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Lecturer(s)
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Brtnová-Čepičková Ivana, doc. PaedDr. Ph.D.
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Course content
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1. Didactic transformation of scientific knowledge of various disciplines into the didactic system of homeland studies. Homeland studies curriculum and its characteristics in curricular documents (FEP ZV). Didactics of homeland studies as a scientific field. 2. Structure of chronology (periodization) of historical curriculum in the 4th - 5th year of primary school - the importance of history education. 3. Development of homeland studies teaching in our country from its beginnings to the present, characteristics of basic developmental stages subjects about nature and society. Homeland studies teaching in didactic systems of selected other countries, comparison with teaching with us. 4. Orientation in time, space and values. 5. Educational goals of teaching homeland studies and their implementation in individual topics of the curriculum. 6. Application of psychodidactic approach in teaching homeland studies. Working with pupils' naive ideas (preconception and misconception). The importance of illustrative teaching in primary school. 7. Methodical and factual analysis of the content units of contemporary school homeland studies. 8. Interdisciplinary relations at the horizontal and vertical level, cross-curricular topics of the FEP ZV. 9. Didactic resources in homeland studies: textbooks and other didactic resources in homeland studies. Teacher evaluation, selection textbooks, work with textbooks and PL. 10. Specific didactic means in homeland studies: didactic procedure in working with maps and other cartographic ones materials. 11. Regional principle and local landscape 12. Field teaching in homeland studies. 13. Financial literacy, protection of the population in emergencies
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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During the preparation, the student should acquire such competencies that will allow him to successfully lead the teaching in the subject homeland studies (or a subject with a different name but the same content). Methodologically, the seminars are designed to the student gained experience with different concepts of teaching and with different teaching strategies. The course is also built on interactive methods and teamwork of students. Attention is also paid to various concepts of curriculum design, organizational forms, methods of work, selection of suitable motivation and activating methods of work, aids, evaluation pupils, the possibilities of using didactic and computer technology (eg working with interactive whiteboards). Students will also learn skills associated with the content creation and implementation of integrated (interdisciplinary) teaching and implementation cross-cutting themes in teaching (environmental education, education for thinking in European and global contexts, multicultural education). We also pay attention to changes and recommendations of the amended RVP ZV.
The student understands the content and place of homeland studies in curricular documents; formulates the main and partial goals of the local history teaching, acquire professional terminology; knows and applies appropriate teaching methods and appropriate organizational forms with regard to the objectives of teaching; understands the basic laws, relationships and contexts of homeland studies and is able to adequately due to the age of the pupils, the local region and the general requirements of the curricular documents activities (in curriculum planning, preparation for lessons and walks, in projects, etc.); uses adequately different didactic means for teaching homeland studies, is able to choose their appropriate and in some cases their own work (eg presentations, videos, photographs, diagrams, worksheets, etc.), implements cross-cutting themes in teaching; integrates knowledge from different scientific disciplines; can use the educational value of homeland studies.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
100% attendance active participation in lectures study of recommended study literature successful completion of the credit test (content of lectures, study literature)
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Recommended literature
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BELZ, H., SIEGRIST, M. Klíčové kompetence a jejich rozvíjení. Praha, Portál, 2001. ISBN 80-7178-479-6.
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MAŇÁK, J., KLAPKO, D. Učebnice pod lupou.. Brno, Paido, 2006. ISBN 80-7315-124-3.
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PODROUŽEK, L. Integrovaná výuka na základní škole v teorii a praxi.. Fraus, Plzeň, 2002. ISBN 80-7238-157-1.
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ŠIMÍČKOVÁ, H.. Didaktika vlastivědy jako základů společenských věd v primární škole. PF OU, 2010. ISBN 9788073687632.
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VAVRDOVÁ, A. Didaktika vlastivědy 1.. PF Olomouc, 2009. ISBN 978-80-244-2263-3.
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