UZCJBE02 Didactics of Czech Language and Literature II

Faculty of Arts
Autumn 2008
Extent and Intensity
0/2/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. Zdeňka Hladká, Dr. (lecturer)
Mgr. Vlastimil Čech, Ph.D. (lecturer)
prof. PhDr. Michaela Soleiman pour Hashemi, CSc. (lecturer)
Mgr. Lucie Velebová, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Jana Pleskalová, CSc.
Department of Czech Language – Faculty of Arts
Contact Person: Jaroslava Vybíralová
Timetable of Seminar Groups
UZCJBE02/A: Thu 15:00–16:35 C32, Z. Hladká, M. Křivancová, L. Velebová
UZCJBE02/B: Thu 16:40–18:15 C32, Z. Hladká, M. Křivancová, L. Velebová
Prerequisites
UZCJBE01 Didactics || NOW( UZCJBE01 Didactics )
The prerequisite for the final exam in Teaching Methodology of Czech language and Literature is a successful completion of requirements for courses UZCJBE01 and UZCJBE02.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 0/30, only registered with preference (fields directly associated with the programme): 0/30
fields of study / plans the course is directly associated with
Course objectives
The course takes a semester. The main part is devoted to learning the decisive principles of active teaching, demonstrated in controlled discussion based on preparatory presentations of individual students. Some time will also be given to comparing the existing secondary school textbooks and there will be concluded the specifics of teaching certain thematic blocks. The following syllabus is in each point presenting the basic theme of student presentation, after the semicolon follows a theme whose knowledge will be part of the exam.
At the end of the course student should be able to use ecisive principles of active teaching of Czech language.
Syllabus
  • Language and style:
  • 1. Specific features of secondary school curricula with regard to phonetics (Pt. I), functional styles and techniques of composition; basic aims of language teaching.
  • 2. Specific features of secondary school curricula with regard to phonetics (Pt. II), colloquial style, basic aims of teaching stylistics.
  • 3. Specific features of secondary school curricula with regard to morphology (Pt. I), narration (Pt. I); application of basic didactic principles in language teaching (using of an algorithm included).
  • 4. Specific features of secondary school curricula with regard to morphology (Pt. II), narration (Pt. II); application of the basic didactic principles in teaching stylistics.
  • 5. Specific features of secondary school curricula with regard to syntax (Pt. II), description; contents and development of the topics in standard secondary school textbooks (especially syntax, the concept of journalistic style and the relation of verbal and non-verbal communication).
  • 6. Specific features of secondary school curricula with regard to syntax (Pt. II), preparing and presentation of a paper; active using of the comprehensive language analysis (sources and methods of work).
  • 7. Specific features of secondary school curricula with regard to lexicology, correspondence; comparison of official and alternative didactic texts (Kostečka, Hausenblas; Čechová, Styblík; especially textbooks by Trizonia publishing house).
  • 8. Specific features of secondary school curricula with regard to historical disciplines, CVs; using popularizing texts about Czech in classes (Eisner, Jílek, Queneau/Ouředník, Šlosar etc.).
  • 9. Specific features of secondary school curricula with regard to phraseology, journalistic style (Pt. I); developing creativity in teaching stylistics.
  • 10. Specific features of secondary school curricula with regard to dictionaries (Pt. I), explanation, reflection; development of skills in composition in teaching stylistics.
  • 11. Specific features of secondary school curricula with regard to dictionaries (Pt. II), non-verbal communication; development of skills in writing as a part of teaching stylistics.
  • 12. Motivation using personal names as a topic (Pt. I), skills in rhetoric (Pt. I); evaluation of essays and in teaching Czech in general.
  • 13. Motivation using personal names as a topic (Pt. II), skills in rhetoric (Pt. II); a trend towards integrity of the three parts of the subject (language style literature in a more specific sense and in a broader sense).
  • 14. Motivation using place names as a topic and controlled discussion; extracurricular activities relating to teaching Czech.
  • 15. Changes in the final exam at secondary schools (maturitni zkouska).
  • 16. Creating school educational frameworks.
  • 17. Practical skills in diagnostics of school writings.
Literature
  • HAUSENBLAS, Ondřej. Vrátíme smysl hodinám češtiny? :úvaha a praktický návrh, jak učinit náš vyučovací předmět hodným žákova zájmu. Praha: Pedagogická fakulta Univerzity Karlovy v Praze, 1997, 51 s. ISBN 80-86039-39-0. info
  • SVOBODA, Karel. Didaktika českého jazyka a slohu. Vyd. 1. Praha: Státní pedagogické nakladatelství, 1977, 307 s. info
  • ČECHOVÁ, Marie and František DANEŠ. Komplexní jazykové rozbory. 2., upr. vyd., v SPN 1. Praha: Státní pedagogické nakladatelství, 1996, 263 s. ISBN 80-85937-27-1. info
  • ČECHOVÁ, Marie and Vlastimil STYBLÍK. Didaktika češtiny. 1. vyd. Praha: Státní pedagogické nakladatelství, 1989, 251 s. ISBN 8004224393. URL info
  • KOSTEČKA, Jiří. Do světa češtiny jinak :didaktika českého jazyka a slohu pro vyučovací praxi. 1. vyd. Jinočany: H & H, 1993, 229 s. ISBN 80-85787-24-5. info
  • Martinková, Věra. Český jazyk I, II, III, IV. Tripolia, Praha 2001, 2002, 2002, 2004.ISBN 80-86448-16-9, 80-86448-21-5, 80-86448-24-X, 80-86448-27-4.
  • Kostečka, Jiří. Český jazyk pro 1. ročník gymnázií. 2. vyd. Praha : SPN - pedagogické nakladatelství, 2003. 199 s. Zpracováno podle katalogu požadavků ke společné části maturitní zkoušky z českého jazyka a literatury. ISBN 80-7235-135-4.
  • Kostečka, Jiří. Český jazyk pro 2. ročník gymnázií. 1. vyd. Praha : SPN - pedagogické nakladatelství, 2003. 243 s. Zpracováno podle katalogu požadavků ke společné části maturitní zkoušky z českého jazyka a literatury. ISBN
  • Kostečka, Jiří. Český jazyk pro 3. ročník gymnázií. 1. vyd. Praha : SPN - pedagogické nakladatelství, 2002. 285 s. Zpracováno podle katalogu požadavků ke společné části maturitní zkoušky z českého jazyka a literatury. ISBN
  • Kostečka, Jiří. Český jazyk pro 4. ročník gymnázií. 1. vyd. Praha : SPN - pedagogické nakladatelství, 2003. 279 s. Zpracováno podle katalogu požadavků ke společné části maturitní zkoušky z českého jazyka a literatury. ISBN
Assessment methods
credit - for further details, see the Czech version
Language of instruction
Czech
Further comments (probably available only in Czech)
Information on completion of the course: Podmínkou přístupu ke zkoušce je získání zápočtu.
The course is taught each semester.
The course is also listed under the following terms Autumn 2006, Spring 2007, Autumn 2007, Spring 2008, Spring 2009, Autumn 2009, Spring 2010, Autumn 2010, Spring 2011, Autumn 2011, Spring 2012, Spring 2013, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2008, recent)
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