|
|
Main menu for Browse IS/STAG
Course info
KČJ / DIDSŠ
:
Course description
Department/Unit / Abbreviation
|
KČJ
/
DIDSŠ
|
Academic Year
|
2023/2024
|
Academic Year
|
2023/2024
|
Title
|
Literature Methodology
|
Form of course completion
|
Exam
|
Form of course completion
|
Exam
|
Long Title
|
Literature Methodology for Upper Secondary Schools
|
Accredited / Credits
|
Yes,
3
Cred.
|
Type of completion
|
Combined
|
Type of completion
|
Combined
|
Time requirements
|
Lecture
1
[Hours/Week]
Seminar
1
[Hours/Week]
|
Course credit prior to examination
|
Yes
|
Course credit prior to examination
|
Yes
|
Automatic acceptance of credit before examination
|
Yes in the case of a previous evaluation 4 nebo nic.
|
Included in study average
|
YES
|
Language of instruction
|
Czech
|
Occ/max
|
|
|
|
Automatic acceptance of credit before examination
|
Yes in the case of a previous evaluation 4 nebo nic.
|
Summer semester
|
22 / -
|
0 / -
|
0 / -
|
Included in study average
|
YES
|
Winter semester
|
0 / -
|
0 / -
|
0 / -
|
Repeated registration
|
NO
|
Repeated registration
|
NO
|
Timetable
|
Yes
|
Semester taught
|
Winter + Summer
|
Semester taught
|
Winter + Summer
|
Minimum (B + C) students
|
10
|
Optional course |
Yes
|
Optional course
|
Yes
|
Language of instruction
|
Czech
|
Internship duration
|
0
|
No. of hours of on-premise lessons |
|
Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
|
Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
|
Fundamental theoretical course |
Yes
|
Fundamental course |
No
|
Fundamental theoretical course |
Yes
|
Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
|
None
|
Preclusive courses
|
N/A
|
Prerequisite courses
|
N/A
|
Informally recommended courses
|
N/A
|
Courses depending on this Course
|
N/A
|
Histogram of students' grades over the years:
Graphic PNG
,
XLS
|
Course objectives:
|
Provide the students with the basic theoretical background of modern literature teaching methodology for the secondary school level; develop a positive attitude towards the profession of a Czech language teacher and towards further methodology self-education; forming the skills necessary for context-related transformation of knowledge from different branches of science, especially from a literary theory (and linguistics), developmental and pedagogical psychology, general methodology and also from the theory of the teenagers´ reception of literature - all this aiming towards building the conception of teaching literature according to the Framework Education Programme - grammar school (or in future perspective: Framework Education Programme - secondary school) and with respect to aesthetic and educational value of teaching literature within the subject Czech Language; acquaint the students with the strategies of teaching literature (methods and organisation) so that they can use them creatively and apply them to gain a leading role in model literature teaching situations.
|
Requirements on student
|
1. Active participation in seminars, individual work and teamwork problem solving.
2. The student assesses chosen literature textbook for secondary schools, the assessment will be based on the criteria set by the Framework Education Programme (general framework, the quality of texts and all the contents considered according to the level of prestige related to the literary context; considering relevance of the textbook according to the education programme) or the student can make individual detailed research on chosen topic from the aspect of competences and expected outcomes. The results of this research will be presented in the seminar.
3. a/ Individual written assignment: lesson plan ? literature teaching. The main method will be analytical interpretation of a text. The students chooses the type of school, the year of study, thematic field of teaching, topic of a lesson, placing the lesson within a thematic field taught over more lessons, teaching methods, assessment and evaluation methods. These details must be presented at the initial part of the work together with observed competences and expected outcomes as aims of the thematic field as well as the individual lesson.
b/ Alternative: as a member of a team of two or three the student will make a project on a chosen literary topic. The project will incorporate literature, music and arts as well as the methods of creative theatre performance (reciting, role-play, stage arrangement, costumes). The script and a practical demonstration of the inscenation will be presented at the seminar.
|
Content
|
1. Literature teaching methodology, its subject and its relation towards other branches of science.
2. Teaching literature as a communicative, aesthetic and educational process, its participants (the student, the teacher, the topic, literature, conception, teaching process), their specific features and their relations in teaching.
