|
Lecturer(s)
|
-
Škoda Jiří, prof. PhDr. Ph.D., MBA
|
|
Course content
|
Lecture topics: 1. Neurophysiological bases of memory and learning - mechanisms of memory, types of memory, physiological factors influencing the process of memory, the relationship between memory and learning. 2. Neurophysiological bases of memory and learning - mechanisms of memory, types of memory, physiological factors influencing the process of memory, the relationship between memory and learning. 3. Functional brain imaging, principles of functional imaging methods - fMRI, PET, SPECT, MEG, the importance of functional brain imaging for the study of memory and learning processes. 4. Functional brain imaging, principles of functional imaging methods - fMRI, PET, SPECT, MEG, the importance of functional brain imaging for the study of memory and learning processes. 5. Learning styles - cognitive styles, learning styles of students, classification of learning styles, teaching styles of teachers, the possibility of influencing learning styles, effective use of learning styles in the educational process., Diagnostics of learning styles. 6. Learning styles - cognitive styles, learning styles of students, classification of learning styles, teaching styles of teachers, the possibility of influencing learning styles, effective use of learning styles in the educational process., Diagnostics of learning styles. 7. Learning styles - cognitive styles, learning styles of students, classification of learning styles, teaching styles of teachers, the possibility of influencing learning styles, effective use of learning styles in the educational process., Diagnostics of learning styles. 8. Individual characteristics of the learner - students' internal knowledge systems, their formation, genesis and influencing, children's concepts and work with children's concepts in the teaching process. Possibilities of diagnostics of children's concepts. Strategies for overcoming misconceptions. 9. Didactic reconstruction - didactic transformation of the curriculum, bringing the learner's internal knowledge systems closer to the current state of knowledge. Methods of effective learning and teaching, means of didactic reconstruction. Choice of optimal teaching and learning strategies. 10. Possibilities of practical use of knowledge concerning mechanisms of memory and learning. Non-traditional approaches to teaching, critical analysis of modern trends in student learning process: constructivist teaching and its variants, problem and heuristic teaching, research-oriented teaching, conceptual mapping.
|
|
Learning activities and teaching methods
|
|
unspecified
|
|
Learning outcomes
|
The aim of the course is to acquaint students with expanding knowledge related to the educational content of general didactics and educational psychology. Learning is explained in the course as a complex of neurophysiological processes taking place in different parts of the brain. The mechanisms of memory and learning and the possibilities of their pedagogical influencing are discussed. Knowledge of neurophysiological processes in the brain is further applied to the pedagogical field in connection with the individual characteristics of learning students
Expertise: - describe the basic anatomical structure of the central nervous system and explain the basic physiological processes in the brain (origin and transmission of nerve excitement), including the principles of methods of studying these processes, - characterizes individual types of memory and lists the factors that affect the quality of memory, suggests the possibilities of their pedagogical influence on selected factors. Professional skills: - state various classifications of learning styles and characterize individual styles, including their manifestations in a real educational environment, - explain what learning strategies and tactics are and how they relate to learning and cognitive styles, - characterizes children's concepts and their genesis in detail. Competences: - introduces theoretical concepts of didactic reconstruction and describes the way of working with didactic reconstruction in real educational practice.
|
|
Prerequisites
|
unspecified
|
|
Assessment methods and criteria
|
unspecified
Written exam
|
|
Recommended literature
|
-
CANGELOSI, J., S. Strategie řízení třídy. Praha: Portál, 1994. ISBN 80-7178-014-6..
-
DOULÍK, P., ŠKODA, J. Diagnostika dětských pojetí a její využití v pedagogické praxi. Ústí nad Labem: UJEP, 2008. ISBN 978-80-7414-059-4.. Ústí nad Labem: UJEP, 2008. ISBN 978-80-7414-059-4.
-
FISCHER, R. Učíme děti myslet a učit se: praktický průvodce strategiemi vyučování. Praha: Portál, 2004. ISBN 80-7178-966-6..
-
Ganong, W. F. Přehled lékařské fyziologie. 20. vydání. Praha: Galén, 2005, ISBN: 80-7262-311-7 .. Praha: Galén, 2005.
-
Janíková, M., Vlčková, K. et al. Výzkum výuky: tematické oblasti, výzkumné přístupy a metody. Brno: Paido, 2009, ISBN 978-80-7315-180-5.. Brno: Paido, 2009.
-
Koukolík, F. Mozek a jeho duše. 3. přepracované a rozšířené vydání. Praha: Galén 2005, ISBN 97-8807-262-314-3.. 1997.
-
Kulišťák, P. Neuropsychologie. 2., aktualiz. a přeprac. vyd. Praha: Portál, 2011. ISBN 978-80-7367-891-3.. 2003. ISBN 80-7178-554-7.
-
KUSÁK, P., DAŘÍLEK, P. Pedagogická psychologie - A. 2. vyd. Olomouc: Univerzita Palackého, 2001. 2001. ISBN 80-244-0294-7.. 2001. ISBN 80-244-0294-7.
-
MAREŠ, J. Styly učení žáků a studentů. Praha: Portál, 1998. ISBN 80-7178-246-7..
-
Nakonečný, M. Motivace lidského chování. Praha. 1996, ISBN 80-200-0592-7.. 1996.
-
PREISS, M., KŘIVOHLAVÝ, J. Trénování paměti a poznávacích schopností. Praha: Grada Publishing, 2009, ISBN: 978-80-247-2738-7.. Praha: Grada Publishing, 2009.
-
ŠKODA, J., DOULÍK, P. Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Praha Grada, 2011, ISBN: 978-80-247-3341-8.. Praha Grada, 2011.
-
VESTER, F. Myslet, učit se a zapomínat? Plzeň: Fraus, 1997, ISBN 80-85784-79-3..
|