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Dealing with errors while teaching French as a foreign language with regard to speaking
Komárková, Kristýna ; Klinka, Tomáš (advisor) ; Nováková, Sylva (referee)
Kristýna Komárková ABSTRACT The diploma thesis deals with dealing with errors while teaching French as a foreign language with regard to speaking. The first part of the thesis contains the definition of the term error, its conception within modern teaching methods, classification of errors and most common causes of their occurrence. Corrective strategies analysis and particularities of dealing with errors within spoken language can also be found within the theoretical part of the thesis. Those theoretical findings are then applied in the practical part of the thesis which contains two case studies that are subject of the analysis of the corrective strategies used in French language classes at primary school. The practical part continues with a survey conducted between both teachers and pupils. The questionnaire is designed in order that it is possible to compare the views of pupils and teachers on the issue of error correction in the process of teaching and learning foreign languages. In particular, teachers are asked about the procedure and techniques they apply while they are dealing with pupils' errors, while questions for pupils focus more on their feelings that the error and error correction arise in themselves. The aim of the thesis was to compare teachers' and pupils' opinions on dealing with...
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Feedback in the process of education
Babejová, Barbora ; Stará, Jana (advisor) ; Starý, Karel (referee)
The thesis Feedback in the proces of education, discusses formative feedback whose goal is to convey information to the student, which positively influences the students progress. Therefore it is an ongoing action of the teacher, who is monitoring the progress and results of the students, so that the teacher can help the students reach their goals and help form their overall personality. The first part of the thesis concentrates on the definition of feedback in the context of educational communication. Here the functions, goals of feedback and various typologies, with which we can meet, are summed up. Attention is further given to the problematics of working with students mistakes, educational goals, feedback in relation to evaluation and the role of formative evaluation in the educational process, the key of which is feedback. Part of the text further gives attention to how to work with feedback, and what to look out for so that it is most effective. The empirical second part concentrates on a research of methods of ten public school elementary teacher which they use to provide their students feedback. In the form of a case study it looks at how teachers approach feedback, and what forms and procedures they use, and what they want to achieve through it.
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Approaches to teaching primary school mathematics
Ždímalová, Eva ; Jirotková, Darina (advisor) ; Slezáková, Jana (referee)
Approaches to teaching primary school mathematics Abstract: The main goal of this thesis is to clarify the differences between two distinct approaches to teaching mathematics at primary school, the transmissive approach and so called genetic constructivism. The theoretical part of the thesis describes main features of these two approaches to teaching mathematics. The practical part shows approaches of two concrete teachers of the first grade, which are investigated by observation, analysis of videorecordings from mathematics lessons and interviews with the teachers. The videorecordings analysis shows didactic aspects of each teacher's approach to teaching. Dealing with pupil's error has been chosen as leading didactic aspect and is analysed in more detail. Furthermore, the author's development of her own approach to teaching mathematics is analysed. Key words: approach to teaching, method, technique, constructivist approach, transmissive approach, dealing with errors, individualisation, teacher's professional development
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