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Course info
KČJ / DIDL
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Course description
Department/Unit / Abbreviation
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KČJ
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DIDL
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Literature Methodology
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Form of course completion
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Exam
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Form of course completion
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Exam
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Long Title
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Literature Methodology for Lower Secondary Schools
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Accredited / Credits
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Yes,
4
Cred.
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Type of completion
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Oral
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Type of completion
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Oral
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Time requirements
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Lecture
1
[Hours/Week]
Seminar
2
[Hours/Week]
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Course credit prior to examination
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Yes
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Course credit prior to examination
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Yes
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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YES
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Language of instruction
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Czech
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Occ/max
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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23 / -
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0 / -
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0 / -
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Included in study average
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YES
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Winter semester
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0 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter + Summer
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Semester taught
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Winter + Summer
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Minimum (B + C) students
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10
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
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Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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Provide the students with the basic theoretical background of modern literature teaching methodology for the primary 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 - primary 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.
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Requirements on student
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1. Active participation in seminars, individual work and teamwork problem-solving.
2. The student analyses the Framework Education Programme ? primary school either individually or as a member of a team of two or three; focuses on individual categories and the possibilities of their application according to the School Education Programme; 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. During his/her teaching practice the student makes a small research on overall teaching environment at a particular school; methods: interview with teachers/students or a questionnaire; topics: the teachers´ readiness for teaching literature within the Framework Education Programme ? primary school, the level and effectiveness of teaching related to the students´ motivation for teaching literature and for reading. Results will be presented in the seminar.
4. 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.
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.
Oral examination
1. The student will bring a list of methodology books he/she studied and will be ready to present and talk about its contents.
2. The student will draw a topic for a methodology interview. After a preparation stage the student will take part in an interview with the examinator (including the talk about the methodology books). In the interview the student must prove his/her skills of relevant methodology thinking as well as the ability to make a practical use of methodological theory in teaching.
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Content
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1. Literature teaching methodology ? its subject and its relation with 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. Literature textbooks for the second grade of elementary schools (especially reading books ? methodological criteria for their assessment and their expert assessment), interactive and multi-media teaching materials.
4. The teenagers´ reading competences as a determining factor of teaching literature. Naive vs. critical reading, reading as an aim and method.
5. 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 second grade at primary school, their specification; the curriculum and its role in developing the student´s reading skills and literary knowledge.
6. 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; developing the reception of aesthetic values, emotions, imagination, fantasy and symbolic thinking in relation to logical thinking about literature; emphasis on the principle of integrity of all components of the subject; the evaluation of the student´s performance; diagnostic and evaluation methods in teaching literature; the relation between assessment and grading; the portfolio of assessed student´s work.
7. Strategies in teaching literature, especially the methods used for motivation and interpretation methods; the methodology of interpretation, the importance of interpretation, its determining factors and modifications, the relation between standardized and the so-called scandal interpretation.
8. The methodology of interpretation aimed to enhance the student´s reading interest in all stages of reception, applied to analysing epic, lyric and dramatic works of particular genres.
9. The methods of reinforcing the student´s reception skills needed for activities based on both interpretation and production (transforming a text into different genres ? dramatization, etc. ? making a film script, creative writing methodology). The methods of creative dramatization, artistic reading. Presentation on a literary topic, writing an essay, writing a review. Developing the student´s verbal creativity.
10. The methods of recepting classical literature for adults from various periods of historical development, looked upon from within the framework of thematic fields or genres and taking account for the genesis of chosen texts (in the European and world-wide contexts). The methodology of stylistic value of poetics seen in the historical perspective; the changes in stylistic value of poetics (the relation between cultural, historical and literary context and the text itself, the context of the genre, the method of exposure ? interpretation as a method of problem-based teaching; the relation between demonstration through the text, illustration through the text and interpretation of the text.
11. The structure of a thematic field within a curriculum, the relation between a lesson and a thematic field at the primary school; the so-called topical literature lesson, workshops of critical reading, theatre and film education; literature in cross-curricular perspectives, especially in relation to music, arts, history, civics; projects linking aesthetic and educational aspects; stages of lesson planning, teachers´ preparation.
