Kooperativní/skupinové vyučování jako prostředek rozvoje sociálních kompetencí žáků na střední škole
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Úvodní část bakalářské práce se zabývala aktivizačními metodami ve výuce, plynule přešla do skupinové a kooperativní formy výuky a nakonec jsem popsala klíčové kompetence, jejich rozvíjení a metody využité pro výuku na střední odborné škole. Praktická část se zabývala pozorováním a následnou reflexí kooperativní formy výuky na střední odborné škole. Pozorování bylo realizováno na Slovensku, na DA v Žiline. Vyučování bylo vedeno učitelkou, která zadávala práci žákům, já jsem do vyučování nezasahovala, jen pozorovala a vždy na konci hodiny s žáky diskutovala o jejich pocitech a dojmech z vyučování. Žáci pracovali na záměrně navozených praktických úlohách ve skupinách, které byly voleny náhodně nebo spontánně. Hlavním cílem této práce bylo sledování vlivu kooperativního způsobu výuky na klima třídy a formu rozvíjení klíčových kompetencí mezi žáky.
The introductory part of the bachelor's thesis deals with the activation methods in teaching, it has changed fluently into the group and cooperative form of teaching and finally I have described the key competencies, their development and the methods used for teaching at secondary technical school. The practical part deals with the observation and the subsequent reflection of the cooperative form of teaching at secondary technical school. The observation was realized in Slovakia, at DA in Žilina. The teaching was led by a teacher who gave the work to the students, I did not interfere with the lessons, I just watched and at the end of the lesson I discussed with students their feelings and impressions of teaching. Pupils worked on deliberately induced practical tasks in groups that were chosen randomly or spontaneously.The main aim of this work was to monitor the influence of the cooperative way of teaching on the class climate and the form of developing key competencies among pupils.
The introductory part of the bachelor's thesis deals with the activation methods in teaching, it has changed fluently into the group and cooperative form of teaching and finally I have described the key competencies, their development and the methods used for teaching at secondary technical school. The practical part deals with the observation and the subsequent reflection of the cooperative form of teaching at secondary technical school. The observation was realized in Slovakia, at DA in Žilina. The teaching was led by a teacher who gave the work to the students, I did not interfere with the lessons, I just watched and at the end of the lesson I discussed with students their feelings and impressions of teaching. Pupils worked on deliberately induced practical tasks in groups that were chosen randomly or spontaneously.The main aim of this work was to monitor the influence of the cooperative way of teaching on the class climate and the form of developing key competencies among pupils.
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Kooperativní výuka, klíčové kompetence, pozorování, žák, učitel, Cooperative teaching, key competencies, observation, student, teacher