3. The teenagers´ reading competences as a determining factor of teaching literature. Naive vs. critical reading, reading as an aim and method.
4. The relation between literary knowledge and the literature teaching curriculum as a part of the subject Czech Language; specific features of key competences and expected outcomes of the student at the secondary school.
5. Specific features of methodological principles in teaching literature, especially the principles of scientific approach, adequateness, clarity and creativity in the process of reaching expected outcomes and key competences; emphasis on the principle of integrity of all components of the subject.
6. Strategies in teaching literature, especially the methods for motivation and interpretation methods; the forms of classroom work: individual and team work, the role of written assignment in teaching literature.
7. Methodological interpretation of the text, its function, determining features and modifications; the relation between standardized and the so-called scandal interpretation; enhancing the student´s reading interest in all phases of reception ? demonstrated on work with epic and lyric text of various genres.
8. The methods of reinforcing the student´s reception skills needed for activities based on both interpretation and production.
9. The methods of learning literature of different historical periods (European context and literature outside Europe, problem presentation; the relation between demonstration through the text, illustration through the text and interpretation of the text.
10. The methods of teaching the modern literature styles of the 19th, 20th and 21st centuries (methodological text interpretation as a method of problem presentation).
11. The methods of creative dramatization, role-play and its methodological role, artistic reading as a method as well as an aim of interpretation, the methodology of artistic reading and reciting.
12. The structure of a thematic field within a curriculum, the relation between a lesson and a thematic field at secondary school, types of lesson at secondary schools, cross-curricular relations of teaching literature; theatre and drama, stages of lesson planning.
13. Literature textbooks for the secondary schools (especially reading books ? methodological criteria for their assessment and their expert assessment), interactive and multi-media teaching materials; work with interactive boards and other teaching tools.
14. Diagnostic and evaluation methods.
Introduction and critical analysis/evaluation of specific assessment tools and scoring procedures used in a given subject
|
Activities
|
|
Fields of study
|
Studentům je k dispozici kurz v LMS Moodle se všemi podstatnými informacemi a materiály.
|
Guarantors and lecturers
|
-
Guarantors:
Mgr. Vladimíra Pánková, Ph.D. (100%),
-
Lecturer:
PhDr. Mgr. David Franta, Ph.D. (20%),
Mgr. Vladimíra Pánková, Ph.D. (80%),
-
Seminar lecturer:
PhDr. Mgr. David Franta, Ph.D. (100%),
Mgr. Vladimíra Pánková, Ph.D. (100%),
-
Examiners:
PhDr. Mgr. David Franta, Ph.D.,
Mgr. Vladimíra Pánková, Ph.D.,
|
Literature
|
-
Basic:
LEDERBUCHOVÁ, L. Didaktická interpretace uměleckého textu jako metoda literární výchovy na občanské a střední škole II.. Plzeň: ZČU, 1997. ISBN 80-7082-364-X.
-
Basic:
KOŽMÍN, Z. Interpretace básní: určeno pro učitele českého jazyka a literární výchovy na SŠ.. Praha: SPN, 1986.
-
Basic:
NEZKUSIL, V. Nástin didaktiky literární výchovy: čtyřletá gymnázia a vyšší třídy víceletých gymnázií: z praxe pro praxi.. Praha: PedF UK, 2004. ISBN 80-7290-160-5.
-
Basic:
KOLEKTIV. Rámcový vzdělávací program pro gymnázia.. Praha: VÚP, 2007. ISBN 978-80-87000-11-3.
-
Basic:
Beránková, Eva. Tvořivá hra jako cesta k pochopení literárního díla. Plzeň : Fraus, 2002. ISBN 80-7238-182-2.
