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Cooperation between the innovative schools and families at the start attendance
Olivíková, Romana ; Kargerová, Jana (advisor) ; Stará, Jana (referee)
This work's aim is to chart the extent and the actual forms of cooperation between innovative schools and families at the beginning of school attendance. In this case, innovative school is defined as a school that teaches children to read by the genetic method or that teaches the children in the primary school the Fraus mathematics by authors Hejný, Jirotková, Slezáková-Kratochvílová, Michnová. In the theoretical part, I find out the principles on which both the new concept of Fraus mathematics and the genetic method of reading are based, and I make a link between them and the constructivist conception of teaching as well as the teacher's competences. In a wider context, this work discusses the work with mistake and emphasizes the significance of creativity. In the practical part, I used the method of written questionnaire to find out the actual forms of cooperation between these schools and families before and after the children enter the first class. Also, the questionnaire finds out what are the teachers' crucial urges to change the way of teaching of mathematics and reading as well as what is the positive of this change in the teacher's view.
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Cooperation between the innovative schools and families at the start attendance
Olivíková, Romana ; Kargerová, Jana (advisor) ; Stará, Jana (referee)
This work's aim is to chart the extent and the actual forms of cooperation between innovative schools and families at the beginning of school attendance. In this case, innovative school is defined as a school that teaches children to read by the genetic method or that teaches the children in the primary school the Fraus mathematics by authors Hejný, Jirotková, Slezáková-Kratochvílová, Michnová. In the theoretical part, I find out the principles on which both the new concept of Fraus mathematics and the genetic method of reading are based, and I make a link between them and the constructivist conception of teaching as well as the teacher's competences. In a wider context, this work discusses the work with mistake and emphasizes the significance of creativity. In the practical part, I used the method of written questionnaire to find out the actual forms of cooperation between these schools and families before and after the children enter the first class. Also, the questionnaire finds out what are the teachers' crucial urges to change the way of teaching of mathematics and reading as well as what is the positive of this change in the teacher's view.
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