Topics 8, 9 and 10 will take more time than other ones.
The seminars will be based on solving model classroom situations, the methodology for solving them and on text interpretation.
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Activities
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Fields of study
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Studentům je k dispozici kurz v LMS Moodle se všemi podstatnými informacemi a materiály.
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Guarantors and lecturers
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Guarantors:
Mgr. Vladimíra Pánková, Ph.D. ,
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Lecturer:
PhDr. Mgr. David Franta, Ph.D. (100%),
Mgr. Vladimíra Pánková, Ph.D. (50%),
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Seminar lecturer:
PhDr. Mgr. David Franta, Ph.D. (100%),
Mgr. Vladimíra Pánková, Ph.D. (100%),
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Literature
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Basic:
Lederbuchová, Ladislava. Didaktická interpretace uměleckého textu jako metoda literární výchovy na občanské a střední škole. II.. Plzeň : Vydavatelství Západočeské univerzity, 1997. ISBN 80-7082-364-X.
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Basic:
Lederbuchová, Ladislava. Dítě a kniha : o čtenářství jedenáctiletých. Plzeň : Aleš Čeněk, 2004. ISBN 80-86898-01-6.
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Basic:
Kožmín, Zdeněk. Interpretace básní : Určeno pro učitele čes. jaz. a lit. na SŠ. Praha : SPN, 1986.
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Basic:
Kolektiv. Rámcový vzdělávací program pro základní vzdělávání : (se změnami provedenými k 1.9. 2007). Praha : Výzkumný ústav pedagogický v Praze, 2007.
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Basic:
Beránková, Eva. Tvořivá hra jako cesta k pochopení literárního díla. Plzeň : Fraus, 2002. ISBN 80-7238-182-2.
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Basic:
Kožmín, Zdeněk. Tvořivý sloh : Malé traktáty a malé scénáře. Praha : Victoria Publishing, 1995. ISBN 80-7187-037-4.
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Recommended:
Český jazyk a literatura.
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Recommended:
Kamiš, Karel; Hanzová, Marie. Didaktika českého jazyka a literatury. 2016. ISBN 978-80-7452-124-9.
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Recommended:
Hník, Ondřej. Didaktika literatury: výzvy oboru : od textů umělecké povahy k didaktice estetickovýchovného oboru. 2014. ISBN 978-80-246-2626-0.
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Recommended:
Ginnis, Paul. Efektivní výukové nástroje pro učitele : strategie pro zvýšení úspěšnosti každého žáka = The teacher's toolkit : raise classroom achievement with strategies for every learner. 2017. ISBN 978-80-906082-6-9.
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Recommended:
Bína, Daniel,; Niklesová, Eva. Hledání nových cest v didaktice slohu a literární výchovy. České Budějovice . Jihočeská univerzita, Pedagogická fakulta, 2007. ISBN 978-80-7394-059-1.
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Recommended:
Host do školy: Měsíčník pro literaturu a čtenáře. Brno : Spolek přátel vydávání časopisu Host a Nakladatelství Host, ----.
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Recommended:
Hník, Ondřej. Hravá interpretace v hodinách čtení a literární výchovy : inspirativní materiál pro učitele literární výchovy a studenty učitelství. Jinočany : H & H, 2007. ISBN 978-80-7319-067-5.
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Recommended:
Ležáková, Dana; Bína, Daniel. Komunikační kompetence v literární výchově. České Budějovice : Jihočeská univerzita, 2006. ISBN 978-80-7040-935-0.
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Recommended:
Čapek, Robert. Líný učitel.
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Recommended:
Germušková,Marta. Literárny text v didaktickej komunikácii.. Prešov: FHPV PU, 2003.
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Recommended:
Valenta, Josef. Metody a techniky dramatické výchovy. Praha : Agentura Strom, 1997. ISBN 80-901954-1-5.
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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. Praha, 1984.
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Recommended:
Šimonová, Brigita. Moderný človek, literatúra a škola. Banská Bystrica : Univerzita Mateja Bela, 2000.
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Recommended:
Lederbuchová, Ladislava. Multikulturní výchova a metody tvořivé dramatiky v přípravě budoucích učitelů literární výchovy. História, súčasnosť a perspektívy učiteľského vzde. 2005.
