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Mediated training as a possibility for socially disadvantaged students
Škopková, Pavla ; Krykorková, Hana (advisor) ; Běhalová, Andrea (referee)
This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.
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Mediated Learning as a one from Options of Personal Student's Development
Škopková, Pavla ; Krykorková, Hana (advisor) ; Kasíková, Hana (referee)
The bachelor thesis is focused on possible solutions, how could a teacher in cooperation with school student to reach satisfactory results achieved with deficits in cognitive function and also contribute to the student's personal development. The solution could be to offer help in the form of mediated learning, which is represented by the Instrumental Enrichment Programme. The effectiveness of the theory of mediated learning is the fact that such learning includes elements components that we guarantee that it is the process of development of creativity. These elements can belong: intervention, diagnosis or reflection of their own learning. The aim is to point out on these features in terms of psychological effect and demonstrate their functionality specific programs and outcomes. The concept of mediated learning due to its openness offers the work of a number of variants of instruments and tools, with regard to the specific circumstances of the task situation. The bachelor thesis is focused theoretical, but based on demonstrated qualitative research and analysis aimed at testing the effectiveness of using Feuerstein's Instrumental Enrichment Programme in practice. The bachelor thesis is designed to explaining the essence of the theory of mediated learning at the very beginning, including the...
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Mediated training as a possibility for socially disadvantaged students
Škopková, Pavla ; Krykorková, Hana (advisor) ; Běhalová, Andrea (referee)
This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.
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Mediated Learning as a one from Options of Personal Student's Development
Škopková, Pavla ; Krykorková, Hana (advisor) ; Kasíková, Hana (referee)
The bachelor thesis is focused on possible solutions, how could a teacher in cooperation with school student to reach satisfactory results achieved with deficits in cognitive function and also contribute to the student's personal development. The solution could be to offer help in the form of mediated learning, which is represented by the Instrumental Enrichment Programme. The effectiveness of the theory of mediated learning is the fact that such learning includes elements components that we guarantee that it is the process of development of creativity. These elements can belong: intervention, diagnosis or reflection of their own learning. The aim is to point out on these features in terms of psychological effect and demonstrate their functionality specific programs and outcomes. The concept of mediated learning due to its openness offers the work of a number of variants of instruments and tools, with regard to the specific circumstances of the task situation. The bachelor thesis is focused theoretical, but based on demonstrated qualitative research and analysis aimed at testing the effectiveness of using Feuerstein's Instrumental Enrichment Programme in practice. The bachelor thesis is designed to explaining the essence of the theory of mediated learning at the very beginning, including the...
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Verbal periphrases in Spanish and their Czech equivalents
Škopková, Pavla ; Čermák, Petr (advisor) ; Zavadil, Bohumil (referee)
Verbal periphrases in the Spanish language and their Czech equivalents As the title suggests, the object of the thesis is verbal periphrases. In the theoretic part, we dealt with the function of verbal periphrases as a means to convey the nature of verbal action in Spanish. Moreover, we briefly explained the issue of Czech and Spanish verbal aspect. After we familiarized ourselves with the semantic and formal classification of Spanish verbal periphrases in general; taking the volume of the topic into account, we decided to dedicate ourselves in detail to a specific type of periphrasis, the periphrasis with the infinitive. In addition, we described the stylistic and regional differences of the periphrasis which express the start of action and which were covered in the practical part of the work. Furthermore, we looked at individual infinitive periphrases from the group of modal and aspectual periphrases. In this part of work, we drew from the Descriptive grammar and its terminology. Since our objective was to compare the situation in Spanish with the one in Czech, we endeavored to supplement even this theoretical part with the examples from the parallel corpus. We tried to make these examples as representative as possible. In the practical part of our work, we decided to search in corpus for Czech...
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Verbal periphrases in the Spanish language
Škopková, Pavla ; Čermák, Petr (advisor) ; Zavadil, Bohumil (referee)
Verbal periphrases in the Spanish language As the title suggests, the object of the thesis is verbal periphrases. In the theoretic part, we dealt with the function of verbal periphrases as a means to convey the nature of verbal action in Spanish. Moreover, we briefly explained the issue of Czech and Spanish verbal aspect. After we familiarized ourselves with the semantic and formal classification of Spanish verbal periphrases in general; taking the volume of the topic into account, we decided to dedicate ourselves in detail to, the periphrasis with the infinitive, the gerund periphrases, and the participle periphrases. In addition, we described the stylistic and regional differences of the periphrasis with infinitive which express the start of action and which were covered in the practical part of the work. Furthermore, we looked at individual infinitive periphrases from the group of modal and aspectual periphrases. In this part of work, we drew from the Descriptive grammar and its terminology. Since our objective was also to compare the situation in Spanish with the one in Czech, we endeavoured to supplement even this theoretical part with the examples from the parallel corpus. We tried to make these examples as representative as possible. Then we described the gerund periphrases, and the participle...
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