National Repository of Grey Literature 11 records found  1 - 10next  jump to record: Search took 0.00 seconds. 
Reflection of the Predicate Preconception in Studying Process in 6th Grade of Elementary School
Skřivánek, Vratislav ; Štěpáník, Stanislav (advisor) ; Hájková, Eva (referee)
The objective of the thesis Reflection of the Predicate Preconception in Studying Process in 6th Grade of Elementary School is to ascertain how the 6th year pupils (aged 12-13 years) think about the predicate. The thesis is grounded in constructivism which actively works with preconcepts, and is related to Czech language teaching. Predicate is described from the linguistic perspective as well as its didactical notion in the Framework Educational Program and in existing textbooks. 37 pupils from 4 schools in Prague completed a series of individual tasks specifically designed for the purpose of this study, and semi-structured interviews with these pupils were recorded, transcribed and analysed. The study shows that the pupils strongly prefer verbal predicate to its verb-noun variety, while they are still capable of suggesting a communication situation for either type of predicate. The study further investigates whether the pupils actively use nouns and adjectives as a non-verb part of a predicate. While adjectives were used frequently, using nouns proved to be challenging. The analysis proves that the pupils do not identify the predicate as a part of sentence important for the meaning of the sentence. The results of the study confirm that pupils consider the meaning of individual words rather than...
Constructivism in communication and text classes for primary schools
Stříbná, Karolína ; Babušová, Gabriela (advisor) ; Štěpáník, Stanislav (referee)
The diploma thesis deals with constructivism and how best to employ it in teaching communication and text classes at elementary schools. It also explores possibilities of using constructivism when new text types are being implemented into the educational process. The thesis consists of a theoretical and a practical part. The theoretical part focuses on the constructivist way of teaching in general and it's basis for teaching the Czech language in particular. It also contains an analysis of the available teaching materials and a view of the specialised literature on teaching communication and text classes. The practical part presents a research into the pupils' preconcepts about selected text types. The two text types selected for this research are letter and instruction manual. The research is followed by an analysis and an interpretation, which might be useful in teaching about the selected text types. The conclusion provides recommendations for implementing the selected text types into Czech language classes.
Innovative Approaches to Czech Language Curriculum at Lower Secondary School
Pecháčková, Jana ; Štěpáník, Stanislav (advisor) ; Šmejkalová, Martina (referee)
The aim of the thesis Innovative Approaches to Czech Language Curriculum at Lower Secondary School was to discover whether any innovative approaches to subject Czech language at lower secondary schools were included in their school education programme, if the answer was positive, the aim was to define which innovative approaches exactly they were. The thesis is divided into a theoretical part and a practical part. The theoretical part analyzes the general approach to curriculum and also the specific approach towards the Czech language. The thesis includes a brief history of the curricular reform, which was implemented in January 2005, and the opinions of the experts on the reform. The practical part contains the analysis of the innovative approaches towards the curriculum of the Czech language at the chosen thirteen lower secondary schools in the Czech Republic. A specific interest was given to innovative approaches towards the Czech language which were in agreement with the curricular reform and with the innovative didactic approaches in general. The chosen method is a comparison and the analysis of the texts. The results indicate that the innovative approaches are present in the curricular materials at the chosen schools, specifically in the syllabus of the subject Czech language. The results...
Experience in teaching Czech language at lower-secondary school
Dovhunová, Petra ; Štěpáník, Stanislav (advisor) ; Šmejkalová, Martina (referee)
The thesis Experience in teaching Czech language at lower-secondary school is focused on the implementation of experiential learning into the Czech language teaching. The thesis consists of two parts. The theoretical part describes the main principles and methods of experiential learning and their use in the context of the Czech language teaching. The practical part presents actual lesson plans, in which principles and methods are used. The lesson plans are focused on teaching communication and acquiring active knowledge of Czech syntax, lexicology and semantics. Based on the experience of implementing of activities in teaching Czech language at the 6th grade of lower-secondary school, the author of the thesis explains importance of the experience in Czech language teaching. The results show the experience could be used effectively in the Czech teaching methodology.
Comparison of teaching Czech language at a traditional and an alternative upper-secondary school
Zajícová, Karolína ; Štěpáník, Stanislav (advisor) ; Šmejkalová, Martina (referee)
The thesis compares methods and forms of Czech language teaching at secondary grammar school and Waldorf lycée. The first part deals with the theoretical basis of traditional and alternative education, whereas the second part focuses on their practical implementation as methods and forms of work. The observed lessons are analysed and the results of traditional and alternative approach are contrasted by a test. The aim is to ascertain whether the alternative school implements its principles into methods and forms of language teaching and whether they are more effective than the traditional ones. The thesis concludes that the alternative school implements only a few aspects of alternative education resulting in more active and engaged pupils. The results of the test imply that both schools are comparable in terms of language knowledge. KEYWORDS teaching Czech language, syntax, upper-secondary school, grammar school, waldorf lycée
Critical points in the Czech language at elementary school
Dygrínová, Gabriela ; Šmejkalová, Martina (advisor) ; Štěpáník, Stanislav (referee)
The thesis deals with the critical points of teaching Czech language at the elementary school. The aim of the work was to identify the citical points of teaching Czech language to the sixth grade of the elementary level. The identification of the critical points was done through a qualitative analysis of the discussions lead with teachers of Czech language. The theoretical part of the work characterizes the Czech language curriculum in the sixth grade and its didactic apporoach in commonly used textbooks. Conceptions, such as the cricital point and the mistake are defined. The practical part of the work contains the analysis and the interpretation of the discussions carried out with the teachers. The program Altas.ti was used for the evaluation of the obtained data. The critical points of Czech language in the sixth grade of the elementary school were found to be the phenomena in the realm of syntax, morphology, and spelling. In the realm of syntax, the critical spots of the greatest weight were: the ability to think logically, the knowledge of the basic linguistic phenomena, the understanding of the syntactic relationships and the terminology. In morphology, the ability to distinguish between the parts of speech, the case determination, and the recognition of the number of the collective and the...
Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor) ; Slavík, Jan (referee) ; Svobodová, Jana (referee)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
Comparative analysis of language and communication skills in written communiqué by students from the 4th year of high school. Language level based assessment of stylistic writings
Holubová, Petra ; Chejnová, Pavla (referee) ; Štěpáník, Stanislav (referee)
This rigorous paper deals with analysis of language and communication competence in written messages created in 2014. The analyzed sample comes from students attending grammar school, grammar school for 11-19 year old students, secondary technical school and secondary vocational school extension study. The theoretical part defines the communication and language competences, as well as the principles of their acquiring in the structure of communicative strategies during secondary education. This paper's further aim is to deal with the writing part of the leaving examination criteria and assessment. The second part introduces comparative analysis of authentic texts aimed at the level of those two competences mentioned above and at objectivity of the writing assessments made by teachers at particular schools. Samples of analysed texts, specialized literature quotations, diagrams, charts and an appendix are part of this work. The certificate from the Czech language writing evaluator and a point scale for writing assessments are enclosed, too. Key words Communication competence Language competence Communication education State leaving exam Written message Stylistic writing assessment
Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...

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