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Lecturer(s)
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Škoda Jiří, prof. PhDr. Ph.D., MBA
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Říčan Jaroslav, doc. Mgr. Ph.D.
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Heger Vladimír, PaedDr.
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Course content
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1. The content of education, its codification and changes, curriculum reform and its principles, education content knowledge 2. Goals in education, their function, meaning, formulation. Taxonomy of cognitive, affective, and psychomotor goals 3. Organisation forms of tuition with regard to time, from the perspective of quantity of individuals, from the place perspective 4. Teaching methods and criteria sorting: teaching activation methods, modern didactic trends from the method perspective 5. Didactic means - tools, text books, ICT in tuition: didactic modelling and experimentation 6. Communication in education, verbal and nonverbal communication, communication by act, illegal communication 6. Diagnostics in education, its meaning, function, methods, diagnostic process and its results + recommendation 7. Evaluation in education, evaluation meaning, evaluation types, test properties, subjective sources for error 8. Didactic testing, types of testing, test items types, test properties, teacher-made test rules 10. Causes of class failure: biological, psychological, social, and work with the failing pupil 9. Modernizing and innovative trends in education, didactic reconstruction 10. Teacher's profile as a part of secondary education, teacher typology, authority of a teacher 11. Didactic test
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Learning activities and teaching methods
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unspecified, unspecified
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Learning outcomes
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The goal of this subject is to prepare its students at both a theoretical and practical level for the management of an education process in a broad sense, in school and leisure activities. As a part of lectures and seminars, these topics will be covered: subject of general didactics, modern educational theories, content of education, curriculum theory, curriculum communication in education, curriculum documentation, education goals, organisation forms of tuition, teaching methods, didactic means, communication in education, psycho-educational diagnostics and its methods, evaluation during class, causes for failing a class, modernisation and innovative trends in education, elementary and high school teachers' profile. Seminars and solo preparation in general didactics will be oriented towards the individual creative activities of students who should gain the required knowledge in this area by this method. One of the goals of seminars, that follow up on the lectures in general didactics, is to practically process the selected topics. However, the main goal of seminars and individual preparation is a practical application of discussed areas on the selected topics of education for people of various ages, and to potentially take into account various special educational needs of certain individuals, or to completely analyse the issues connected with a certain topic. The goal of this course is to familiarize its students with the basic didactic literature and to create competence connected with the critical analysis of information sources.
The Student describes the system of curricular documents in the Czech Republic, explains the basic principles of curricular reform, describes material and non-material didactic means, and defines organisation forms and teaching methods: It describes the meaning and function of evaluation in education, defines subjective sources of error in evaluation and characterises methods of getting feedback: It describes the process of diagnostics in education, basic diagnostic methods and determines the possibilities of their use within the educational process, specifies the modern innovative trends in education, and characterizes selected methods of teaching and pupil management. The student is able to apply the gained knowledge into the general area of didactics, to take a creative approach to the concept of school tuition, and to reflect the modern trends and knowledge in school activity management, to apply the gained knowledge in certain situations during the educational process, to systematically measure and objectively evaluate the results of pupil activity, to design, realize, and evaluate the diagnostic process, to accept adequate results, and to cooperate with school support institutions.
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Prerequisites
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none
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Assessment methods and criteria
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unspecified
According to the teacher's instructions.
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Recommended literature
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BLOOM, P. Jak se děti učí významu slov.. Praha: Karolinum, 2014.
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CARBONNIER, G., CARTON, M., KING, K. Education, Learning, Training. Critical Issues for Development.. Nijhoff: Brill, 2014.
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CLARK, R. Evidence-Based Training Methods: A Guide For Training Professionals. Association for Talent Development,. 2014.
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ČAPEK, R. Moderní didaktika. Praha, 2015. ISBN 978-80-247-3450-7.
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JANÍK, T. et al. Kvalita (ve) vzdělávání. Obsahově zaměřený přístup ke zkoumání a zlepšování výuky.. Brno: MU, 2016.
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JANÍK, T., MAŇÁK, J., KNECHT, P. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: PAIDO, 2009.
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JANIŠ, K., LOUDOVÁ, I. Obecná didaktika: vybraná témata..
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JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Psychologie ve výchově a vzdělávání.. Praha: Grada, 2018.
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KREJČOVÁ, L. Žáci potřebují přemýšlet: Co pro to mohou udělat jejich učitelé.. Praha: Portál, 2013.
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MAZÁČOVÁ, M. Vybrané problémy obecné didaktiky.. Praha: UK, 2014.
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MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika.. Praha: Wolters-Kluwer, 2016.
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MOORE, A. Teaching and Learning: Pedagogy, Curriculum and Culture (Key Issues in Teaching and Learning).. New York: Routledge Falmer, 2001.
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PETTY, G. Moderní vyučování. Praha, 2013. ISBN 978-80-262-0367-4.
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PRICE, K., M. Planning Effective Instruction: Diversity Responsive Methods and Management.. Boston: Cengage Learning, 2014.
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RAMBOUSEK, V. Vybrané kapitoly z didaktiky a psychodidaktiky.. Praha: PdF UK, 2014.
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SLAVÍK, J., JANÍK, T.; NAJVAR; P, KNECHT, P. Transdisciplinární didaktika (o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory). Brno: MUNI PRESS, 2017.
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TROJAN, V. Pedagogický proces a jeho řízení.. Praha: Wolters Kluwer, 2014.
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ZORMANOVÁ, L. Obecná didaktika: Pro studium a praxi.. Praha: Grada, 2014.
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