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Learning Difficulties and Foreign Language Teaching - Lower Secondary Schools
Hrychová, Helena ; Klinka, Tomáš (advisor) ; Nováková, Sylva (referee)
This diploma thesis focuses on foreign language teaching to children with specific learning difficulties (LD) at Czech lower secondary schools. It aims to define learning difficulties and describe their causes and manifestations in developing individual foreign language skills and sub-skills. Moreover, the work with these children in the school environment is mentioned and the Czech system of educating them is compared to the French one. The practical part surveys the opinions of foreign language teachers on this subject and analyses the techniques they use with these pupils. Special attention is paid to the differences in the approach of teachers at schools with classes specialized in the tuition of children with LD, schools with extensive language teaching and schools with no specialization. The results indicate that the majority of teachers agree with the integration of pupils with LD into mainstream schools and they favour their exemption from second foreign language study. The individual types of schools differ mainly in the approach towards the presentation of new grammar, in the types of exercises used for the development of communication skills and in the forms of testing and evaluation. Only negligible variations were discovered in other areas of research. KEYWORDS specific learning...
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Media Education in Lower Secondary School from a Teacher's Perspective
Zuziaková, Markéta ; Jirák, Jan (advisor) ; Römer, Lucie (referee)
The bachelor's thesis deals with media education, which belongs to the cross-cutting topics and must be included in the teaching during basic education. The theoretical part of the thesis focuses on basic definitions and concepts related not only to media education, but also to media pedagogy and media literacy. It also describes the current role of media education as a cross- cutting topic in the Framework Curriculum for Primary Education. The practical part answers three main research questions through a questionnaire survey. Teachers and principals of primary schools and junior high schools were involved in the research. The aim was to find out whether media education is incorporated into teaching at all, and in which way it is done and in which subjects.
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Chemistry education in lower secondary schools in the Czech Republic
Wilhelm, Lukáš ; Šmejkal, Petr (advisor) ; Stratilová Urválková, Eva (referee)
The Czech school system allows studying on three different types of grammar schools, differing in the length of study. Teaching at eight-year and six-year grammar schools partly runs in parallel with teaching at primary schools, which can result in large differences in time allocations, caused by the use of available hours devoted to individual subjects at these grammar schools and corresponding primary school years. Chemistry is included in teaching at some grammar schools since the third year, at the same age as at primary schools, but other eight- year grammar schools have included it since the beginning, which creates a significant discrepancy between the length of teaching. How many eight-year grammar schools are affected by this situation? And is there a big difference in the scope of teaching chemistry at eight-year and four-year grammar schools? This work focuses on these questions regarding the teaching of chemistry at eight-year grammar schools. The work aims primarily to determine the scope of teaching and compare its content with the defined curriculum in the framework educational program. One of the most important results of this work is finding that chemistry is taught earlier than in primary schools at a total of 68% of eight-year grammar schools. Furthermore, it was found that a...
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Application of the Activating Teaching Methods in Biology at Lower Secondary Schools
Bugová, Tereza ; Hanel, Lubomír (advisor) ; Andreska, Jan (referee)
This thesis deals with activation teaching methods used during biology classes at lower secondary school. The thesis is divided into theoretical and practical part. The first part deals with curricular documents and its relationships to activation methods, to a goal of elementary education and to a goal of activation teaching and above all to a characteristics of individual activation methods. The second part describes a selected topic of food chains. At the beginning, there is an enumeration of selected food chains from eight different environments. Furthermore, a suggestion for a teaching method, which complements the list of food chains, is presented here, as well as drawings of images, which have been created specifically for the purpose of the thesis. As a component of the second part of the thesis, there is an evaluation of a form, which has been presented to children electronically, since the suggested teaching method has not been practicable as a consequence of closed schools in the second half of the school year due to the coronavirus epidemic. The goal of this thesis is to prepare and to test a selected teaching class on the topic of a food chain and drawings of images, which might serve as a teaching material for current as well as future teachers. KEYWORDS active learning, activation...
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Learning Difficulties and Foreign Language Teaching - Lower Secondary Schools
Hrychová, Helena ; Klinka, Tomáš (advisor) ; Nováková, Sylva (referee)
This diploma thesis focuses on foreign language teaching to children with specific learning difficulties (LD) at Czech lower secondary schools. It aims to define learning difficulties and describe their causes and manifestations in developing individual foreign language skills and sub-skills. Moreover, the work with these children in the school environment is mentioned and the Czech system of educating them is compared to the French one. The practical part surveys the opinions of foreign language teachers on this subject and analyses the techniques they use with these pupils. Special attention is paid to the differences in the approach of teachers at schools with classes specialized in the tuition of children with LD, schools with extensive language teaching and schools with no specialization. The results indicate that the majority of teachers agree with the integration of pupils with LD into mainstream schools and they favour their exemption from second foreign language study. The individual types of schools differ mainly in the approach towards the presentation of new grammar, in the types of exercises used for the development of communication skills and in the forms of testing and evaluation. Only negligible variations were discovered in other areas of research. KEYWORDS specific learning...
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