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Lecturer(s)
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Hes Milan, Mgr. Bc. Ph.D.
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Course content
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1. The importance of historical education for a person, the influence on his further development 2. The importance of regional history in history teaching 3. Creation of a scenario for a historical seminar 4. Possibilities of school cooperation with a museum, gallery, archive and library 5. Analysis and comparison of history textbooks (various criteria) 6. Possibilities of using professional and beautiful literature in history education 7. Use of textual and iconographic materials in history education (map, atlas, cartogram, photograph, poster, painting or sculpture) 8. Possibilities of using the film and film documentary 9. Use of oral history in history teaching 10. The use of historical cartoons in history teaching 11. Gender issues in history teaching 12. Everyday life in history teaching 13. Comparison of our and foreign educational programs
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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Students apply knowledge and competencies from the field didactics of history in practical exercises, through which they develop in particular the skill of didactic analysis of a historical thematic unit. Furthermore, students learn to analyze and use a wide range of historical sources in practice. Students manage to transform these sources into the form of school historical sources. Students develop the skill of analytically and research-oriented history education directly in the school environment and during excursion lessons at places of memory (museum, gallery, archive, library, memorial, etc.).
Based on previous theoretical education, students acquire practical skills and abilities necessary for the preparation and subsequent implementation of school teaching. Students will gain basic ideas about the possibilities of using school historical sources in the teaching of history. Students will acquire the skill of didactic analysis of historical thematic units. Students will practice choosing teaching methods and organizational forms of history teaching.
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Prerequisites
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1. The student should complete (in addition to pedagogical and psychological disciplines as well as general didactics) the subject Introduction to the Study of History. Theory and methodology. 2. Demonstrates the knowledge expected from the completion of basic history courses.
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Assessment methods and criteria
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unspecified
During the semester, students prepare a seminar paper on a chosen topic and defend it in an audience of other students. Part of the seminar work is the processing and practical demonstration of specific teaching figures.
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Recommended literature
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BARTOŠ, Josef, SCHULZ, Jindřich a TRAPL, Miloš. Regionální dějiny: pojetí, poslání, metodika.. Olomouc, 2004. ISBN 80-244-0865-1.
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ČERNÍN, David, GRACOVÁ, Blažena; STEFAN, Michael a TOMEČEK, Slavoj. Dějepis mezi vědou a vyprávěním. Ostrava. 2023.
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ČINÁTL, Kamil, PINKAS, Jaroslav. Dějiny ve filmu: film ve výuce dějepisu. Praha. 2014.
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KRATOCHVÍ, Viliam. Metafora stromu ako model didaktiky dejepisu. Bratislava, 2019. ISBN 978-80-8140-365-1.
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LABISCHOVÁ, Denisa. Co si uchováme v paměti?: empirický výzkum historického vědomí. Ostrava. 2013.
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LABISCHOVÁ, Denisa. GRACOVÁ, Blažena. Příručka ke studiu didaktiky dějepisu.. Ostrava, 2008. ISBN 978-80-7368-584-3.
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MAŇÁK, Josef. Hodnocení učebnic. Brno. 2007.
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PASCH, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha. 2005.
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VANĚK, Miroslav, MÜCKE, Pavel. Třetí strana trojúhelníku: teorie a praxe orální historie. Praha. 2022.
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