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Učenici pišu esej na temu Tragika ratova devedesetih i ideal mira. Nastavnik/ca ocjenjuje radove učenika. U toku samog časa, nastavnik/ca prati svakog učenika/ce, bilježi njihov rad u grupi, njihovu aktivnost u grupi, učešće u diskusiji, pomoć i podsticaj koji pruža drugim članovima grupe, učešće u prezentovanju po završetku rada u grupi, učešće u analizi i diskusijama vezanim za materijale drugih grupa.
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Postignuća se mogu pratiti na osnovu aktivnosti učenika/ca i njihovih odgovora na času, kao i kvalitetom urađenih eseja.
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Svi učenici/e unose procjenu kvaliteta časa i postignuća u krug evaluacije, koji je podijeljen na četiri dijela, ocjenjuje se predavanje nastavnika/ce, tema, atmosfera na času i angažovanost učenika/ca, primijenjena metoda.
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Na osnovu završetka mape uma može se zaključiti da je ishod postignut. Na osnovu rada u grupama i donošenja njihovog zaključaka, može se zaključiti da su učenici usvojili novo znanje. Time je dokazano da je ovaj način rada primamljiv za djecu.
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Učenici/e unose procjenu kvaliteta časa i postignuća u krugu evaluacije, koji je podijeljen na četiri dijela, ocjenjuje se predavanje, tema, atmosfera na času i angažovanost učenika/ca, primjenjena metoda.
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Učenici/e će u grupama napraviti prezentacije sa različitim isječcima iz štampe, informativnih portala i dijelova sa utakmica u kojima se dešavaju nasilne scene, uz komentarisanje i diskusiju o uzrocima istih. Nastavnik može podjeliti učenike/ce na četiri grupe na isti način kao što su bili podijeljeni tokom časa.
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The paper is devoted to the language game in teaching Russian as a foreign language. The research aims to examine the phenomenon of the language game in journalistic text and show its effective implementation in the study processes. Language games are considered at different language levels (word-formation, graphics, paremiology and etc.). The article analyzes the definitions of the examined phenomenon and its main functions in journalistic text.
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In this work I will focus on using the most common digital technologies in Russian language teaching. Special attention will be paid to the applications and BOYD principle in Czech schools and also to the most popular applications for mobile platforms. All these applications can be used in distance learning in primary and secondary schools, even in teaching Russian as a foreign language.
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Many years ago, Jacobs (1989) defined cross-curricular instruction as a conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously. Today we know that when students see the connections between individual subject areas, the material becomes more relevant. There are many ways in which to integrate different subjects or content into a constructive holistic unit. The author presents an approach to mountain-oriented education that includes contributions from geography and physical education. Through the presentation of YOUrALPS (Educating Youth for the Alps: (re)connecting Youth and Mountain heritage for an inspiring future in the Alps) project results, the author discusses a cross-curricular approach in the school activities of both subjects when dealing with key issues viewed from different disciplinary perspectives. The author provides an educational vision through a proposal for effective teaching that aims to enable more successful learning and achievement by students. The proposal is based on cross-curricular investigations of the geography and physical education curricula (objectives, abilities, skills and competencies connected with the mountain-oriented topics of each discipline) and is enhanced with suggestions for integration either in indoor or outdoor activities. A survey of teachers who attended the Summer School on Mountain-Oriented Education (Slovenia, 2017) reveals that this type of integration requires – in addition to extensive planning and cooperation among teachers – a high degree of teacher commitment, which works well so long as there is high enthusiasm for the project.
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This review describes and critically analyses studies concerned with second language acquisition published between the years 2007 and 2017 which focus on developing the language skill of speaking by means of computer-assisted language learning (CALL). The broad topic of CALL is further narrowed down by concepts of task-based learning (TBL), simulations, role-playing, features of games and social interaction and their interplay. This review offers not only thorough description but also critical analysis of the research available in this field. Apart from original studies, reviews and meta- analyses are also examined. Furthermore, chosen research papers are categorized and grouped together based on the nature of CALL they implement. The final chapters of this review summarize key findings in individual research articles and points out opportunities for further inquiry in the domain.
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V příspěvku se na základě diplomové práce seznámíme s alternativními výukovými metodami ve výuce českého jazyka a literatury na střední škole. Nejprve se zaměříme na téma a cíl příspěvku, krátce si popíšeme program RWCT, třífázový model myšlení a učení E-U-R a definujeme kritické myšlení spolu se stručným přehledem možných metod, které lze ve výuce užívat. Stěžejní část příspěvku bude věnována modelovým hodinám, na nichž prakticky ukážeme práci s alternativními metodami.
