CJp207 Didactics of Czech Language and Literature for Primary Schools 2

Faculty of Education
Spring 2025
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
Mgr. Jitka Zítková, Ph.D. (lecturer)
Mgr. Adam Veřmiřovský, Ph.D. (lecturer)
doc. PhDr. Jiří Poláček, CSc. (lecturer)
Guaranteed by
doc. PhDr. Jiří Poláček, CSc.
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 only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The students will get acquainted with various methods and forms of working with linguistic material and literary texts in the teaching of the Czech language and literature at primary school. They will try out various possible approaches to integrating all the components of the subject - language, communication and style education, literary education - into a functional, professionally correct, and methodologically well-thought-out whole lesson, which will respect the heterogeneity of the target student group. Emphasis is placed on the ability to reflect on simulated (directly implemented in the classroom) teaching lessons in a series of sequential feedback steps.
Learning outcomes
Learner: - acquire the ability to prepare for a lesson integrating all components of the subject, to choose appropriate methods and forms of work, to prepare all teaching materials: functionally selected text, worksheets, presentations, didactic games, including the use of appropriate applications, etc.; at their discretion and need, they differentiate these materials taking into account the (potential) heterogeneity of the team; - acquire the ability to perceive the learning processes in simulated situations from the perspective of the learners and the teachers; - enumerate and be able to apply the procedures of self-reflection and reflection, i.e. formulating feedback in a series of individual steps involving appreciation, clarification through questions, and recommending possible changes; - practise ways of communicating with each other (or with their pupils) in a substantive and supportive way, respecting the need for safety, i.e. actively creating a safe environment for all participants in the learning process.
Syllabus
  • 1. Comprehensive methodological preparation for the teaching unit (45 minutes), the relationship between objectives, content, and methods. Pedagogical communication in a heterogeneous team, the influence of specific needs of pupils on the teaching of Czech language and literature (specific cultural, linguistic, or other specific educational needs).
  • 2. Possibilities of integrating all three components of the subject Czech language and literature into a compact lesson fulfilling the expected outcomes (objectives) of all components. Functional interdependence of the curriculum and methodological procedures of all three components.
  • 3. Simulation of a teaching lesson and its reflection. Reflection led by one of the teachers - appreciation, recommendation.
  • 4. Simulation of a teaching lesson and its reflection. Reflection led by one of the teachers - valuing, recommending.
  • 5. Simulation of a teaching lesson and its reflection. Reflection led by the other teacher - appreciation, clarification, recommendation.
  • 6. Simulation of a teaching lesson and its reflection. Reflection led by the other teacher - valuing, clarifying, recommending.
  • 7. Simulation of a teaching lesson and its reflection. Reflection led by one of the learners.
  • 8. Simulation of a teaching lesson and its reflection. Reflection led by one of the learners.
  • 9. Simulation of a teaching lesson and its reflection. Reflection led by one of the learners.
  • 10. Simulation of a teaching lesson and its reflection. Reflection led by one of the learners.
  • 11. Simulation of a teaching lesson and its reflection. Reflection led by one of the learners.
  • 12. Final discussion and reflection on the new knowledge, experience, and skills gained in conducting the teaching lessons.
  • Reflective discussion in all its steps always involves the expression of the presenters (self-reflection), the learners in their role as learners, and the teachers of the course. The content of the reflective discussion is refined and graduated. Students gradually learn deeper reflective insights that justify and support arguments, offer solution options, etc. They deepen their ability to lead the discussion in a supportive and respectful safe environment, to think of suggestions as helpful, broadening their view of the learning situation, not critical. Emphasis is placed on developing formative assessment skills (taking into account the specifics of the learners).
