|
Lecturer(s)
|
-
Šindelářová Jaromíra, doc. PaedDr. CSc.
|
|
Course content
|
1. Prerequisites for successful management of the beginnings of reading and writing. 2. Reading practice steps (according to the analytical-synthetic method). 3. Phases of writing practice (according to an analytic-synthetic method), bounded and unbound script (Comenia script). 4. Working with a Living Alphabet and a Syllabus - A brief overview of contemporary syllabuses and live alphabets. Writers, the difference of letters for bound and unbound script. Presentation of seminar papers. 5. Methodology for speech / letter extraction, methodical procedure for reading syllables and words (according to the analytical-synthetic method). Presentation of seminar papers. 6. Shapes of bound letters. The shape elements of the letters. Presentation of seminar papers. 7. Grafomotorics, graphomotor exercises. Release exercises. Presentation of seminar papers. 8. Hygiene habits in writing and reading. 9. Basic font requirements. Quantitative and quantitative characters of the font. Presentation of seminar papers. 10. Assessment of Reading and Writing in Year 1. Presentation of seminar papers - outcomes of the students in the seminar. 11. Analytical-synthetic method in teaching reading and writing. 12. Genetic method in teaching reading and writing. 13. Literary education in the 1st year. 14. Work with literary text.
|
|
Learning activities and teaching methods
|
|
unspecified
|
|
Learning outcomes
|
Learning outcomes of the course unit The aim of the course is to develop appropriate pedagogical and psychological attitudes towards the teaching of pupils (including pupils with SEN) at the 1st year of elementary school and to acquire basic and specific methodological procedures in reading and writing exercises in connection with knowledge of general didactics, developmental psychology, pedagogy and special pedagogy. Students get acquainted with the historical overview of the development of reading and writing methods and acquire the ability to teach reading and writing by an analytical-synthetic method, acquire the practical skills of typed and unbound scripts, the ability to diagnose pupil reading and writing (including pupils with developmental learning disabilities) features of the teaching of Czech language and literary education in the 1st year of elementary school.
In the area of knowledge the student can describe the basic prerequisites for successful management of the beginnings of reading and writing in primary school pupils (including pupils with SEN), to enumerate, describe and evaluate individual stages of historical development of reading and writing methods, analyze their specific features and assess their importance for initial primary education and professional practice. In the field of skills he / she manages the methodological procedures for reading vocabulary, syllables, words (including methodical methods in the individual teaching of dyslexics and dysgraphs), he can use phonematic, breathing, vocal and articulation exercises. The student is responsible for pedagogical diagnostics in the first year of basic education.
|
|
Prerequisites
|
Ability to apply knowledge from linguistic, pedagogical and psychological disciplines to teaching practice.
|
|
Assessment methods and criteria
|
unspecified
In the subject 8 hours of contact instruction (see the topics marked with bold), the other topics (No. 1, 8, 11-14) will be the subject of a separate study according to the study support (http://projekty.ujep.cz/js_opory_1st/) and the list literature. The condition for successful completion of the course is active participation in tutorials (80% attendance), elaboration of seminar work, preparation of the portfolio to SZZ and preparation of the tasks stated in the study support. Written communication with the teacher is via e-mail (jaromira.sindelarova@ujep.cz). Based on the positive evaluation after fulfilling the above described requirements, the student will be awarded a credit and examination (study control).
|
|
Recommended literature
|
-
Rámcový vzdělávací program pro základní vzdělávání. Praha, 2013.
-
BIDDLUPH, S. Proč jsou šťastné děti šťastné.
-
Čapka F., Santlerová K. Stručný vývoj písma. Brno, 1994.
-
Fabiánková B., Havel J., Novotná M. Výuka čtení a psaní na 1. stupni ZŠ. Brno, 1999.
-
Frühaufová V., Miňhová J., Mrázová E. Vybrané pedagogické a psychologické problémy výuky elementárního čtení a psaní. Ústí nad Labem, 1991.
-
KOLÁRIKOVA, Z., PUPALA, B. Předškolní a primární pedagogika. Praha: Portál, 2001.
-
Kořínek M., Křivánek Z. Didaktika prvopočátečního čtení a psaní. Praha, 1985.
-
LENCOVÁ, R. Rozhovory o písmu rukopisném.
-
Matějček, Z. Dyslexie, specifické poruchy čtení.. Jinočany: H&H, 2007.
-
MOČÁLOVÁ, R. Grafomotorika a počáteční psaní.
-
Mrázová E. Vybrané postupy při práci s dyslektickým dítětem. Ústí nad Labem, 1994.
-
Skalková J. Obecná didaktika. Praha, 1999.
-
SPILKOVÁ, V. a kol. Proměny primárního vzdělávání v ČR.
-
Tymichová H. Nauč mě číst a psát. Praha, 1992.
-
VODIČKA, I. Nechte leváky drápat. Metodika levorukého psaní, kreslení a malování.
-
Wildová, R. Aktuální problémy didaktiky prvopočátečního čtení a psaní.
-
Zelinková, O. Poruchy učení. Praha, 2009. ISBN 978-807-3675-141.
-
ŽÁČKOVÁ, H. - JUCOVIČOVÁ, D. Metody hodnocení a tolerance dětí s SPU.
|