National Repository of Grey Literature 28 records found  1 - 10nextend  jump to record: Search took 0.00 seconds. 
The boundaries of democracy as a challenge in civic education
JINDRA, Martin Elíša
The master's thesis objective is a didactic transformation of the political science theme boundaries of democracy in civic education. It contains a theoretical (political sciences) and a practical (didactic) part. The theoretical part of the work analyses the populist approach to governance of certain current politicians who gained a vast amount of political power in their state. Three examples were chosen for this purpose: Andrej Babiš (ANO 2011), Donald J. Trump (Republican Party), and Recep Tayyip Erdo?an (AK PARTi), their characteristics are merged to make a populist politician dangerous for the democratic establishment. In the practical part, these data are didactically transferred to teaching civic education. It analyses textbooks and internet manuals for teachers. The thesis end with teaching of the given topic in an alternative school and transferring that experience into a methodical lecture for teaching the boundaries of democracy.
Homelessness as a topic of social sciences
Hobzová, Adéla ; Dvořáková, Michaela (advisor) ; Hyánková, Tereza (referee)
The diploma thesis deals with the concept of homelessness in the subject of civic education. It contains a selection of data that justify the legitimacy of teaching this topic in civics classes. The didactic part of the thesis deals with the analysis of educational programmes and available teaching materials. The last part of the thesis contains the proposal of aims and specific didactic activities that facilitate the implementation of the topic of homelessness in civic education. KEYWORDS Homelessness, civic education, didactics, active citizenship, society
Implementace genderové problematiky do výuky
The thesis addresses the effective inclusion of gender and feminism issues into education. The theoretical part of the thesis describes the basic concepts of gender and feminism, their development, and current issues - mainly targeting the topics of gender roles and stereotypes in society, feminized positions, and the issue of gender pay-gap. The following part of the thesis focuses on the area of the Czech education system and tries to answer these associated questions: Are some of the mentioned stereotypes applied in Czech education? How does gender-sensitive education work? How is feminism viewed within Civic Education? The practical part of the thesis is then devoted to the application of the theoretical knowledge and shows the model lessons addressing the topic of feminism and gender, included in the curriculum of Civic Education. These lessons were used in lessons of Civic Education at the EDUCAnet Grammar School České Budějovice s.r.o. Prior to the implementation of these lessons, students filled in a questionnaire focused on the topic of gender and feminism. After completing the lessons, a reflection on the effectiveness and their impact on the students was conducted.
Developmental Psychology in the Teaching of Civic Education
Tesnerová, Michaela ; Zicha, Zbyněk (advisor) ; Dvořáková, Michaela (referee)
The thesis deals with the teaching of developmental psychology within the framework of Civic education. The theoretical part presents the issues of developmental psychology and didactics of social sciences, it deals with conditions for meaningful teaching of developmental psychological topics at the upper primary school, curriculum analysis, and appropriate teaching methods. In the practical part a proposal for specific teaching hours is submitted. The aim of the thesis is to create thoughtful teaching plans that develop psychological functional literacy and promote intergenerational communication skills of students. KEYWORDS developmental psychology, didactics of social sciences, didactics of psychology, curriculum documents, intergenerational communication, civic education
Application of the project method in teaching civic education at the second stage of elementary school
The topic of the diploma thesis is the application of the project method in teaching civic education at the second stage of elementary school. The diploma thesis is divided into two main parts, a theoretical part and a practical part. The theoretical part will be devoted mainly to knowledge about the project method, which has been very popular and positively evaluated lately. The theoretical part is followed by the practical part, in which five projects are proposed that could be implemented in civics lessons. The aim of this diploma thesis is to show the implementation of the project method in the teaching of civic education at the second stage of elementary schools on individual proposals of teaching units and thus inspire civics teachers to do similar projects.
Teaching methods used in the lessons of Civics at elementary school
This diploma thesis focuses on which teaching methods are used by teachers in civics classes at elementary school. The diploma thesis is divided into two parts - theoretical and practical. In the theoretical part of the thesis, information related to education, civic education, the process and factors of teaching is processed on the basis of professional literature. The core part of the theoretical part of the thesis deals with teaching methods, their classification and characteristics of teaching methods. The practical part of the thesis is based on a qualitative research, which was carried out in the form of semi-structured interviews with civic education teachers. Aim of this thesis is to describe which teaching methods are used during classes of civic education at elementary school.