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In this article I tried to present the prayer as the rising of the soul to God and also as a secret conversation between man and God, representing the practical dimension of faith because in that moment you are in front of God, sharing his presence. The prayer as a formal act, even in the educational context, only makes sense when we see it as a preliminary stage of honest, hear felt prayer. For the religious education teacher, the prayer represents calling God among them, it is the help he asks for from the One he serves. Without praying, the religious education class would be as any other class, remaining strictly limited to the informative dimension. Without our personal relationship with God through praying, faith remains at the level of theoretical knowledge and conviction. The prayer adds a plus of religious depth to morality, which attracts the manifestation of God’s love in the life of the believer.
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A range of risk factors, so-called civilization diseases, begins to develop in childhood and fully manifested in adulthood. It is important to point out these factors and affect them with appropriate preventive activities. The chapter contains the results of the research carried out on a sample of elementary school pupils. The quantitative survey uses a method of an anonymous questionnaire sent to 100 pupils attending the selected elementary school. Several areas of life style (nutrition, physical activity, risk behaviour of addiction, sleep, leisure) were mapped. The final results show that the pupils participated in the research do not respect the principles of the healthy lifestyle to the extent necessary. Their knowledge and habits are average. The research reveals that the emphasis should be focused on nutrition composition and regularity in eating, drinking regime, the strengthening movement and reducing the risks for substance abuse.
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The aim of the study is to introduce the concept of foreign language communication anxiety and to outline studies dealing with this topic at the university level. The paper provides an overview based on data from sixteen studies that were included in the international databases Web of Science and Scopus in the range of the last nineteen years. Both quantitatively and qualitatively focused studies examine the concept of foreign language communication anxiety in relation to the personal characteristics of individuals and external variables, e.g. teacher’s personality or classroom dynamics.
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An integral part of the development of sociolinguistic competence as a component of communicative competence is teaching politeness expressions, the acquisition of which enables communicants to conduct conversations in accordance with existing social standards. This article presents the results of the research that aimed to find out how Czech teachers view the development of sociolinguistic competence and teaching of courtesy expressions in Russian lessons at primary schools.
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Financial literacy has been developed in the Czech Republic for more than 15 years through strategic documents regulating the conditions and possibilities of financial education. Over the last few years, these documents have been revised. The aim of the contribution is to analyse the changes in the approach to financial literacy and financial education of primary and secondary school pupils in the Czech Republic. The approach to the issue of financial literacy and financial education in Slovakia, together with information on the result of measuring the level of financial literacy among fifteenyear-old pupils and the adult population of the Czech Republic, is used as a reference framework for the analysis of development. The results of the analysis are summarized through a SWOT matrix, and thus identify the current position and potential of financial education in the Czech Republic.
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The paper reflects the recently obtained health-related and social-pathological data on Romany pupils. It specifies several adverse life-style parameters of Romanies as the manifestation and the consequence of their social, cultural, educational and linguistic incompatibility. The insufficient or even dysfunctional strategy of family education appears to be the factor preventing Romany children from acceptation of regulatory rules and standards. School is presented as a guaranteeing educational institution in the process of generating, stabilizing and interiorizing health-related values and rules. A significant potential of prohealth intervention programs is highlighted in terms of supportive health-education strategies. Last but not least, the paper points out the applicability of e-learning in the process of prohealth education at primary schools.
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Student empowerment as an outcome of outdoor environmental education programs is connected with the question of who has control over these programs. In this chapter, we analyze how power is distributed among program designers, leaders, participating students, and accompanying teachers. We show that no model of dealing with the dynamic relationships among these program stakeholders can be considered wrong per se but that each brings with it particular implications for the other aspects of program design and implementation.
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Should or shouldn’t outdoor environmental education programs promote particular values? This chapter focuses on the tension between trying to avoid manipulation and trying to pursue the aims of environmental education. We summarize the discussion of values in environmental education and outline Schwartz’s theory of universal values, then we analyze what program leaders think about values and how they deal with the issue in their practice. We argue that no education is value-free. Based on our research study, we found a normative, value-laden approach in outdoor environmental education to be controversial but still the most suitable approach for these types of programs. In the conclusion, we examine various methods of shaping environmental values in outdoor programs.
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