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National Repository of Grey Literature 3 records found  Search took 0.00 seconds. 
Critical issues of curricula in geology at lower-secondary level from the in-service teachers' point of view
 POKORNÁ, Věra
The work presents the in-service teachers' view on Geology teaching as a critical issue of Biology curricula. A subjective view of critical points in the teaching of science, biology and geology was ascertained through a questionnaire survey among in-service teachers with different lengths of experience in the first part of the research. Geology was identified as a critical issue most often in questionnaire survey as well as in semi-structured interviews, including the method of subjective theories. The comprehensive handbook for lower-secondary biology teachers was prepared based on all information gained from the first stage of study. This handbook contains theoretical support for teaching geology, including already prepared activities for pupils. Selected activities were practically implemented into the practice and the methodological recommendations for teachers who would like to use the handbook in practice were summed up based on the findings from implementation of selected tasks.
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Speaking as a critical issue in teaching of English in the lower secondary school curriculum
 SCHŮTOVÁ, Eva
This diploma thesis examines speaking skills, which have been identified as a critical issue in teaching English in the lower secondary school curriculum by teachers within the faculty project IPUP KA7 - The Innovation of teacher training. The key activity of the project was action research, which forms the basis of this thesis. The research focused on finding reasons why speaking skills represent a critical issue in the curriculum. At the same time, the aim is to offer possible solutions which can be applied by teachers through teaching techniques to help pupils develop speaking skills in English lessons. The thesis comprises of a theoretical and a practical part. The theoretical part identifies the critical issues, examines the topic of speaking skills in great detail and describes which speaking skills should be mastered by pupils at the lower secondary school. The empirical part describes the methodology of the research and examines the data from the action research as well as theoretical assumptions from studies pertaining to this field of study. The thesis presents recommendations for teaching speaking skills that can be implemented in the classroom.
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The Present Perfect Tense as a Critical Issue in Teaching of English in the Lower Secondary School Curriculum
 ALTMAN, Nela
This diploma thesis examines the Present Perfect tense as a critical issue in the curriculum at the lower secondary schools. The Present Perfect tense in English was identified by teachers as a critical issue in the IPUP KA7 project - Inovace přípravy učitelů pro praxi. This faculty project investigated critical issues in the curriculum and included action research that provided the basis for this thesis. In the theoretical section, the thesis first defines critical issues in general and then analyses our chosen specific critical issue (the Present Perfect tense) from a linguistic and methodological point of view. In the empirical section, it discusses the research methodology and sets out the stages of the research, which it then implements. The empirical section includes an examination of the findings of scholars in the field of teaching the Present Perfect tense in comparison with teachers' practical classroom experience and also includes resulting recommendations for practice. These recommendations are applied to a model lesson to suggest solutions on how to overcome this critical issue.
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