|
|
Main menu for Browse IS/STAG
Course info
KPG / OBDKZ
:
Course description
Department/Unit / Abbreviation
|
KPG
/
OBDKZ
|
Academic Year
|
2023/2024
|
Academic Year
|
2023/2024
|
Title
|
General Methodology
|
Form of course completion
|
Exam
|
Form of course completion
|
Exam
|
Accredited / Credits
|
Yes,
2
Cred.
|
Type of completion
|
Combined
|
Type of completion
|
Combined
|
Time requirements
|
Lecture
1
[Hours/Week]
Seminar
2
[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
|
-
|
Occ/max
|
|
|
|
Automatic acceptance of credit before examination
|
Yes in the case of a previous evaluation 4 nebo nic.
|
Summer semester
|
0 / -
|
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
|
-
|
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 |
No
|
Fundamental course |
No
|
Fundamental theoretical course |
No
|
Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
|
KPG/OBDK
|
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:
|
The subject is both theoretical and practical and brings to the students knowledge and practical skills in the sphere of pedagogic diagnostics. The students meet and learn to work with individual diagnostic methods. The emphasis of the subject will be focused on mastering the procedures for diagnostics and ways of work with dynamics of the class and the students will gain skills that would help to build an optimal climate of the class. Diagnostic methods won't be submitted to students separately, but students will be lead to the ability of combining the individual methods and use globally.
|
Requirements on student
|
For a credit: Planning and executing of a cooperative team project on chosen pedagogical topic in seminar. For an exam: A student creates a list of studied literature (also abstracts) and project (preparation) of educational block, lesson for chosen target group, in which he/she proves that understood and applied topics of pedagogic theory from the sphere of didactics (selection of the topic from studied field is up to every student). The reason is understanding to needs of the pupils/students and analysis of educational process as a complex with application of individual components of this process (pupil´s needs, aims, subject matter and his/her options in choosing the educational methods and strategies, including the content and forms of evaluation of a pupil, a teacher as well as the subject matter). Next part:theoretical preparation for drawn question. The exam proceeds as a discussion about theory, subject matter application (documented in the class preparation) and discussion about studied literature.
|
Content
|
General didactics and its meaning in the educating process. Teaching process as a system of elements and relations, including teacher´s conception of the education and the pupil´s/student´s personality. Quality of current and future school, questions of curriculum reform, including analysis of basic categories and conceptions. Formulation of aims at cognitive, affective and psychomotor level, new conception of cognitive aims and especially all taxology in this sense. Motivation of a pupil with consideration of pupil´s needs and their actualization in pedagogy including diagnostics of pupil´s motivation. Pedagogical and educational strategies focused on relations: method - form - subject matter - pupil - teacher (analysis of educational methods, organisational forms of teaching, activising methods (problem, project, cooperative models of education) in relationship to development of cognitive, social and performance needs of pupils and use of learning styles of a pupil). Education supported by multimedia. Forms and ways of pupil´s and teacher´s evaluation. Analysis of individual forms of classification (grade classification, verbal classification, autonomous classification and working with mistake, usage of didactic test, portfolio to classificate a pupil, classification in cooperative education, evaluation and self-evaluation of the teacher). Specifics of education of adults, questions of andragogic didactics.
|
Activities
|
|
Fields of study
|
|
Guarantors and lecturers
|
|
Literature
|
-
Basic:
Skalková, Jarmila. Obecná didaktika : vyučovací proces, učivo a jeho výběr, metody, organizační formy vyučování. Praha : Grada, 2007. ISBN 978-80-247-1821-7.
-
Basic:
Čábalová, Dagmar. Pedagogika. Vyd. 1. Praha : Grada, 2011. ISBN 978-80-247-2993-0.
-
Basic:
Čábalová, Dagmar. Pedagogika pro učitele - modul B. V Plzni : Západočeská univerzita, 2007. ISBN 978-80-7043-593-9.
