Prostor pro komunikaci mezi žákem a učitelem
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Date
2015-06-03
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Abstract
Diplomová práce se zabývá zmapováním a významem komunikačního prostoru mezi učitelem a žákem na 2. stupni běžných základních škol. Zaměřuje se na popis a analýzu potřeby zavedení povinné třídnické hodiny do rozvrhu žáků 2. stupně základní školy pro posílení zdravé komunikace v rámci třídního kolektivu a komunikace mezi žáky a učite-li. Z praktické části vyplývá, že na školách, kde se třídnická hodina nekoná pravidelně, není takové hodiny zapotřebí. Diplomová práce se dále věnuje získání odpovědí na otázky týkající se realizace napl-ňování cílů Rámcového vzdělávání programu ve smyslu získávání sociálních a perso-nálních kompetencí a zjišťování, kolik prostoru na komunikaci mimo výuku s učitelem žák má. Pomocí kvantitativního a kvalitativního výzkumu práce odhaluje problémy, které díky nedostatečné komunikaci ovlivňují učení a chování. Z šetření vyplývá, že prostor pro komunikaci mezi žáky a učiteli je považován za dosta-čující a souvislost mezi nedostatečnou komunikací a problémy v chování není potvrze-na.
The thesis defines the space for communication between a teacher and a pupil in higher elementary classes and elaborates its significance. It describes and analyses the need of an introduction of an extra lesson as a tutorial into the timetable of these classes in or-der to strengthen healthy communication among the classmates and communication between pupils and teachers. Due to the results of the research in the practical part, the idea of introducing such a lesson to the classes where it does not regularly take place is dismissed. The thesis finds answers to questions connected with fulfilling aims and objectives set by The National School Curriculum. The objectives focused on are the ones connected with acquiring social and personal proficiency of pupils. We also try to define how much time there is for communication between a pupil and a teacher outside of the les-sons. The problems connected with bad conduct and insufficient school results of pupils are revealed with the help of the quantitative and qualitative research. The research also brings out the fact that the space for communication between teachers and pupils is sufficient. The connection between insufficient communication and con-duct problems is not confirmed.
The thesis defines the space for communication between a teacher and a pupil in higher elementary classes and elaborates its significance. It describes and analyses the need of an introduction of an extra lesson as a tutorial into the timetable of these classes in or-der to strengthen healthy communication among the classmates and communication between pupils and teachers. Due to the results of the research in the practical part, the idea of introducing such a lesson to the classes where it does not regularly take place is dismissed. The thesis finds answers to questions connected with fulfilling aims and objectives set by The National School Curriculum. The objectives focused on are the ones connected with acquiring social and personal proficiency of pupils. We also try to define how much time there is for communication between a pupil and a teacher outside of the les-sons. The problems connected with bad conduct and insufficient school results of pupils are revealed with the help of the quantitative and qualitative research. The research also brings out the fact that the space for communication between teachers and pupils is sufficient. The connection between insufficient communication and con-duct problems is not confirmed.
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Třídnická hodina, prostor pro komunikaci, sociální a personální kompetence, potřeba komunikace, motivace, Rámcový vzdělávací program, kompetence učitele, A tutorial lesson, the space for communication, social and personal proficiency, the need of communication, motivation, The National School Curriculum, the proficiency of a teacher