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Changes in the education of history in Czechoslovakia 1948-1956
Bimková, Dana ; Pullmann, Michal (advisor) ; Beneš, Zdeněk (referee)
The education of history has always been influenced by society and by the political establishment. After February 1948, the Communist party in Czechoslovakia directed everything; the education was no exception. The objectives and contents of the education were directly subordinated to the political control that did not allow any changes proposed by teachers or scientists. On the other hand, in the special educational serials was given surprisingly big space for discussions about the forms and the methodology of education of history. These discussions were led by educational scientists and by teachers. They were suggesting changes that would purge the education of history from formalism and would improve the overall quality of students' knowledge. At the beginning of the period under consideration (1948 - 1956), these discussions were only few and not very sophisticated. However, in the end of the period they were making basic part of the educational serials and they were on high scientific level. The main covered topics were: the using of literature, maps, pictures, films, and noticeboards in the lessons; teaching of regional history; going on some excursions; teaching of historical facts and datas; writing notices in the lessons; etc. The space, where these discussions took place, looked like a space for...
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Journals of teaching history as a practical methodical support to Czechoslovak teachers of history in the period 1948-1970
Bimková, Dana ; Mikeska, Tomáš (advisor) ; Parkan, František (referee)
This master thesis deals with history teaching from 1948 up to 1970. The main focus is not put on the way how the teaching looked really like, but it deals with the teaching methods how history should be taught. The major sources are journals of education for history teaching, mostly Dějepis ve škole and the preceding and following journals. The basic question is whether the magazines could have really helped the teachers in terms of teaching methodology and what was this support like. In the first chapter the history of education is described, the second chapter deals with the journals of education for history teaching. Next is described how a lesson should look like, the whole-class presentation, examination, revision, using a textbook. Special chapter deals with various tools for history teaching, including maps, images, audiovisual aids and literature. Moreover there is covered regional history, excursions, cooperation with museums and archives. In the end the basic question is answered; the journals were able to help the teachers well, many interesting and inspiring articles were in them. Nowadays, the problems of history teaching are almost the same, the have not been solved yet. Furthermore in the end are discussed special methodological debates in the half-public space that were present in...
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Changes in the education of history in Czechoslovakia 1948-1956
Bimková, Dana ; Beneš, Zdeněk (referee) ; Pullmann, Michal (advisor)
The education of history has always been influenced by society and by the political establishment. After February 1948, the Communist party in Czechoslovakia directed everything; the education was no exception. The objectives and contents of the education were directly subordinated to the political control that did not allow any changes proposed by teachers or scientists. On the other hand, in the special educational serials was given surprisingly big space for discussions about the forms and the methodology of education of history. These discussions were led by educational scientists and by teachers. They were suggesting changes that would purge the education of history from formalism and would improve the overall quality of students' knowledge. At the beginning of the period under consideration (1948 - 1956), these discussions were only few and not very sophisticated. However, in the end of the period they were making basic part of the educational serials and they were on high scientific level. The main covered topics were: the using of literature, maps, pictures, films, and noticeboards in the lessons; teaching of regional history; going on some excursions; teaching of historical facts and datas; writing notices in the lessons; etc. The space, where these discussions took place, looked like a space for...
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