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Lecturer(s)
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Vala Jaroslav, doc. Mgr. Ph.D.
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Štěpáník Stanislav, doc. PhDr. Ph.D.
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Šindelková Monika, Mgr.
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Course content
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unspecified
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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 as well as spelling 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, - to orientate oneself in the syllabus of the curriculum of phonology and spelling at the 1st stage of primary school and to 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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Student performance, Seminar Work, Written 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.
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ČECHOVÁ, Marie a kol. (1998). Čeština a její vyučování. Praha.
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ČECHOVÁ, Marie a kol. (1998). Komunikační a slohová výchova. Praha.
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HAUSER, P. a kol. (1994). Didaktika českého jazyka, díl I. - Část obecná. Brno.
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HAUSER, P. a kol. (1994). Didaktika českého jazyka, díl II. - Jazyková výchova. Brno.
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HAUSER, P. a kol. (1994). Didaktika českého jazyka, díl II. Jazyková výchova. Brno.
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HAUSER, Přemysl a kol. (1994). Didaktika českého jazyka, díl I. Část obecná. Brno.
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HÖFLEROVÁ, E. (2006). Didaktika českého jazyka pro základní školu. Ostrava.
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HÖFLEROVÁ, E. (2006). Didaktika českého jazyka pro základní školu. Ostrava.
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JUCOVIČOVÁ, D. a ŽÁČKOVÁ, H. (2014). Reedukace specifických poruch učení u dětí. Praha.
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KREJČÍ, V. (2013). Didaktika českého jazyka pro 1. stupeň ZŠ (online). Olomouc.
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MŠMT. Národní program rozvoje vzdělávání v ČR (Bílá kniha). Praha.
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POLÁK, M. (2002). Učitel českého jazyka a současná základní škola. Olomouc.
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PRŮCHA, J. a kol. (2009). Pedagogická encyklopedie. Praha.
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SVOBODOVÁ, J. (2006). Didaktika českého jazyka s komunikačními prvky. Ostrava.
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ŠEBESTA, K. (2005). Od jazyka ke komunikaci. Didaktika českého jazyka a komunikační výchova. Praha.
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ÚJČ. Slovník spisovné češtiny pro školu a veřejnost.
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