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Hodnocení představ a znalostí na základě tvoření úloh
Macháčková, Jana ; Tichá, Marie
Fraction is not a simple construct. In this contribution we try to show how we aim in our ongoing investigation at finding out what meanings/subconstructs (part-whole, measure, operator, quotient, ratio) are attributed to fractions by pupils, future teachers and in-service teachers. The starting point is problems posed by respondents. Findings are presented and some suggestions for further research outlined.
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Some problems in communication teacher - pupil
Roubíček, Filip
The paper concerns selected problems in communication between the teacher and the pupil. It describes their main causes: different mental representations, not distinguishing between of the communication contexts, non-accepting of conventional writing forms, insufficient acquaintance with rules of usage of semiotic systems and alternative forms of mathematical writing
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Václav Novotný (1869-1932) – pupil, colleague and teacher
Hoffmannová, Jaroslava
Václav Novotný felt to be a pupil of first directors of the Historical Seminary, Jaroslav Goll, Professor of General History of the Czech Charles-Ferdinand University in Prague, and Josef Emler, Professor of Auxiliary Historical Sciences ibidem and Archivist of Prague City Archives. Authoress characterizes all Novotný´s university teachers. From 1898 Novotný was Privat-Dozent and from 1905 Professor of Czech History of the Czech Charles-Ferdinand University in Prague. Authoress characterizes the Novotný´s colleagues at the Faculty of Philosophy & Arts, between them former fellow-students Josef Pekař, Jaroslav Bidlo, Gustav Friedrich and other. Novotný had many pupils as a teacher, and he selected as his successor between them Otakar Odložilík.
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Fenomenological types of reactions - specific activities of a chemistry teacher and his pupils
Dědková, Hana ; Holada, Karel (advisor) ; Hally, Jan (referee)
Moje diplomová práce se zabývá fenomenologickými typy reakcí. Tato typologie reakcí je vhodná i pro úplné chemické začátečníky a nevyžaduje téměř žádné vědomosti o chemii. Lze ji, jak vyplývá z mé diplomové práce, experimentálně snadno doložit či verifikovat a interpretovat pomocí jednoduchých modelů, her a symbolů. Moje diplomová práce by měla zároveň sloužit jako návod mladým učitelům, jak v běžné hodině chemie provést pokus, který se vztahuje probírané látce. Vybrala jsem pokusy, které většinou nejsou časově náročné a lze je provést jako motivaci při hodině chemie. V souvislosti s reformou školství a se vznikem školních vzdělávacích programů si myslím, že by se hodiny chemie měly změnit z nezáživné teorie vykládané jen učitelem na pracovní hodinu složenou z teorie, kterou sdělí učitel, a z praktického předvedení pokusu. Ten může provést buď učitel nebo dohlížet na žáky, jak ho pod jeho vedením provedou. A také by neměly chybět praktické aplikace informací, které se žáci dozvěděli. Při absolvování praxe na Základní škole v Kladně jsem si mohla některé pokusy vyzkoušet a vím, že největší "úspěch" mají v hodinách chemie právě živě provedené pokusy. V současné době již na základní škole jako učitelka chemie působím a "své" pokusy žákům předvádím. Vždy je zasadím do daného kontextu výkladu a následně se...
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Testing Young English Language Learners
URBANOVÁ, Lenka
This diploma thesis deals with the theme of testing young learners in English. The thesis consists of two main parts - theoretical and practical. The theoretical part deals with testing as one form of assessment. Language skills and subskills are studied and Cambridge Young Learners English Tests are described there in detail. This part also tries to find out the answers to essential questions concerning testing. The practical part investigates how the preparation before CYLET tests and their taking influenced the existing level of pupil´s language skills. The second part also asks whether these tests motivate the students for their further development in English. The case study is based on a one-year observation, the results from questionnaires, and an interview with the teacher who prepared pupils for the exam. The thesis is finished by short essay titled: Why are CYLET tests so motivating?
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Alexander Technique and ¨possibilities its use in teaching and interpretation
Tanaka, Yasuko ; REJLEK, Vladimír (advisor) ; ROUČEK, Jaroslav (referee)
This text explains about Alexander technique and how to use it in our life not only with music, which includes Alexander's live, his researches, discoveries, system of moving with a point of physiology, which he found out by himself in his era. Text also contains effects for musicians and exercises, which is for all clients from beginners till advanced.
A valuable source of information about Alexander technique is literal works by Alexander himself and his pupils, mainly my own experiences of a writer and knowledges of her teacher Shihoko Finda.
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My way to pedagogy
Šimková, Barbora ; Křesadlová, Václava (advisor) ; Pokorná, Jaroslava (referee)
The topic of this work is the way of its author to pedagogy. The first part describes her pupil`s and student`s experiences. The following part reflects her teaching experience which has laid the basis of her pedagogic approach. Currently this approach is being developed by studies at the Department of Authorial Creativity and Pedagogy. Teaching methods of this department are dealt with in a separate chapter. The author gives special attention to a creative relation between the teacher and the student which is the cornerstone of pedagogic activity.
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Didactic analysis of selected economic theme – income tax and mandatory insurance
Pinďáková, Eva ; Krpálek, Pavel (advisor) ; Berková, Kateřina (referee)
The topic of my bachelor´s thesis is a didactic analysis of selected economic theme "income tax and mandatory insurance". The first part deals with the didactics of economic subjects, because this theme belongs in this subject of study. I focused on theoretical knowledge, which are essential for every teachers and it forms the basis from which I proceed for my practical part. Subsequent practical part is fully devoted to the topic. It begins with a analysis of the subject matter in the curriculum and teaching aids. I continued to carry out a survey, which focuses mainly on pupils' interest in the topic. Finally, I worked up its own proposal of teaching the topic and I tried to evaluate all the acquired knowledge and the results of the survey.
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