebnice dějepisu ? teorie a multikulturní aspekty edukačního média.. Praha, 2008.
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ČINÁTL, Kamil, PINKAS, Jaroslav. Dějiny ve filmu: film ve výuce dějepisu.. Praha, 2014. ISBN 978-80-87912-11.
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Havlůjová Hana Najbert Jaroslav. Paměť a projektové vyučování v dějepise. Praha, 2014. ISBN 978-80-87912.
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Hudecová Dagmar. Analýza dějepisných vzdělávacích programů ve vybraných státech Evropy a její výsledky. Praha, 2006.
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Ilencová Hana, Märc Josef. Brána školního dějepisu otevřená.
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Labischová, Denisa. Gracová, Blažena. Příručka ke studiu didaktiky dějepisu. Ostrava, 2008.
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Märc Josef. Dějepisné výzvy mezioborovým vztahům. Ústí nad Labem, 2010. ISBN 978-80-7414-257-.
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Märc Josef. Mystifikace dějinami, mystifikace ve výuce dějin. Ústí nad Labem, 2010. ISBN 978-80-7414-266-6.
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Märc Josef. Stereotypy a mýty v dějepisném vyučování. Ústí nad Labem, 2008. ISBN 978-80-7414-032-7.
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Märc Josef. Žena jako subjekt a objekt dějepisného vyučování. Ústí nad Labem, 2010. ISBN 978-80-7414-367-0.
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Stradling Robert. Jak učit evropské dějiny 20. století. Praha, 2003.
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Strandling Robert. Multiperspektiva ve vyučování dějepisu: příručka pro učitele.
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