|
Lecturer(s)
|
-
Petrů Puhrová Barbora, PhDr. Ph.D.
-
Božik Roman, PhDr. Ph.D.
|
|
Course content
|
- Language culture. Culture of speech. - The meaning of rhetoric. - The beginnings of rhetoric in ancient Greece - the first teachers. - Types of speech. - Teacher as a speech model (not only) for students. - Literary pronunciation. - Specifics of teacher's speeches given to colleagues, superiors and parents of students. - Perception of the specifics of a child's voice. - Preparation of speech - content and structure. - The art of argumentation. - Voice technology. - Voice hygiene. - Articulation exercises. - Working with stress.
|
|
Learning activities and teaching methods
|
Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Analysis of a presentation, Text analysis, Self-reflection
- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Home preparation for classes
- 12 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| nonspecified |
| nonspecified |
| learning outcomes |
|---|
| basic concepts related to rhetoric, language culture and speaking |
| basic concepts related to rhetoric, language culture and speaking |
| specifics of the teacher's speeches, student speeches |
| specifics of the teacher's speeches, student speeches |
| voice care, voice hygiene |
| voice care, voice hygiene |
| exercises focused on the development of vocal expression |
| exercises focused on the development of vocal expression |
| public speaking in the practice of a primary school teacher |
| public speaking in the practice of a primary school teacher |
| Skills |
|---|
| describe the importance of rhetoric and the teacher as a speech pattern |
| describe the importance of rhetoric and the teacher as a speech pattern |
| actively participate in exercises supporting the teacher's speaking skills |
| actively participate in exercises supporting the teacher's speaking skills |
| prepare the content of the speech according to the structure |
| prepare the content of the speech according to the structure |
| present a teacher's speech according to the target group of listeners |
| present a teacher's speech according to the target group of listeners |
| reflect on one's speech and receive feedback from others |
| reflect on one's speech and receive feedback from others |
| teaching methods |
|---|
| Knowledge |
|---|
| Analysis of a presentation |
| Analysis of a presentation |
| Text analysis |
| Text analysis |
| Self-reflection |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Self-reflection |
| Activating (Simulation, games, dramatization) |
| assessment methods |
|---|
| Analysis of the student's performance |
| Analysis of the student's performance |
| Preparation of a presentation |
| Preparation of a presentation |
|
Recommended literature
|
-
Gruber, D. Zlatá kniha komunikace (3., rozš. vyd.). Gruber-TDP, 2009.
-
Hájková, E. Komunikační činnosti a jejich cíle (z hlediska vyučování mateřskému jazyku na 1. stupni základní školy). Univerzita Karlova, 2010.
-
Hájková, E. Rétorika pro pedagogy. Grada, 2011.
-
Janderková, D. Vybrané kapitoly z rétoriky. Mendelova univerzita, 2017.
-
Kraus, J. Člověk mluvící: řečníci bez tribuny čtením i poslechem. Leda, 2011.
-
Navrátilová, H., & Petrů Puhrová, B. From the Theory of Play into the Practice in Kindergarten: Verification of the Original Didactic Toys for Preschool Children. Acta Educationis Generalis,7(3), 25-44.. 2017.
-
NELEŠOVSKÁ, A. Pedagogická komunikace v teorii i praxi. Praha: Grada Publishing, 2005. ISBN 80-247-0738-1.
|