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Lecturer(s)
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Sladová Jana, Mgr. Ph.D.
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Polák Milan, Mgr. Ph.D.
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Vala Jaroslav, doc. Mgr. Ph.D.
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Krejčí Veronika, Mgr.
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Course content
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1. Didactics of the Czech language as a scientific field. 2. Current conception of the Czech language in curricular documents (characteristics of the educational field of Czech language and literature within the FEP ZV, general goals and specific goals of individual components, outputs, time allocation of the subject, specification of outputs in the Standards of Basic Education). 3. Teaching materials usable in teaching the Czech language at the 1st stage of primary school (textbooks, workbooks, teaching programs, applications, websites), their functions and possibilities of integration into teaching, criteria for assessing textbooks. 4. Phonology at the 1st stage of primary school (didactic transformation of knowledge from phonetics and phonology into school practice - specific learning topics, suitable teaching aids). 5. Spelling at the 1st stage of elementary school (lexical, morphological spelling and basics of syntactic spelling - didactic transformation of knowledge from lexicology, morphology and syntax into school practice, types and evaluation of spelling exercises). 6. Curriculum on vocabulary at the 1st stage of primary school (didactic transformation of knowledge from lexicology into school practice - specific learning topics, appropriate teaching aids and appropriate cognitive methods). 7. Morphology at the 1st stage of primary school (didactic transformation of knowledge from morphology into school practice - specific learning topics, suitable teaching aids and suitable cognitive methods, algorithms). 8. Composition at the 1st stage of elementary school (didactic transformation of knowledge from syntax to school practice - specific learning topics, suitable teaching aids and appropriate cognitive methods). 9. Communication and stylistic education at the 1st stage of primary school (didactic transformation of knowledge from stylistics to school practice - production and reproduction style, specific stylistic units, work with the curriculum, stages of training, suitable didactic means, specifics of stylistic teaching at the 1st stage). 10. Pupil with a specific learning disability (especially dyslexia, dysgraphia and dysorthography) in Czech lessons (causes of the disorder, manifestations, diagnosis, reeducation, supportive measures).
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Demonstration, Laboratory Work, Activating (Simulations, Games, Dramatization)
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Learning outcomes
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Students will be introduced to: - didactics of the Czech language as one of the scientific disciplines, - basic curricular documents (FEP ZV and Standards of basic education, school educational program), - definition of the Czech language within the FEP ZV (general goals and goals of specific components of the field of Czech language and literature, outputs, time allowance) and its specifics, - didactic transformation of the curriculum from phonetics and phonology, lexicology, morphology, syntax and stylistics into school practice (curriculum design, curriculum planning, lesson construction, suitable teaching aids, suitable cognitive methods, evaluation of pupils' performance), - textbooks and other materials designed to support the teaching of Czech at the 1st stage of primary school (workbooks, teaching programs and applications, online web tools), - the possibilities of integrating the outputs of the Czech language subject into other subjects, - the most common specific learning disabilities (especially dyslexia, dysgraphia and dysorthography), attention disorders, cross-laterality (causes, manifestations, diagnosis, reeducation, supportive measures) and their specifics for teaching the Czech language and literature.
After completing the course, the student should be able to: - be familiar with professional pedagogical literature and didactic materials suitable for supporting the teaching of Czech, - be familiar with the curriculum of phonology, spelling, vocabulary, morphology, composition and stylistics at the 1st stage of primary school and transform this curriculum appropriately didactically into school practice, - understand the specifics of pupils with special educational needs, especially pupils with specific learning disabilities, they should know these disorders theoretically to the extent that they are able to diagnose and consult individual problems in practice and work with these pupils appropriately.
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Prerequisites
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The student should be equipped with appropriate knowledge and skills from integrated scientific disciplines, especially from linguistics and general didactics.
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Assessment methods and criteria
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Oral exam, Analyssis of the Student's Portfolio, Seminar Work, Written exam
Active participation in seminars. Fulfillment of partial tasks that are focused on the development of pedagogical competencies. Passing a credit test focused on mastering the Czech language curriculum in the field of audio, language, spelling, vocabulary, morphology and composition. Successful completion of the oral exam, which will verify the general knowledge of the didactics of the Czech language and the pedagogical skills of the student consisting in the didactic transformation of linguistic knowledge into school practice. It is recommended to prepare a portfolio of materials for pedagogical practice. The student can use this portfolio as supporting material during the exam.
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Recommended literature
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Pravidla českého pravopisu.
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ČECHOVÁ, M. a kol. (2010). Čeština a její vyučování. Praha: SPN.
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ČECHOVÁ, M. (1998). Komunikační a slohová výchova. Praha: SPN.
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HAUSER, P. a kol. (1994). Didaktika českého jazyka, díl I. - Část obecná. Brno: Vydavatelství MU.
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HAUSER, P. a kol. (1994). Didaktika českého jazyka, díl II. - Jazyková výchova. Brno: Vydavatelství MU.
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HÖFLEROVÁ, E. (2006). Didaktika českého jazyka pro základní školu. Ostrava: Nakladatelství OU.
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JUCOVIČOVÁ, D. a ŽÁČKOVÁ, H. (2014). Reedukace specifických poruch učení u dětí. Praha: Portál.
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KREJČÍ, V. Veronika Krejčí - Didaktický koutek. Olomouc: UP.
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MŠMT. Národní program rozvoje vzdělávání v ČR (Bílá kniha). Praha.
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MŠMT. (2021). Rámcový vzdělávací program pro základní vzdělávání. Praha.
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Národní pedagogický institut. (2021). Rámcový učební plán. Praha.
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PRŮCHA, J. a kol. (2009). Pedagogická encyklopedie. Praha: Portál.
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SVOBODOVÁ, J. a kol. (2002). Jazyk a jazyková komunikace nově. 2002.
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SVOBODOVÁ, J. (2006). Didaktika českého jazyka s komunikačními prvky. Didaktika českého jazyka s komunikačními prvky.
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ŠEBESTA, K. (2005). Od jazyka ke komunikaci. Didaktika českého jazyka a komunikační výchova. Praha: Nakladatelství UK.
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ÚJČ. Slovník spisovné češtiny pro školu a veřejnost.
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