MONOLOGIC METHOD IN PRIMARY EDUCATION TEACHING – A NEW DIDACTIC GROUNDING
MONOLOGIC METHOD IN PRIMARY EDUCATION TEACHING – A NEW DIDACTIC GROUNDING

Summary/Abstract: The research on monologic method in primary education teaching is motivated by the constant negative criticism of the method (in both scientific and professional literature), leading to certain terminological dilemmas (e.g. undifferentiating between verbal and verbalistic teaching, boiling monologic method down to lecturing activity of a teacher) and long lasting inadequate or insufficiently adequate application of the method in teaching, without any attempt to systematically change the causes of such implementation. Devaluating of the didactic values of monologic method has resulted in the “live word” of a teacher being unfavourably positioned in relation to other activities of teaching and learning in teaching. The paper analyzes a part of the results of a research oriented to reaffirmation of monologic method in accordance to contemporary teaching needs and achievements of pedagogy as well as other sciences (rhetoric, logics, linguistics, psychology, communicology, ethics, etc.). The emphasis of the interdisciplinary research is not to reveal new teaching methods; it is rather to offer a new didactic grounding of the existing teaching method, referring to finding and didactic shaping of the standards enabling efficient implementation of monologic method in contemporary teaching. At the same time, the research does not affirm monologic method according to criticism or disproving of other methods. It is based on the current didactic standpoint that a variety of methods and teaching methodological procedures are necessary in teaching, with monologic method being understood as only one of a number of structural elements intersecting with other teaching process elements within didactics and teaching methodology.- In our search for an answer to the question – is it possible to find a pattern according to which teachers could opt for the processing of contents according to monologic teaching methods – we have come to a conclusion on the following characteristics of teaching contents that could help a teacher make a decision and choose mainly monologic processing: (1) “disharmony” with students’ prior knowledge; (2) a link between the contents and the ways of their acquisition; (3) connectedness with certain time and space context, truthfulness and plausibility; (4) interrelatedness with creative work of children; (5) being of current interest and amusing; (6) emphasized upbringing character. Critical thinking of teachers on the contents of verbal presentation implies the establishment of a certain professional and personal relationship towards the content conditioned by the solid knowledge on the contents the teacher talks about. - The standards established for the implementation of monologic teaching method refer to the following: (1) preparation and plan of verbal presentation; (2) analysis of teaching contents and critical thinking on presentation subject; (3) analysis of the listeners (the characteristics of both the group and the individuals within it – individualized monologue); (4) the time and the atmosphere of verbal presentation; (5) the structure of speech in monologic teaching method – introduction, elaboration, conclusion; (6) logics of persuasive speech in monologic teaching method; (7) phonetic and phonologic values of speech in monologic teaching method; (8) syntactic structure of verbal expression of teacher and students; (9) lexical standards for the application of monologic teaching method; (10) verbal styles of teachers and students; (11) the role of rhetorical figures in monologic teaching method; (12) a pause in teaching monologue; (13) humour in verbal presentation of teacher and students; (14) communication demands in the application of monologic teaching method; (15) extra-linguistic signs and non-verbal communicative skills of teachers and students in monologue in teaching; (16) verbal personality of teachers and students; (17) ethical standards for the implementation of monologic teaching method; (18) didactic-methodological interrelatedness between monologic method and other teaching methods; (19) problem presentation of a teacher; (20) verbal culture and the most frequent errors of teachers and students in verbal presentation.

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