Metody vhodné pro prezenční i distanční výuku v předmětech Výchovy k občanství a Základů společenských věd na víceletých gymnáziích
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Abstract
Práce se zabývá několika aktivizačními a kooperačními vyučovacími metodami, které jsou
vhodné pro využití ve výuce předmětů Výchova k občanství a Základy společenských věd na
víceletých gymnáziích. První část práce analyzuje výše uvedené výukové metody a popisuje
jejich přínos pro vytváření, rozvoj a upevňování měkkých dovedností, které jsou klíčové pro
úspěšné fungování člověka v moderní, interkulturní společnosti. Druhá část práce se orientuje
na popis zkušeností s využíváním analyzovaných aktivizačních a kooperačních metod
z pohledu několika vyučujících na vybraných víceletých gymnáziích.
This work focuses on teaching methods which are suitable for teaching Social science or Civics in secondary schools in the Czech Republic. It deals with dialogical and discourse methods, the heuristic method and problem solving method, situational and scene methods and didactic games from the group of activating methods. From the group of complex teaching methods, the cooperative learning, critical thinking, brainstorming and project work were chosen for a deeper analysis. In the first part of this work, the teaching methods mentioned above are analysed and described in terms of using them for the development of soft skills. The usage of these methods is challenging for teachers when students are physically at school and especially during distancing (online) leaning. It also requests more active and focused students´ work. Thus, it is crucial for the teachers to be able to evaluate the contributions of the teaching methods they use in their Civic classes. In the second part of this work, a description of several teachers´ experience with activating and cooperative teaching methods is provided.
This work focuses on teaching methods which are suitable for teaching Social science or Civics in secondary schools in the Czech Republic. It deals with dialogical and discourse methods, the heuristic method and problem solving method, situational and scene methods and didactic games from the group of activating methods. From the group of complex teaching methods, the cooperative learning, critical thinking, brainstorming and project work were chosen for a deeper analysis. In the first part of this work, the teaching methods mentioned above are analysed and described in terms of using them for the development of soft skills. The usage of these methods is challenging for teachers when students are physically at school and especially during distancing (online) leaning. It also requests more active and focused students´ work. Thus, it is crucial for the teachers to be able to evaluate the contributions of the teaching methods they use in their Civic classes. In the second part of this work, a description of several teachers´ experience with activating and cooperative teaching methods is provided.
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vyučovací metody, aktivizující metody, komplexní metody, kompetence, prezenční výuka, distanční výuka