Literature
    required literature
  • ČECHOVÁ, Marie. Komunikační a slohová výchova. Vyd. 1. Praha: ISV nakladatelství, 1998, 226 s. ISBN 80-85866-32-3. info
  • LEDERBUCHOVÁ, Ladislava. Literatura ve škole. Plzeň: ZČU v Plzni, 2010.
    not specified
  • ŠTĚPÁNÍK, Stanislav, Eva HÁJKOVÁ, Klára ELIÁŠKOVÁ, Ľudmila LIPTÁKOVÁ and Marta SZYMAŃSKA. Školní výpravy do krajiny češtiny : didaktika českého jazyka pro základní školy. 1. vydání. Plzeň: Fraus, 2020, 311 stran. ISBN 9788074895951. info
  • GEJGUŠOVÁ, Ivana. Mimočítanková četba a cíle literární výchovy na základní škole. Ostrava: PdF OU, 2011.
  • ČAPEK, Robert. Moderní didaktika : lexikon výukových a hodnoticích metod. Vydání 1. Praha: Grada, 2015, 604 stran. ISBN 9788024734507. URL info
  • MAŇÁK, Josef and Vlastimil ŠVEC. Výukové metody. Brno: Paido, 2003, 219 stran. ISBN 8073150395. info
  • FIŠER, Zbyněk. Tvůrčí psaní: malá učebnice technik tvůrčího psaní. (Creative Writing.). 1st ed. Brno: Paido. Edice pedagogické literatury., 2002, 164 pp. ISBN 80-85931-99-0. info
  • ZÍTKOVÁ, Jitka. Teorie výuky literatury v historické perspektivě (Theory of teaching literature in the historical perspective). 1st ed. Brno: Masarykova univerzita, 2020, 313 pp. ISBN 978-80-210-9629-5. info
  • ZÍTKOVÁ, Jitka and Naděžda SIEGLOVÁ. Handicap and educating pupils with special needs from the viewpoint of language and literary education. 1. vyd. Brno: Masarykova univerzita, 2013, 115 pp. ISBN 978-80-210-6281-8. info
  • BERÁNKOVÁ, Eva. Tvořivá hra jako cesta k pochopení literárního díla. 1. vydání. Plzeň: Fraus, 2002, 106 stran. ISBN 8072381822. info
  • PERKINS, M. Becoming a teacher of reading. Los Angeles: SAGE, 2015.
  • ČAPEK, Robert. Líný učitel : jak učit dobře a efektivně. 1. vydání. Praha: Raabe, 2017, 140 stran. ISBN 9788074963445. info
  • ČAPEK, Robert. Líný učitel : cesta pedagogického hrdiny. 1. vydání. Praha: Raabe, 2018, 175 stran. ISBN 9788074963872. info
  • VALENTA, Josef. Metody a techniky dramatické výchovy. Vyd. 2., rozš. Praha: Agentura STROM, 1998, 279 s. ISBN 8086106020. info
  • SHORT, M. Reading, analysing and teaching literature. London: Longman, 1992.
  • MINÁŘOVÁ, Eva. Slohové vyučování (Composition teaching). In Slohové vyučování. Brno: PdF Masarykovy univerzity, 1996. ISBN 80-210-1006-1. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
Teaching methods
Type of training: seminar
Methods: active work of students with literary texts as starting points for lessons integrating all components of the subject Czech language and literature, simulation of teaching lessons - students' own teaching, creation and solution of model examples, experiential method, self-reflection and reflection of teaching lessons, formative assessment, discussion of professional issues in the field
Organisation: tandem teaching by both didactics teachers - providing comprehensive feedback on the implementation of all components of the course
Assessment methods
Method of completion: examination
Course completion requirements: elaboration of a complex lesson integrating the curriculum of all components of the subject Czech language and literature in any grade of the 2nd primary school (small group work); direct implementation of the lesson in teaching and self-reflection. Passing an oral exam (detailed instructions given at the beginning of the lesson and available in the IS MU in the Teaching Materials folder). The subject of the assessment is both the written and the oral part.
Language of instruction
Czech
Further Comments
The course is taught annually.
The course is taught: every week.
The course is also listed under the following terms Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/CJp207