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Lecturer(s)
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Course content
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- Basics of psychodidactics and the latest brain research. - Psychodidactic analysis of the curriculum. - Psychodidactic creation of learning objectives. - Psychodidactic creation of learning tasks and application of their taxonomy. - Parameters of learning tasks. - Determination of the operational parameter of learning tasks. - Calculation of the operational complexity of the teaching unit. - Determining activation methods that facilitate students' learning activities. - Determination of adequate teaching forms stimulating pupils' learning activities and their social learning. - Choice of adequate didactic tools for the management of independent learning of pupils (related to ICT). - Evaluation of the results of students' learning activities in terms of psychodidactic approaches to teaching results.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Individual work of students
- Participation in classes
- 70 hours per semester
- Home preparation for classes
- 20 hours per semester
- Term paper
- 80 hours per semester
- Preparation for examination
- 80 hours per semester
- Preparation for course credit
- 50 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| define the concept of learning in the context of current cognitive, cultural psychological and neuropsychological approaches |
| define the concept of learning in the context of current cognitive, cultural psychological and neuropsychological approaches |
| clarify the importance of the psychodidactic approach in preschool education |
| clarify the importance of the psychodidactic approach in preschool education |
| define the possibilities of defining educational objectives and construct educational content taking into account children's experience, skills and knowledge |
| define the possibilities of defining educational objectives and construct educational content taking into account children's experience, skills and knowledge |
| give examples of activation methods in preschool education and explain their effectiveness |
| give examples of activation methods in preschool education and explain their effectiveness |
| present approaches to the assessment of preschool children's learning and their use in preschool education |
| present approaches to the assessment of preschool children's learning and their use in preschool education |
| Skills |
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| plan learning objectives taking into account children's experiences, skills and knowledge, using a taxonomy of learning objectives |
| plan learning objectives taking into account children's experiences, skills and knowledge, using a taxonomy of learning objectives |
| analyze the content of education, plan it in relation to children's preconceptions |
| analyze the content of education, plan it in relation to children's preconceptions |
| identify the forms and methods of pre-school education in relation to children's learning needs |
| identify the forms and methods of pre-school education in relation to children's learning needs |
| implement activating teaching methods in preschool education |
| implement activating teaching methods in preschool education |
| employ assessment methods appropriate to the needs of the preschool child |
| employ assessment methods appropriate to the needs of the preschool child |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Text analysis |
| assessment methods |
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| Oral examination |
| Oral examination |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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Kalhous, Z., & Obst, O. et al. Školní didaktika. Praha: Portál, 2002.
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Lukášová, H. Cesty k pedagogice obratu. Ostrava: PdF OU, 2013.
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Lukášová, H. Kvalita života dětí a didaktika. Praha: Portál, 2010.
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Mareš, J. Styly učení žáků a studentů. Praha: Portál, 1998.
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Slavík, J., Janík, T., Najvar, P. & Knecht, P. Transdisciplinární didaktika. Brno: MU, 2017.
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Škoda, J., & Doulík, P. Psychodidaktika: metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011.
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