| Course title | Didactics of Literature |
|---|---|
| Course code | KČJ/DLV@ |
| Organizational form of instruction | Seminary |
| Level of course | Master |
| Year of study | 3 |
| Semester | Winter |
| Number of ECTS credits | 2 |
| 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) |
|---|
|
| Course content |
|
Content structure of literary education. Types and Structure of Teaching Hours of Literary Education. Basic principles of receptionist aesthetics. Readers' strategies of pupils and the possibilities of their development. Reader literacy research and exploitation of its learning outcomes. Introducing elements of critical thinking and their practical use in literary education classes. Work with readers. Reading workshops. The application of modern teaching methods in the interpretation of a literary work. Key Competencies of the RVP ZV and their use in working with literary texts. Interconnection of LV with cross-sectional themes of RVP ZV. Textbooks, readers, aids for LV. Current issues related to the areas of school education in relation to the teaching of literary education.
|
| Learning activities and teaching methods |
| Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization) |
| Learning outcomes |
|
After completing the course students should be able to: - to assess and evaluate the communication concept of literary education, - Demonstrate interconnection of literary education with cross-cutting themes of the RVP ZV, - to assess the possibilities of developing pupils' reading strategies at primary school, - to analyze and apply in teaching the main premises of aesthetics receptionist, - to clarify the developmental stages of reading, - to apply in the teaching of literature the activation methods and methods of reading literacy, - demonstrate ability to select appropriate text for didactic interpretation, - to propose a procedure of didactic interpretation of the artistic text, - to justify the contribution of artistic literature to the pupil's personal development, - Plan and implement a complete preparation for a class.
|
| Prerequisites |
|
unspecified
|
| Assessment methods and criteria |
|
Student performance
Credit requirements: 1. Active participation in the seminar (max. 2 absences allowed). In the event of a second absence from class, students will add one reading lesson to their own reading book. 2. Continuous fulfillment of the tasks assigned in the seminar, preparation for the seminar according to the assigned assignment and gradual collection of a portfolio of materials for teaching. Completed tasks will be uploaded to the assignment in Teams before the credit deadline (the deadline will be specified during the semester). Exam requirements. Own reading book (a set of reading lessons) and methodical guide. Lessons will be based on the didactic interpretation of artistic texts and the E-U-R model. - The reading book will be created for pupils of the 1st grade of elementary school (3rd - 5th grade will be represented) and will contain at least 6 literary lessons based on work with a literary example (i.e. content for at least 6 teaching hours, but one lesson can also be more teaching hours). Prose and poetry will be represented. In the event of a second absence from class, students will add one reading lesson to their own reading book. - At least one of the examples mentioned will be developed into a one-day project: it will develop cross-subject relationships, involve art and work activities, development of creativity, etc. - A methodical manual will be part of the reading book (it will form an appendix to the reading book at the end of it). In the methodological manual, students will explain the choice of the book (what important ideas it contains, why students should read it, etc.) and the reason for choosing a specific example. They interpret the sample and present its main idea and didactic potential. It will also clarify the selection of questions and tasks for the text: where and why they go. They will also indicate the expected answers of the students. Students with an approved individual study plan (ISP): - participation in classes of at least 25%; - fulfillment of partial seminar tasks; - fulfillment of other possible tasks compensating for non-participation in face-to-face teaching. |
| Recommended literature |
|
| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools (MD19) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD21) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD22) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools (MD24) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD24) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD19) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools (MD23) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD23) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools (MD22) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools (MD21) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools (MD20) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Teacher Training for Primary Schools and Special Needs Education (MD20) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |