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Lecturer(s)
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Fibiger Martin, PhDr. Ph.D.
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Course content
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1. Didactic interpretation in literature education at school; Theoretical literature to the topic of communicative conception of literature education; Didactic interpretation and Czech language and literature subject in the system of contemporary valid curricular documents 2. Functions of didactic interpretation of literary piece and determinants of its application at primary and secondary school level 3. Theoretical and methodical goals of didactic interpretation of a literary work in communicative conception of literature education; Theoretical characterisation of reading, reception apperception and concretisation of a literary work; Research of reading and reading habits 4. Development and cultivation of pupil´s reading habits in concrete phases of reception of literary work; Attitudes to didactic interpretation at primary and secondary school; Three phases: evocation - realisation of meaning - reflexion; Programme of RWCT (Reading and writing for critical thinking); methods, reading workshop, creative drama; reflexing and self-controlling activities in didactic interpretation; Questions of self-regulation and metacognition 5. Literary interpretation and possibilities of a didactic transformation; Rules of interpretation process from intuitive ideas to more-analytical interpretation and re-reading of a literary text; Improving of perception and responsive reader´s activities 6. Possibilities of pupil´s reading habits development in perception and apperception phase of reception of books of prose and poetry 7. Possibilities of pupil´s reading habits development in interpretation and controlling phase of reception of books of prose and poetry 8. Didactic interpretation of selected epic genres from selected periods of Czech and foreign literature history; Didactic-transformed extracts of novel and Epic from primary and secondary school reading-book 9. Possibilities of didactic interpretations of short and middle-length epic literature with primary and secondary school pupils 10. Possibilities and manifestations of didactic improving of pre-pubescent and pubescent reader´s reception of lyric genres; Researches in reception of lyric poetry 11. Possibilities and manifestations of didactic improving of adolescent reader´s reception of lyric genres; Interpretation of lyric genres at secondary school 12. Didactic attitude to interpretation of drama genres; Application of methods of creative drama 13. Didactic interpretation of reading-book and non-reading-book texts; Question of a literary canon; Attitude to interpretation of reading-book excerpts at primary school and secondary school 14. Final 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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Seminars introduce to students theoretical and methodical problems of didactic interpretation of a literary text during literature education at primary or secondary school. (From the perspective of didactic interest in communicative conception of Czech language and literature; even in the context of contemporary and valid curricular documents - General Education Programme for Primary Schools -RVP ZV-, General Education Programme for Grammar schools -RVP G-, General Education Programme for Secondary/Vocational schools -RVP SOV-) We concentrate our attention to theoretical and methodical goals of didactic interpretation (included in structuralism, structural-semantic works, in hermeneutic attitudes, in conclusions of Constance school of reception aesthetics, in constructivism and finally in cognitive literature science) as well as to concrete factors, that influence didactic interpretation. (in the context of literary-piece´s character, character of type, genre and determinants of didactic-transformed literary text influenced by age of a student, his reading abilities, by teacher´s didactic skills and other demands of didactic transformation of content of a literary piece). Through gradually released seminar tasks, students get more and more knowledge of methodology of didactic improving of pupil´s reception of a literary piece. (Different types, genres and forms from every period of Czech or Foreign literature development), that can be effectively used as a curriculum - and more: their didactic interpretation (using Creative-Drama methods, reproduction and production methods, making text variations and genre transformations) can lead to reaching adequate skills according to expected results in curricular documents of RVP. We focus our attention to defining and respecting of different and individual reading competences of pupils at primary and secondary schools (or pre-pubescent, pubescent and adolescent readers).
Student understands the issues of prepubescent, pubescent and adolescent reading, he distinguishes literary, reader's and didactic interpretation of an artistic text. In model situations, he leads the didactic interpretation and he takes into account its functions, factors and principles. He is able to apply the methodics of didactics interpretation with regards to reader's competence of the pupils of primary resp. High school and due to the nature of an artistic text (with regards to genre, semantically compositional or linguistically stylistic quality). The student is oriented in available professional didactic literature, in the systém of valid curriculum and in the possibilities which are offered by the methods of communicatively concieved education.
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Prerequisites
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knowledge of the field on the level of GCSE exam knowledge of disciplines connected to the central domain of study knowledge of appropriate terminology
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Assessment methods and criteria
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unspecified
attendance activity presentation test
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Recommended literature
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Beránková, E.:. Tvořivá hra jako cesta k pochopení literárního díla. Plzeň: Fraus, 2002.
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Gejgušová, I. Interpretace uměleckého textu v literární výchově na základní škole. Ostrava: Pedagogická fakulta Ostravské univerzity, 2009.
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Germušková, M. Literárny text v didaktickej komunikácii. Prešov: Fakulta humanitných a prírodných vied PU, 2003.
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Hník, O. Literárny text v didaktickej komunikácii. Prešov: Prešovská univerzita, 2003.
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Chaloupka, O. Škola a počátky dětského čtenářství. Praha: Albatros, 1995.
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Košťálová, H. - Šafránková, K. - Hausenblas, O. - Šlapal, M. Čtenářská gramotnost jako vzdělávací cíl pro každého žáka. Praha: Česká školní inspekce, 2010.
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Kožmín, Z. Tvořivý sloh: malé traktáty a malé scénáře. Praha: Victoria Publishing, Dítě.
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Lederbuchová, L. Didaktická interpretace uměleckého textu jako metoda literární výchovy na občanské a střední škole I., II.. Plzeň: Západočeská univerzita, 1995.
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Lederbuchová, L. Dítě a kniha: o čtenářství jedenáctiletých. Plzeň: Nakl. Aleš Čeněk, 2004.
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Slavík, J. Umění zážitku, zážitek umění I.. Praha: UK - PF, 2001.
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Vala, J. Poezie v literární výchově. Olomouc: Hanex, 2011.
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