-
Basic:
Čábalová. Pedagogika pro učitele základních a středních škol. Plzeň, 2011. ISBN 978-80-261-0001-0.
-
Extending:
Zelinková, Olga. Pedagogická diagnostika a individuální vzdělávací program. Praha : Portál, 2001. ISBN 80-7178-544-X.
-
Recommended:
Mužík, J. Andragogická didaktika.
-
Recommended:
Chráska, Miroslav. Didaktické testy : příručka pro učitele a studenty učitelství. Brno : Paido, 1999. ISBN 80-85931-68-0.
-
Recommended:
Mužík. Didaktika profesního vzdělávání dospělých. Plzeň, 2005.
-
Recommended:
KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
-
Recommended:
PETTY, G. Moderní vyučování. Praha : Portál, 2006. ISBN 80-7367-172-7.
-
Recommended:
Mareš, J. Styly učení žáků a studentů.
-
Recommended:
Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
-
Recommended:
Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
-
On-line library catalogues
|
Time requirements
|
All forms of study
|
Activities
|
Time requirements for activity [h]
|
Preparation for an examination (30-60)
|
55
|
Contact hours
|
30
|
Team project (50/number of students)
|
45
|
Total
|
130
|
|
Prerequisites
|
Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
Basic orientation in pedagogic nomenclature, especially from areas common pedagogy and theory upbringing. |
|
Learning outcomes
|
Knowledge - knowledge resulting from the course: |
A student is able to understand and apply conceptions from the sphere of pedagogical diagnostics of a pupil and a teacher, on the basis of analysis of individual diagnostical methods verifies their possibilities and limitations in the work of a teacher; on the basis of the videorecording, examples from practice and the studying itself is able to analyse various conceptions of educating process; he/she is able to understand different models of pedagogy, use theoretical pieces of knowledge and own experience and is able to differentiate various leading of the teaching process as well as the views of standing of the student and mentor, etc. On the basis of reflection of own planning and implementation of the teaching process heúshe is able to take up an attitude to various forms of education leading and is able to back up this attitude by arguments. He/she is able to understand the conceptions as: educational methods, organisational forms of pedagogy; to understand various criteria of their classification and their pertinence for both a student and a teacher. He/she is able to experience various activising strategies of pedagogy in the seminar. He/she is able to explain the differences between pupil´s external and internal motivation, to integrate the pieces of knowledge from psychology and pedagogy in this sphere, he/she is able to diagnose motivational structures of a pupil. On the basis of creating own class preparation (part of the exam) is able to analyse individual categories of educational process in relationship to participants of pedagogy and education. He / she is able to understand the differences of various classification forms in pedagogy, especially the differences between classification by grades, verbal classification, autonomous classification etc. In the seminar he/she is able to execute the team project, apply in it the theoretical pedagogical pieces of knowledge, subject knowledge, outputs from research sound from practice and skills relevant to leading the educational process (for example motivation of a pupil, educational methods, classification of a pupil). He / she is able to learn to create non-threatening and tolerant environment that respects the needs of pupils/students, but also his/her own attitude, feelings and needs. He/she is able to understand the differences between general didactics and andragogic didactics in relationship to specificity of the target group (education of the adults). All above mentioned competences are developed to teach, communicative, social, problem solving and partly also civil competence. From professional competences of the mentor all above mentioned pedagogical and didactical competences are partly developed, partly diagnostical, social and communicative competences. Subsequently, manager competence are developer as well. (for example during planning and executing of team work).
|
|
Assessment methods
|
Knowledge - knowledge achieved by taking this course are verified by the following means: |
Combined exam |
Seminar work |
Group presentation at a seminar |
Continuous assessment |
|
Teaching methods
|
Knowledge - the following training methods are used to achieve the required knowledge: |
Interactive lecture |
Seminar |
Multimedia supported teaching |
Textual studies |
Skills demonstration |
Project-based instruction |
Cooperative instruction |
Self-study of literature |
Discussion |
|
|
|
|