| Course title | Didactics of Literature in Theory and Practice |
|---|---|
| Course code | KČJ/XDLP@ |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech |
| Status of course | Compulsory |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
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| Course content |
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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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Upon completion of the course, students should be able to: - demonstrate didactic interpretation of a literary work taking into account its artistic specifics, - summarize and evaluate the methods of work promoting students' literacy and developing their reading strategies, - apply in practice the methods of work supporting the development of pupils' reading strategies, - analyse the role of pupils' preconceptions in teaching and specify the role of the teacher in the model of didactic reconstruction of the curriculum, - evaluate the contribution of research on reading and literacy in the Czech Republic and abroad, - clarify the basic developmental tendencies in the history of literary education and analyze the current goals and state of literary education, - compare literary education in the Czech Republic and abroad, - justify the basic structure of the field (reading, production, teaching) and specify the possibilities of applying creative expressivity in literary education, - assess the concept of contemporary teacher education in literature education and summarize the basic challenges for the didactics of literature, - to clarify the importance and specifics of in-school and out-of-school reading for the promotion and development of literacy, to propose appropriate examples based on knowledge of classical and contemporary literature for children and young people.
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| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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unspecified
Information on the examination process During the exam, the student should demonstrate deeper thinking in the field of didactics of literature with respect to school teaching practice, grounded in the key categories and terminology of the field. Two days prior to the exam, students will submit a hard copy document (2 copies) that includes: 1. drafts of 5 reading lessons as assigned (see below). 2. a list of literature studied in preparation for the exam. The structure of the examination 1. PowerPoint presentation (5-7 minutes) on the topics and sources studied for the exam. 2. Theoretical part of the exam based on the main topics of the course. The student demonstrates an orientation in the relevant literature. 3. Discussion of 5 prepared reading lessons. 4. Didactic interpretation of the presented text/texts for primary and secondary schools. The student prepares a proposal of meaningful activities (questions, tasks, activities) for pupils/students on the artistic text. The student will receive this text before the exam and will have 30 minutes to prepare its didactic interpretation. Detailed information on the didactic interpretation of the text 1. Depending on the characteristics of the text, the student will focus on the following points: - the characteristic features of the excerpt; the context of the work, the period, the genre; - motif and theme; narrator, narrative method; time-space of the work; - the compositional structure of the work and of the particular passage; // the linguistic devices and their function in the text. 2. Then the student will present a meaningful proposal for a didactic interpretation of the text, i.e. how he/she would work with it in a literary education class. In answering, he/she follows these points: - Interpretation of the text (meanings, literary theoretical specifics, etc.); - the aim of the lesson and its structure; - the tasks and activities before, during and after reading aimed at the didactic interpretation of the text; - the working methods used to support the development of reading strategies and literacy skills of the pupils; - the possible use of pupils' creative activities, cross-curricular relations, etc. 3. When designing an interpretation, the aim is not to apply a universal interpretation template, but to reveal the specifics of the text and to highlight them in the subsequent interpretation. We expect that the designed lesson based on didactic interpretation of the text will have a clear objective, a distinct structure and internal consistency. What didactic potential does the text offer? In what way is the text specific? What is the goal of working with the text?, How do I want to reach this goal through the formulated tasks?, Why do I formulate these questions or tasks? Why do I choose this formulation of questions or tasks? Etc. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC22) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC20) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC23) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC22) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC20) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC21) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC24) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC24) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC23) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Reading and media education (DC21) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: - |