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Teaching grammar of Russian language in Czech learning resources for level B1 compared to the requirements of the Standard for teaching Russian as a foreign language
Mrázková, Andrea ; Konečný, Jakub (advisor) ; Liptáková, Zuzana (referee)
This diploma thesis deals with the grammar curriculum of Russian language in the Czech teaching resources for B1 level and compares it with the requirements of the Standard for teaching Russian as a foreign language. The theoretical part of the thesis defines terms related to grammar; it describes and compares Czech and Russian curriculum documents and concerns with the Russian grammar teaching in the communicative approach. The last chapter of this part discusses the role of a teaching resource in the teaching process, the selection of such a resource and the description of individual resources for B1 level. The practical part presents the results of the content analysis of the teaching resources with respect to their minimum required grammar, which is first described individually for each resource and then compared with the requirements of the Standard for teaching Russian as a foreign language. Afterwards, the results are clearly summarized. KEY WORDS: minimum required grammar, morphology, syntax, teaching grammar, positive transfer, negative transfer, analysis
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Individualized approach to student early learning at the start to prevent school difficulties
Mrázková, Andrea ; Kucharská, Anna (advisor) ; Wildová, Radka (referee)
The aim of this diploma thesis is to find out and present primary school teachers' attitude to the possibilities of the implementation of an individualized approach in terms of the prevention of school difficulties. The method that was chosen in order to achieve this aim was a structured interview carried out with primary school teachers. The collected data were processed with the use of the grounded theory method and assessed in discussion. The results of this thesis offer a great amount of information and topics about the means and conditions of realization of individualized education in the first grade with the aim of the highest development of a pupil who is potentially at the risk of future school difficulties or who already has them. These findings may help not only for broadening of primary school teachers' awareness about the possibilities of an individualized approach but also for another research into this issue. Key words: early childhood, individualization, teacher, school difficulties, family cooperation
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Projekt Evropského sociálního fondu
Mrázková, Andrea ; Zapletalová, Jitka (advisor) ; Černá, Jitka (referee)
Teoretická část popisuje fungování evropské sociální politiky, zaměřuje se na Evropský sociální fond, Operační program Rozvoj lidských zdrojů a jeho priority, jsou zmiňovány činnosti předcházející realizaci projektu. Praktická část popisuje konkrétní projekt a jeho fungování, náležitosti žádosti o finanční podporu, monitoring projektu a momentální stav projektu, typy kontrol, vizuální identitu.
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