Comparison of access to education and teaching civic education at standard primary school and Waldorf school
Bachelor thesis Comparison of access to education and teaching of civic education at ordinary primary and Waldorf schools presents the concept of the subject of civic education and a view of the concepts of Waldorf education and primary schools. In the theoretical part, the subject of civic education is presented and the concept of primary education and the concept of Waldorf school are further discussed in detail. The practical part will be devoted to the comparative teaching of civic education at primary and Waldorf schools. The aim will be to find out whether there are differences not only in teaching, but also, for example, in the preparation of teachers for lessons, in the environment in which teaching normally takes place or in the method of assessment. In addition, in teaching materials or in teachers' relationships with pupils. All this will be examined from the perspective of the teachers questioned.
Consequences of the Teaching drama with the focus on civics
1. Introduction to the system of school drama. Basic terminology and issues, choice of topics, texts and goals in dramatic play and improvisation, organizational forms, methods and techniques, evaluation of play and improvisation \\ 2. Personal and social development of actors of dramatic play and improvisation (sciences, interests, social events, space, time, etc.), comparison of text position (author, improvisation), actors of play (pupils) and role of pedagogue in school drama \\ 3. Narrative in school drama-nature of storytelling, fiction, content framework, psychological aspects of play and improvisation-what is the group and players, development of abilities and skills \\ 4. Sociological research on the topic of experience and application of drama education in primary school teachers with a focus on civic education (application of survey techniques, questionnaire, direct participant observation, etc.), own experience with drama education in civics lessons, or introducing their own games which could be used in teaching \\ 5. Interview with Professor Miloš Horanský (or with another expert dealing with this issue) about the importance and application of drama education in primary school, the forms and organization of drama education in primary school
Regionalistic Issues in textbooks of Civic Education after 1989
Havlice, Martin ; Dvořáková, Michaela (advisor) ; Havlínová, Ivana (referee)
Regionalistic Issues in textbooks of Civic Education after 1989 Summary This thesis focuses on civic education textbooks in the period after 1989 to the present. It includes recapitulation of the development of civic education as school subject and of the regional approach too. Contains a list of all the civics textbooks authorized the Ministry of Education for use in primary schools and grammar schools, including textbooks for pupils with special educational needs. The main topic of this thesis is to analyze the status of regionalist curriculum in basic education, while focusing on the 2nd degree and equivalent years of grammar school. In this context, it recapitulated the last major curriculum change in the Czech education system in the form of general educational program with emphasis on the status of regionalist curriculum. The last purpose of the work and its practical aspect is the identification and analysis of the historical homeland of the current contents of civics textbooks, its comparison with the current state of historical knowledge and pointing out the frequent historical inaccuracies and stereotypes, which are topics of regional history in the historical content of the curriculum of civics occur. The conclusion is devoted to recommendations which will be used in the creation of civics textbooks.
Far-right Subculture in the Free State of Saxony
Lujcová, Drahomíra ; Emler, David (advisor) ; Šmidrkal, Václav (referee)
Předložená diplomová práce se zabývá subkulturou krajní pravice ve Svobodném státě - pojednáno v multidisciplinárním kontextu, práce vysvětluje důvod také využívá politologické roviny, vymezuje pojem pravicového extremismu a ukazuje jeho rávní úrovni je rozvedena reakce státu ve formě legislativních a represivních opatření. V kontextu občanského vzdělávání jsou prezentovány instituce a aktéři, kteří v Sasku na tomto poli působí s cílem eliminovat pravicový extremismus ve společnosti. Text rovněž definuje, jak velké nebezpečí subkultura ve společnosti představuje. Vláda se snaží s pravicovým extremismem vypořádat, i když se žádná politická strana nedostává přímo do parlamentu. Jde především o hrozbu společenskou spočívající v páchání trestné činnosti, schopnosti mobilizace a tvoření chybných ideologických přesvědčení. Stát chce primárně svoje občany chránit před kriminální činností, vzdělávat je a rozvíjet demokratické uvědomění, přičemž systém občanského vzdělávání Spolkové republiky Německo je celosvětově považován za vzor, jelikož se obor po druhé světové válce stal díky specifickému vnímání pravicového extremismu součástí německé identity

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