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Lecturer(s)
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Jelénková Libuše, Mgr. Ph.D.
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Navrátilová Hana, PhDr. Ph.D.
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Hálová Kateřina, Mgr.
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Course content
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- Language, style and communication education - content and structure. - Methods, didactic procedures and tools for acquiring knowledge about the sound side of the language. - Procedures and strategies for mastering the spelling side of the language, methods of checking and evaluating spelling. - Methodical approaches to distinguishing the meanings of words and practice recognizing word types. - Communication and style education, the practice of continuous language expression. - Language teaching: different types and structures of lessons depending on the topic covered. - Stylistic teaching: different types and lesson structures depending on the topic. - Development of language and communication skills - methodology of acquisition of stylistic units. - Text work - procedures lead to reading the text with comprehension.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 15 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| characterize concepts of teaching the field |
| characterize concepts of teaching the field |
| characterize the goals of teaching language |
| characterize the goals of teaching language |
| describe the theoretical basis of constructivist teaching in the Czech language |
| describe the theoretical basis of constructivist teaching in the Czech language |
| characterize the current communication concept of teaching Czech language |
| characterize the current communication concept of teaching Czech language |
| describe the system of teaching language tools |
| describe the system of teaching language tools |
| Skills |
|---|
| implement the didactic transformation of the curriculum |
| implement the didactic transformation of the curriculum |
| design teaching according to the level of pupils and the requirements of the school |
| design teaching according to the level of pupils and the requirements of the school |
| set goals and create learning tasks for the development of pupils |
| set goals and create learning tasks for the development of pupils |
| guide pupils to effective cooperation in the conditions of the subject and the whole school |
| guide pupils to effective cooperation in the conditions of the subject and the whole school |
| propose a lesson |
| propose a lesson |
| teaching methods |
|---|
| Knowledge |
|---|
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Written examination |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Written examination |
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Recommended literature
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Brabcová, R. Pravopis a tvarosloví: v čem často chybujeme (Vyd. 3). Dobřichovice: KAVA-PECH, 2010.
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Čechová, M., & Styblík, V. Čeština a její vyučování: didaktika českého jazyka pro učitele základních a středních škol a studenty učitelství. Praha: SPN, 1998.
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Hauser, P. Didaktika českého jazyka pro 2. stupeň ZŠ. Brno: Masarykova univerzita, 2007.
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Metelková Svobodová, R. Moderní didaktika českého jazyka se zaměřením na jazykovou, komunikační a slohovou výchovu. Ostrava: Ostravská univerzita v Ostravě, 2008.
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Štícha, F. Kapitoly z české gramatiky. Praha: Academia, 2011.
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