Adaptační kurz pro 1. ročník střední školy
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Tato bakalářská práce byla sepsána s cílem navrhnout, zrealizovat a zhodnotit adaptační kurz pro první ročník střední školy. Pro tvorbu programu byly využity následující principy zážitkové pedagogiky: teorie flow, princip dobrovolnosti, teorie komfortních zón, Kolbova teorie učení a teorie skupinové dynamiky. Při tvorbě programu se také přihlíželo k cílové skupině adolescentů a předchozím zkušenostem s adaptačními kurzy. Kurz probíhal v září 2018 a jeho program byl hodnocen ve všech rovinách Kirkpatrickova modelu hodnocení, který je v práci také popsán. K vyhodnocení byl použit dotazník, pozorování a rozhovor s focus group, který proběhl po 4 měsících od uplynutí kurzu. Většiny z předem stanovených cílů bylo alespoň částečně dosaženo. Závěr práce je věnován kritické analýze programu s návrhy na jeho zlepšení.
The goal of this bachelor thesis was to plan, realize and evaluate an adaptation course for first-year students of a secondary school. The following theories of experiential education were used while creating the programme: flow theory, challenge by choice theory, comfort zone theory, Kolb's learning theory and theory of group dynamics. The activities were chosen regarding the age of the students and author's previous experience with adaptation courses. The course took place in September 2018 and its programme was evaluated on all levels of Kirkpatrick's evaluation model, which are described in the theoretical part of this paper. A questionnaire, observation, and focus group interview were used to evaluate the programme. Most of the goals that were set before the course were fully fulfilled. The end of the thesis focuses on a critical analysis of the programme and suggestions how to improve it.
The goal of this bachelor thesis was to plan, realize and evaluate an adaptation course for first-year students of a secondary school. The following theories of experiential education were used while creating the programme: flow theory, challenge by choice theory, comfort zone theory, Kolb's learning theory and theory of group dynamics. The activities were chosen regarding the age of the students and author's previous experience with adaptation courses. The course took place in September 2018 and its programme was evaluated on all levels of Kirkpatrick's evaluation model, which are described in the theoretical part of this paper. A questionnaire, observation, and focus group interview were used to evaluate the programme. Most of the goals that were set before the course were fully fulfilled. The end of the thesis focuses on a critical analysis of the programme and suggestions how to improve it.
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adaptační kurz, adolescenti, Kirkpatrickův model hodnocení, zážitkový program, adaptation course, adolescents, Kirkpatrick's evaluation model, experiential programme