XCJ16 Methodology of Czech Language and Reflective Practice

Faculty of Education
Autumn 2024
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: zk (examination).
Taught in person.
Teacher(s)
Mgr. Bc. Klára Březinová (lecturer)
Mgr. Hana Křížová, Ph.D. (lecturer)
Mgr. et Mgr. Alžběta Lutzká (lecturer)
Guaranteed by
Mgr. Hana Křížová, Ph.D.
Department of Czech Language and Literature – Faculty of Education
Contact Person: Petra Rozbořilová
Supplier department: Department of Czech Language and Literature – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
After completing the course, the student is able to apply the acquired knowledge of the language culture, phonetics, and communicative skills in practice. He or she uses the latest and best practices, forms and methods of work to extend and enrich vocabulary, is able to practise proper pronunciation with children, clarity of expression, etc. By means of specific tools and teaching aids, he or she helps to acquire relevant competences in the educational work and language teaching, especially communicative competences, competences to learning and solving a problem. The part of subject is reflecting on student practice in the form of analysis of specific activities.
Learning outcomes
After finishing this course, the student will be able to: - apply latest methods of enriching children's vocabulary - appropriately use the means of linguistic work and to motivate children adequately - diagnose most common children's speech impediments and work with such children - develop students' key competencies through language learning – mainly communicative and problem-solving competences - reflect on the results of the practice through the analysis of specific activities.
Syllabus
  • 1. Diagnostic of the standard of children's speech; general diagnostic principles and methods. 2. Means of lingual-educational work and analysis of the means 3. Educational forms and ways of: a) widening and improving of children's vocabulary; b) cultivation of children's speech of phonetic point (pronounciation, clearness of speaking) c) cultivation of the fluent speech (monological, dialogical) 4. Most frequent speech disorders of children in kindergarten; education of children with speech disorders (special skills and ways of improvement) 5. Relevance of motivating in lingual education, special skill and tools. 6. Advancement of awareness of grammatical aspects of language and speech (advancement and improvement of grammatical correctness of speaking). 7. Relevance of teachers in kindergartens; planning of lingual education.
Literature
    required literature
  • RICHTEROVÁ, L. Didaktická hra jako prostředek jazykové výchovy. Brno: 1984.
  • ŠULOVÁ, Lenka. Raný psychický vývoj dítěte. Třetí vydání. Praha: Univerzita Karlova, nakladatelství Karolinum, 2019, 247 stran. ISBN 9788024644790. info
  • VÁCHOVÁ, Alena, Zuzana KUPCOVÁ and Michaela KUKAČKOVÁ. Rozvíjíme jazyk a řeč dětí : dítě a jeho psychika - jazyk a řeč. Praha: Raabe, 2015, 126 stran. ISBN 9788074961731. info
  • BYTEŠNÍKOVÁ, Ilona. Komunikace dětí předškolního věku (Communication preschool children). první. Praha: Grada Publishing, a.s., 2012, 236 pp. ISBN 978-80-247-3008-0. info
  • KRČMOVÁ, Marie and Libuše RICHTEROVÁ. Metodika jazykové výchovy v předškolním věku. Praha: Státní pedagogické nakladatelství, 1989. ISBN 80-04-24281-2. info
    recommended literature
  • ROSENBERG, Marshall B. Nenásilná komunikace ve škole. Translated by Kateřina Pietrasová. Vydání první. Praha: Portál, 2023, 151 stran. ISBN 9788026220060. info
  • BYTEŠNÍKOVÁ, Ilona. Interdisciplinární přístup v rané logopedické intervenci (Interdisciplinary approach in early speech therapy intervention). 1. dotisk 1. vyd. Brno: Masarykova univerzita, 2017, 262 pp. ISBN 978-80-210-8659-3. info
  • SPERRY, Rachel W. Komunikace v problémových situacích s dítětem v MŠ. Translated by Olga von Pohl. Vydání první. Praha: Portál, 2016, 102 stran. ISBN 9788026211150. info
  • BEDNÁŘOVÁ, Jiřina and Vlasta ŠMARDOVÁ. Diagnostika dítěte předškolního věku : co by dítě mělo umět ve věku od 3 do 6 let. Illustrated by Richard Šmarda. 2. vydání. V Brně: Edika, 2015, iv, 217. ISBN 9788026606581. info
  • LECHTA, Viktor. Terapie narušené komunikační schopnosti. Translated by Jana Křížová. 2., aktualiz. vyd. Praha: Portál, 2011, 386 s. ISBN 9788073679019. info
  • KROBOTOVÁ, Milena. Spisovná výslovnost a kultura mluveného projevu. První vydání. Olomouc: Univerzita Palackého, 2000, 219 stran. ISBN 8024401878. info
  • CANFIELD, Jack and Harold Clive WELLS. Hry pro zlepšení motivace a sebepojetí žáků : příručka pro učitele, vychovatele a rodiče. Vyd. 2. Praha: Portál, 1997, 197 s. ISBN 8071781363. info
  • KRČMOVÁ, Marie. Metodika jazykové výchovy v předškolním věku. Praha: SPN, 1992. info
Teaching methods
The teaching methods based on the operations of thought are used in teaching, particularly applications, analysis and synthesis. Controlled conversation, critical thinking, problem methods, written tests, and a method of individual work and teamwork, discussion and reflective methods.
Assessment methods
Type of teaching: seminar The course ends with a written examination. It consists of didactic questions and tasks and proofreading. During the semester, the student must fulfill the reflection of student practice in the form of analysis of specific activities.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: every week.
Information on the extent and intensity of the course: 12 hodin.
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