|
|
Analysis and Description of Methods using in Project of Guidance Days in Fryšták
CHODIL, Karel
The goal of the thesis is to describe and analyze methods, which are used in programs in project "Guidance days" in Fryšták. The thesis attempts to describe six basic methods, which form methodologic frame of the programs. These methods are: animation, experimental education, acting roles in education, narrative methods, evaluative methods and group learning. In the practical part, the thesis analyzes one specific course program. For each activity within the course, characteristics and goals of the activity are described. Each program module is then analyzed from methodologic point of view and is referred to the text of first part of the thesis.
|
|
|
Influence of children´s and youth´s clubs in South Bohemia on their health.
ČEJDÍKOVÁ, Martina
This work is a research into the overall values provided by free time clubs for children and youth. The purpose of this work is to compare the physical and spiritual health and welfare of those juveniles who are regularly involved in leisure clubs with those who have no free time activities. The results indicate that the influence of free time clubs enrich their members with good attitudes towards a healthy lifestyle. At the same time the work provides an assessment that these values are useful for the future. It includes a survey on the present attitudes to healthy lifestyle from ex-members of free time clubs. This detailed research focuses on the Zálesák organization in České Budějovice. The monitoring result in the attachment has a form of courses for students of Department of Health Education.
|
|
|
Creation weekly general programme experience kinetic activities outdoor in summer period for students high school and universities.
ROTTNEROVÁ, Petra
This thesis is focuses on creation weekly general programme experience kinetic activities outdoor in summer period for students in schools and universities. The chaps in theoretical part are concerned with description of basic definitions which are connected with an experience pedagogy, the pedagogical`s methods and means next with the characteristic of an experience action and the composition of instructor team. Practical part contains the created weekly general programme experience kinetic activities outdoor and the program verification in practice. Twenty students were concerned in this programme in terms of weekly experience action. Defined special questions were aimed at attestation of feasibility of the created programme and gained informations were evaluated.
|
|
|
The Role of Some Components of Experiential (Experience Based) Education in Leisure Educator's Profilation (Formation)
CEEOVÁ, Justina
This thesis concerns itself with the benefits of the experiental education for the personal development of the free time pedagogue and his professional profile. It validates the deliverables of the experiental education for the development of the personality through theoretical exploration of the basic elements of the experiantal education (like the adventure, self-experiental education and the focused review process). It also characterises where exactly the benefits for the free time pedagogue are. On the basis of the frame educational program, it also explores the question in the conclusion, why this forms of education shall be a part of the university{\crq}s educational approach
|
|
|
Doing Philosophy with Children as a Way of Experience-Based Leisure Education
MACKŮ, Richard
The thesis presents possibilities and hazards resulting from the combination of experience-based education methods and those of doing philosophy with children. Having defined the terms used, it introduces the aims, key features and basic methods of leisure education; furthermore, experience-based education is described in more detail together with its fundamental elements: dramaturgy, adventure, reflection and games. The latter two elements are understood to be the links between experience-based education and Philosophy for children program. Then, the follow-up reflection on the interface between Philosophy with children and experiential activities is the substantial part of the thesis. Besides other topics, the philosophical aspects of games and reflection (review) as possible ways of experience-based philosophical inquiry are dealt with. Thus, in the closing part of the thesis, the potential for connecting philosophical inquiry and the experience itself is outlined.
|
|
|
Art Therapy From the Perspective of Experiential Education
KNEIFLOVÁ, Anna
The thensis consists of theoretical part and of practical part. Firstly, the art therapy is defined in the theoretical part. Moreover, the experiential education - its history and present is presented. The last chapter of the theoretical part comprises a reflection about the relation between the art therapy and experiential education.
|
|
|
Experiential Learning in Adaptive Courses at Southbohemian Secondary Schools
LUŇÁKOVÁ, Jana
The work si focused on the experietial learning and its use in adaptive courses at southbohemian secondary schools. First two chapters above all describe the history and present of experiential learning, bring key words and introduce its principles and elements. The third chapter is practical and tries to sketch the realization of adaptive courses in practice. It is based on the survey using guestionnaires focused on e.g. use of games, feedback, motivation instruments, principles of experiential learning etc. These guestionnaires were sent to secondary schools in South Bohemia, that adaptive courses organize. These courses has been organized shortly in the Czech Republic. However, their use is still being extended, which helps mainly children coming from basic to secondary schools to make this transition easier.
|
|
|
Application of Experiential Pedagogy on Integration of Physically Handicapped People
PODZIMKOVÁ, Petra
The Thesis deals with the possibilities of integration of disabled people with the help of experiential pedagogy. It is divided into three topics. The first part is the naming the terms such as {\clqq}a disabled person``, {\clqq}integration``, {\clqq}experiential pedagogy``. The second part deals with the phenomenon of experiential pedagogy, its history, aims and principles, spectrum of experiential pedagogical activities. It tells what an experiential course is and it emphasizes the importance of the game in people´s lives. The essential part is the last one, which focuses on the practical use of the experiential pedagogy in integration of the disabled people. It informs us about the history and the present situation of integrational experiential courses not only in the Czech Republic but also abroad. It specifies the charactaristics of disabled people and gives ideas about the metodology, preparation and realisation of integrational experiential courses. The outcome of the Thesis can be used for further compilation of metodology of experiential pedagogy of physically handicapped people.
|
|
|
Incentive tourism within framework of youth segment
VAŠKOVÁ, Jana
The presented master thesis focuses on incentive tourism. The thesis presents general definition and theoretical base for incentive tourism, and subsequently the issue is applied to the selected segment {--} the youth. Dealing with the youth segment, the thesis focuses mainly on a specific area of incentive tourism, motivational tourism. The main input factors of motivational process are described for a particular group of motivational tourism products. The research in the field of motivational tourism carried out in the thesis is fully located in Czech environment. Planning and implementation of particular product {--} entering adaptation course {--} is one of the components of the presented master thesis. The theoretical findings are supported by two field studies: evaluation of both quantitative and qualitative research and elaboration of case studies for the specific products.
|
|
|
Analýza pramenů zabývající se zážitkovou pedagogikou
Hypeš, Jaromír ; Král, Pavel (advisor)
Práce zkoumá prameny zabývající se zážitkovou pedagogikou. Je rozdělena do sedmi kapitol. První část přináší teoretický přehled o tom, co je zážitek a zkušenost. Pohledy autorů na termín zážitková pedagogika jsou uvedeny ve druhé části práce. Další kapitola je zaměřena na prozkoumání historických pramenů. V následujících částech je probrána didaktická teorie, zážitkové učení a organizace zabývající se zážitkovou pedagogikou. Využití této pedagogiky je obsahem poslední části. Především vztah k managementu je zde významný.
|
guest ::