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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.
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Recommended:
STUCHLÍKOVÁ, I., JANÍK, T. a et. al. Oborové didaktiky: vývoj-stav-perspektivy. Brno: Masarykova univerzita, 2015. ISBN 978-80-210-7884-0.
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Recommended:
On-line katalogy knihoven.
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Recommended:
Beránková, Eva; Kostečka, Jiří. Přečtěte si s námi : Literární interpretace pro vyučovací praxi. Praha : Státní pedagogické nakladatelství, 1992. ISBN 80-04-24573-0.
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Recommended:
Tvořivá dramatika. Praha : Artama, 19--.
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Recommended:
Učebnice pro literární výchovu na 2. st. ZŠ.
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Recommended:
Koťátková, Soňa. Vybrané kapitoly z dramatické výchovy. Praha : Karolinum, 1998. ISBN 80-7184-756-9.
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Recommended:
Výuka národní literatury v mezipředmětových vztazích : sborník z mezinárodního semináře. Ústí nad Labem, 2006. ISBN 80-7044-767-2.
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Recommended:
Machková, Eva. Základy dramatické výchovy. Praha: Středočeské nakladatelství, 1980.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Contact hours
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36
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Individual project (40)
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28
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Graduate study programme term essay (40-50)
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40
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Total
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104
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Prerequisites
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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 včetně pamětného osvojení |
vysvětlit problémové stránky tématu, důležitost tématu a důvod jeho zařazení do školní výuky |
list and characterize basic didactic principles |
to characterize basic psychological knowledge about the age specifics of pupils' perception and learning |
explain the selected curriculum from a technical point of view, including rote learning |
explain the problematic aspects of the topic, the importance of the topic 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: |
samostatně vyhledat potřebné informace, využít k tomu odbornou literaturu, periodika, knihovny, studovny, internet |
realizovat drobné řečnické výkony (krátký částečně připravený projev, vhodná neverbální komunikace, tvorba jednoduché multimediální podpory) |
independently search for the necessary information, use specialist literature, periodicals, libraries, study rooms, the Internet for this
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realize small speaking performances (short partially prepared speech, suitable non-verbal communication, creation of simple multimedia support) Down Up Edit Delete |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
to list the basic aims of teaching literature at basic school and explain their importance |
to distinguish and opt for the relevant pieces of information of all the expert knowledge with respect to the individual teaching unit, its topic, school grade and the pupils´age |
to describe main pros and cons of the most widespread school books, to give reasons for choosing one |
to explain paticular position of the literary education in the terms of aesthetically educational process in relationship with other aestetically educational subjects (mainly in the intersubject relationships with Music and Arts)
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Skills - skills resulting from the course: |
to design and work out the teaching unit schedule |
to choose suitable and fitting pieces of information and texts to use in the teaching unit with respect to the age of pupils |
to accomplish the didactic interpretation of schoolwork (at a given topic, for concrete class and age of pupils) |
to create a teaching unit schedule including the motivational and activizational activities, self-reliant pupils´work with the respect of some special needs |
to choose the way of assessment / evaluation of results of education for a given activity and state the reasons for the choice |
to accomplish a self-reliant rhetoric performance (to deliver a short unprepared speech, to moderate a short discussion, to lay proper quiestions, to present information with the support of multimedia |
Competences - competences resulting from the course: |
N/A |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Oral exam |
Seminar work |
Individual presentation at a seminar |
Group presentation at a seminar |
Self-evaluation |
Skills - skills achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Portfolio |
Project |
Competences - competence achieved by taking this course are verified by the following means: |
Continuous assessment |
Self-evaluation |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture with visual aids |
Lecture supplemented with a discussion |
Interactive lecture |
Multimedia supported teaching |
Group discussion |
Individual study |
Students' portfolio |
One-to-One tutorial |
Discussion |
Skills - the following training methods are used to achieve the required skills: |
Skills demonstration |
Task-based study method |
Seminar classes |
Competences - the following training methods are used to achieve the required competences: |
Task-based study method |
Skills demonstration |
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