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Lecturer(s)
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Janíková Marcela, doc. PhDr. Mgr. Ph.D.
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Navrátilová Hana, PhDr. Ph.D.
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Course content
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- Didactics as a scientific discipline. Theory, laws, principles, methodology, and technology in education. - Actors in education: teachers and learning (self) teachers and students. - Educational conditions and learning environment. Educational resources and aids. - Curriculum: educational goals, teaching objectives, and their concretization in the content of education and curriculum. - Types of teaching - informative, heuristic, productive, regulatory. Didactic management styles. - Teaching methods and forms.- Teaching cycle: preparatory sequence, implementation sequence, diagnostic sequence, reflective sequence. - Teaching process and its phases: motivational, expositional, fixation, diagnostic, applicational. - Results and effects of education, learning outcomes. - Current challenges in general didactics: diversity, heterogeneity, specific needs, digitalization, and others.
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Learning activities and teaching methods
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unspecified
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| prerequisite |
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| Knowledge |
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| nespecifikováno |
| nespecifikováno |
| learning outcomes |
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| describe the components of the systemic model of education |
| describe the components of the systemic model of education |
| explain the essence of the educational goal |
| explain the essence of the educational goal |
| describe the subjects of the teaching process |
| describe the subjects of the teaching process |
| describe didactic categories for teaching |
| describe didactic categories for teaching |
| explain the currently applied didactic concepts |
| explain the currently applied didactic concepts |
| Skills |
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| analyze didactic categories in curriculum and teaching process |
| analyze didactic categories in curriculum and teaching process |
| apply a spectrum of didactic management styles, teaching methods, and forms in the preparation and implementation of teaching |
| apply a spectrum of didactic management styles, teaching methods, and forms in the preparation and implementation of teaching |
| justify the relationships between the individual components of the educational system model |
| justify the relationships between the individual components of the educational system model |
| connect curriculum and didactic issues in the preparation, implementation, and reflection of teaching |
| connect curriculum and didactic issues in the preparation, implementation, and reflection of teaching |
| plan the educational process with regard to the integrity of objectives, content, methods, and forms of teaching and learning |
| plan the educational process with regard to the integrity of objectives, content, methods, and forms of teaching and learning |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Skills |
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| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Knowledge |
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| Analysis of educational material |
| Analysis of educational material |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Oral examination |
| Oral examination |
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Recommended literature
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Hudson, B., & Meyer, M. A. Beyond fragmentation: Didactics, learning and teaching in Europe. Barbara Budrich Publishers, 2011.
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Kalhous, Z., & Obst, O. Školní didaktika. Portál, 2022.
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