-
Basic:
KOŽMÍN, Z. Tvořivý sloh: malé traktáty a malé scénáře.. Praha: Victoria Publishing, 1995. ISBN 80-7187-037-4.
-
Recommended:
časopis Český jazyk a literatura.
-
Recommended:
časopis Host, příloha Host do školy.
-
Recommended:
Čechová, M. a kol. Čeština a její vyučování. Praha 1998. Macháčková, I. - Vejvodová, J.: Práce s učebnicemi českého jazyka na 1. stupni ZŠ. 1. díl. Plzeň 1996. Macháčková, I. - Vejvodová, J.: Práce s učebnicemi českého jazyka na 1. stupni ZŠ. 2. díl. Plzeň, 1997.
-
Recommended:
Kamiš Karel, Hanzová Marie. Didaktika českého jazyka a literatury. Praha, 2016. ISBN 978-80-7452-124.
-
Recommended:
Hník, Ondřej. Didaktika literatury: výzvy oboru : od textů umělecké povahy k didaktice estetickovýchovného oboru. 2014. ISBN 978-80-246-2626-0.
-
Recommended:
LEDERBUCHOVÁ, L. Dítě a kniha: o čtenářství jedenáctiletých.. Plzeň: Nakl. Aleš Čeněk, 2004. ISBN 80-86898-01-6.
-
Recommended:
HOZNAUER, M. Dobrodružství s literaturou: vybrané texty k výuce literatury na literární semináře.. Praha: SON, 1993. ISBN 80-04-26046-2.
-
Recommended:
POSLEDNÍ. P. Hledání tvaru: současná literární kultura na gymnáziu.. Hradec Králové: Gaudeamus, 1999. ISBN 80-7041-435-9.
-
Recommended:
Pravdová, Markéta,; Beneš, Martin. Jsme v češtině doma?. Praha : Academia, 2012. ISBN 978-80-200-2146-5.
-
Recommended:
Čapek, Robert. Líný učitel. Grada, 2017. ISBN 978-80-7496-344-5.
-
Recommended:
GERMUŠKOVÁ, M. Literárny text v didaktickej komunikácii.. Prešov: FHPV PU, 2003., 2003.
-
Recommended:
Šrámková, Vítězslava; Hůrková-Novotná, Jiřina. Mluvený projev a přednes : Učebnice pro 2. a 3. roč. stř. pedagog. škol a pro učitele gymnázií pro nepovinný předmět Umělecký přednes. 1. vyd. Praha : SPN, 1984.
-
Recommended:
Adam, Robert; Bozděchová, Ivana,; Dittmann, Robert,; Andrlová Fidlerová, Alena,; Chromý, Jan,; Mareš, Petr,; Rejzek, Jiří,; Synková, Pavlína; Šormová, Kateřina. O jazyce bez hranic : a další zajímavosti ze současného zkoumání češtiny. 2017. ISBN 978-80-7422-516-1.
-
Recommended:
Stuchlíková, Iva; Janík, Tomáš,; Beneš, Zdeněk,; Bílek, Martin,; Brücknerová, Karla,; Černochová, Miroslava,; Čížková, Věra,; Čtrnáctová, Hana,; Dvořák, Leoš; Dytrtová, Kateřina,; Gracová, Blažena,; Hník, Ondřej,; Kekule, Martina; Kostková, Klára; Kubiatko, Milan,; Nedělka, Michal,; Novotná, Jarmila,; Papáček, Miroslav,; Petr, Jan,; Píšová, Michaela,; Řezníčková, Dana,; Slavík, Jan,; Staněk, Antonín,; Šmejkalová, Martina,; Tichá, Marie; Valenta, Josef,; Vaníček, Jiří,; Vondrová, Naďa. Oborové didaktiky: vývoj, stav, perspektivy. 2015. ISBN 978-80-210-7769-0.
-
Recommended:
Štěpáník, Stanislav; Šmejkalová, Martina. Průvodce začínajícího češtináře. 2016. ISBN 978-80-7290-949-0.
