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Deep reading in literary education at high school
Kaizrová, Kristýna ; Komberec, Filip (advisor) ; Laufková, Veronika (referee)
This thesis deals with the teaching of literature in high school, focusing on deep reading. The theoretical part includes a more detailed definition of the concept of deep reading, looking for its place in the teaching of literature and links with literacy and empathy. The aim of the thesis was to prepare and teach several lessons in the high school during which students will have a space for deep reading. The starting point of the work is the book Reader, Come Home: The Reading Brain in a Digital World by Maryanne Wolf, in which deep reading is described as a way to counteract the loss of empathy in our time, which she believes is one of the big problems of contemporary society. The thesis seeks to answer the question of how to design a high school literature class that focuses on deep reading.
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Literary-didactic potential of Capek's Apocryphs
Michálková, Lucie ; Klumparová, Štěpánka (advisor) ; Hník, Ondřej (referee)
The main aim of this thesis is to show the didactic potential of the Apocryphal Tales by Karel Capek as well as to suggest the possible ways to include it in the high school literature education. The theoretical part of this thesis mainly deals with the author - Karel Capek and the concept of the Apocryph. These theoretical chapters study the Apocryphal Tales in detail, especially, focusing on the origin of the book and the existing editions, content and formal analysis, author's work with the intertexture and artistic progress used by Karel Capek. The special part is dedicated to the possible reasons of underestimation of the Apocyrph within author's other works. The practical part targets the didactical potential of the Apocryph. There are described the possibilities of the work with all the texts and possible ways how to work with the idea of Apocryph. The crucial part shows the detailed analysis of the didactical potential of seven selected texts integrated with extended commentary to the structure of this chapter. Another very important part pursues the verification of didactical potential of one of the Apocryph in the framework of secondary school education. This part contains the commented version of the preparation for the high school lecture and its concluding reflection that comments on the...
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Literary-didactic potential of Capek's Apocryphs
Michálková, Lucie ; Klumparová, Štěpánka (advisor) ; Hník, Ondřej (referee)
The main aim of this thesis is to show the didactic potential of the Apocryphal Tales by Karel Capek as well as to suggest the possible ways to include it in the high school literature education. The theoretical part of this thesis mainly deals with the author - Karel Capek and the concept of the Apocryph. These theoretical chapters study the Apocryphal Tales in detail, especially, focusing on the origin of the book and the existing editions, content and formal analysis, author's work with the intertexture and artistic progress used by Karel Capek. The special part is dedicated to the possible reasons of underestimation of the Apocyrph within author's other works. The practical part targets the didactical potential of the Apocryph. There are described the possibilities of the work with all the texts and possible ways how to work with the idea of Apocryph. The crucial part shows the detailed analysis of the didactical potential of seven selected texts integrated with extended commentary to the structure of this chapter. Another very important part pursues the verification of didactical potential of one of the Apocryph in the framework of secondary school education. This part contains the commented version of the preparation for the high school lecture and its concluding reflection that comments on the...
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Bible as a Literary Work of Art in Literature Classes at Czech High Schools
Přibylová, Kateřina ; Klumparová, Štěpánka (advisor) ; Hausenblas, Ondřej (referee)
The first part of this thesis informs about the Bible in general, its origin, division, language and translations. Translations into the Czech language are looked at in greater detail as well as various adaptions that are at disposal of Czech high school teachers. One of the chapters discusses biblical phrases and shows the way they have infiltrated Czech culture. The Intertextuality and the Bible chapter looks at all the literary works that have their origins in the Bible. It also offers a text which may be used during literature classes. The second part of the thesis discusses school documents and text books as related to the Bible. After Czech general educational programs analysis, the thesis offers options on various ways of implementing some of the general educational programs targets during classes, both in Language and Communication or Man and Society educational area. There follows an analysis of three individual school educational programs, each of which addresses the Bible differently, works with it in a different grade and in different areas. Chapters concerning textbooks discuss what information and texts are made available to the students and evaluate these. The practical part of this thesis covers an analysis of a minor survey which was carried out among the fourth grade high school...
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Reader's diary and ICT - a traditional teaching method in the content of modern technologies
GRÚZ, Michael
The thesis Reader´s diary and ICT a traditional teaching method in the context of modern technologies is divided into two parts. The theoretical part deals with general principles of literature, literature reception and reader´s motivation. The attention is also paid to literary and reader´s education of children at school and in their free-time, including so-called pre-reading period as well. The main focus is on the impact of modern technologies on teaching literature and the method of a reader´s diary. The exploratory part includes outcomes of two questionnaire-based researches. The first one was designed for Czech language and literature teachers at secondary and lower level grammar schools, and its aim was to describe their attitude towards assigning, checking, evaluation and further use of readers´ diaries in literature lessons. The second questionnaire was focused on the pupils´ attitude towards assigned reading in relation to so-called online literature guide-books.
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