-
Recommended:
BERÁNKOVÁ, E. KOSTEČKA, J. Přečtěte si s námi: literární interpretace pro vyučovací praxi.. Praha: SPN, 1992. ISBN 80-04-24573-0.
-
Recommended:
Výuka národní literatury v mezipředmětových vztazích: sborník z mezinárodního semináře.. Ústí nad Labem, 2006. ISBN 80-7044-767-2.
-
Recommended:
Machková, Eva. Zásobník dramatických her, cvičení a improvizací. 5., rozšíř. vyd., v Středočes. kraj. kult. středis. 2. Praha : Středočeské krajské kulturní středisko, 1990.
-
On-line library catalogues
|
Time requirements
|
All forms of study
|
Activities
|
Time requirements for activity [h]
|
Graduate study programme term essay (40-50)
|
40
|
Presentation preparation (report) (1-10)
|
10
|
Contact hours
|
36
|
Total
|
86
|
|
Prerequisites
|
Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
vyjmenovat a charakterizovat základní didaktické zásady |
charakterizovat základní psychologické poznatky o věkových specifikách vnímání a učení žáků |
vysvětlit vybrané učivo po odborné stránce, vysvětlit složitost a problémové stránky tématu, jeho důležitost a důvod jeho zařazení do školní výuky |
list and characterize basic didactic principles
|
charakterizovat základní psychologické poznatky o věkových specifikách vnímání a učení žáků |
explain the selected curriculum from a technical point of view, explain the complexity and problematic aspects of the topic, its importance and the reason for its inclusion in school teaching |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
vyhledat potřebné informace, využít k tomu odbornou literaturu, periodika, knihovny, studovny, internet |
vytvořit částečně připravený mluvený projev, užít vhodné prostředky neverbální komunikace |
vytvořit jednoduchou multimediální podporu |
search for the necessary information, use specialist literature, periodicals, libraries, study rooms, the Internet for this |
create a partially prepared speech, use appropriate means of non-verbal communication |
create a simple multimedia support |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
N/A |
|
Learning outcomes
|
Knowledge - knowledge resulting from the course: |
introduce the basic goals and meanings of teaching literature at the second grade of secondary school and explain their importance and sense |
distinguish the amount of expert information and knowledge on a chosen topic from the amount of information and knowledge relevant to the creation of a lesson plan for a given class and pupils' age |
characterize some advantages and disadvantages of the most commonly used text books, anthologies, learning materials etc., give reasons for choosing one of them |
Skills - skills resulting from the course: |
prepare a lesson/block/project plan
|
choose the field of information and appropriate texts (corresponding with the type of school and students' age) for use in teaching |
prepare the didactic curriculum adaptation (on given topic, with regard to given class/pupils' age) |
create a lesson plan including elements of motivation and activation, individual work and group work, with partial regard to some specific needs |
choose and give reasons for the type of learning outcomes measurement/assessment for a concrete activity |
realize an unsupported spoken performance (give a short improvised speech, present a short discussion, make suitable questions, present infomation supported by multimedia |
Competences - competences resulting from the course: |
N/A |
|
Assessment methods
|
Knowledge - knowledge achieved by taking this course are verified by the following means: |
Oral exam |
Seminar work |
Group presentation at a seminar |
Continuous assessment |
Self-evaluation |
Individual presentation at a seminar |
Skills - skills achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Project |
Portfolio |
Competences - competence achieved by taking this course are verified by the following means: |
Continuous assessment |
Self-evaluation |
|
Teaching methods
|
Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture supplemented with a discussion |
Multimedia supported teaching |
Group discussion |
Students' portfolio |
One-to-One tutorial |
Interactive lecture |
Discussion |
Skills - the following training methods are used to achieve the required skills: |
Task-based study method |
Skills demonstration |
Seminar classes |
Competences - the following training methods are used to achieve the required competences: |
Skills demonstration |
Task-based study method |
|
|
|
|