Využití prvků dramatické výchovy při vyučování dějepisu na 2. stupni základní školy
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Date
2021-08-30
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Abstract
Diplomová práce se zaměřuje na využití metod dramatické výchovy ve výuce dějepisu na základní škole. Je rozdělena na část teoretickou a část praktickou. Teoretická část obsahuje základní pojmy vztahující se k dramatické výchově i vyučovací metody, klíčové kompetence a problematiku kognitivních funkcí. Zároveň je zde popsán model Velké šestky a koncept historického myšlení.Tato diplomová práce se zabývá především vytvářením konceptů výuky s prvky dramatické výchovy a zkoumáním, zda má taková výuka vliv na posílení klíčových kompetencí studentů. Uskutečnění aktivit uvedených v praktické části probíhalo na základní škole Studentská v Mnichově Hradišti okres Mladá Boleslav.V praktické části jsou představeny koncepty výuky pro daný ročník. Téma pro šestý ročník bylo vybráno ze starověku, konkrétně z egyptské kultury. Zde se aktivity týkají spíše pohřebních rituálů. Jedním z cílů je, aby žáci dokázali diskutovat o rozdílech v zacházení se zesnulými napříč kulturami. Se sedmým ročníkem souvisí téma středověku, proto bylo vybráno téma zabývající se rozdělením středověké společnosti. Žáci pak měli popsat, jak byla společnost rozdělena, a jaký vliv mělo takové rozdělení na konkrétní lidi. Období novověku spadá pod osmý ročník, pro tuto diplomovou práci bylo zvoleno téma týkající se problematiky společnosti v 18. století a královské rodiny. Jedná se o pokus přiblížit studentům různé pohledy na tyto historické události. Pro poslední ročník základní školy bylo vybráno téma normalizace a jejího vlivu na každodenní život v Československu. Žáci tak využili své poznatky k tvorbě postav z vybrané doby a snažili se pochopit, s jakými problémy se museli potýkat lidé té doby. Všechny koncepty výuky byly vytvářeny s využitím prvků dramatické výchovy. V rámci těchto aktivit se snaží žáky, co nejvíce zapojit do procesu poznávání historických témat. Aktivity jsou určeny pro žáky tak, aby je bylo možné využívat, i když žáci předem dané historické téma neznají.Po prozkoumání limitů využití prvků dramatické výchovy v této práci lze konstatovat, že tyto metody jsou velmi cenné pro tvorbu obsahu výuky, je však nutné se s nimi dobře seznámit, aby mohly být plně a efektivně využity. V průběhu realizace některých aktivit se pro učitele a žáky stalo handicapem, že se žáci s tímto způsobem výuky setkali poprvé. Důležitým zjištěním na základě vybraných aktivit bylo projevení nedostatků u žáků ve čtenářské a informační gramotnosti. Díky zapojení dramatických aktivit bylo možné tyto nedostatky zmírnit. To však nic nezměnilo na skutečnosti, že pokud chce učitel pracovat s žáky a posílit jejich historické myšlení, je nutné budovat jejich další kompetence a podporovat gramotnost.
The diploma thesis focuses on the use of methods of drama education in the teaching of history at primary school. It is divided into a theoretical part and a practical part. The theoretical part contains basic concepts related to drama education and teaching methods, key competencies and issues of cognitive functions. At the same time, the model of the Big Six and the concept of historical thinking are described here.This diploma thesis deals mainly with the creation of teaching concepts with elements of drama education and examining whether such teaching has an impact on strengthening students' key competencies. The activities listed in the practical part took place at the Studentská primary school in Mnichov Hradiště, Mladá Boleslav district.The practical part presents the concepts of teaching for the year. The theme for the sixth year was chosen from antiquity, specifically from Egyptian culture. Here, the activities are more about funeral rituals. One of the goals is for students to be able to discuss differences in the treatment of the deceased across cultures. The theme of the Middle Ages is related to the seventh year, so a theme dealing with the division of medieval society was chosen. Pupils were then asked to describe how society was divided and what effect such division had on specific people. The period of the modern age falls under the eighth year, for this diploma thesis a topic was chosen concerning the issues of society in the 18th century and the royal family. It is an attempt to bring students different perspectives on these historical events. The topic of normalization and its influence on everyday life in Czechoslovakia was chosen for the last year of primary school. Pupils used their knowledge to create characters from a selected period and tried to understand what problems people at that time had to face. All teaching concepts were created using elements of drama education. As part of these activities, they try to involve pupils as much as possible in the process of learning about historical topics. The activities are designed for pupils so that they can be used, even if the pupils do not know the historical topic in advance.After examining the limits of the use of elements of drama education in this work, it can be stated that these methods are very valuable for creating the content of teaching, but it is necessary to get acquainted with them so that they can be fully and effectively used. During the implementation of some activities, it became a handicap for teachers and pupils that pupils encountered this way of teaching for the first time. An important finding on the basis of selected activities was the manifestation of shortcomings in pupils in reading and information literacy. Thanks to the involvement of dramatic activities, it was possible to alleviate these shortcomings. However, this did not change the fact that if the teacher wants to work with students and strengthen their historical thinking, it is necessary to build their additional competencies and support literacy.
The diploma thesis focuses on the use of methods of drama education in the teaching of history at primary school. It is divided into a theoretical part and a practical part. The theoretical part contains basic concepts related to drama education and teaching methods, key competencies and issues of cognitive functions. At the same time, the model of the Big Six and the concept of historical thinking are described here.This diploma thesis deals mainly with the creation of teaching concepts with elements of drama education and examining whether such teaching has an impact on strengthening students' key competencies. The activities listed in the practical part took place at the Studentská primary school in Mnichov Hradiště, Mladá Boleslav district.The practical part presents the concepts of teaching for the year. The theme for the sixth year was chosen from antiquity, specifically from Egyptian culture. Here, the activities are more about funeral rituals. One of the goals is for students to be able to discuss differences in the treatment of the deceased across cultures. The theme of the Middle Ages is related to the seventh year, so a theme dealing with the division of medieval society was chosen. Pupils were then asked to describe how society was divided and what effect such division had on specific people. The period of the modern age falls under the eighth year, for this diploma thesis a topic was chosen concerning the issues of society in the 18th century and the royal family. It is an attempt to bring students different perspectives on these historical events. The topic of normalization and its influence on everyday life in Czechoslovakia was chosen for the last year of primary school. Pupils used their knowledge to create characters from a selected period and tried to understand what problems people at that time had to face. All teaching concepts were created using elements of drama education. As part of these activities, they try to involve pupils as much as possible in the process of learning about historical topics. The activities are designed for pupils so that they can be used, even if the pupils do not know the historical topic in advance.After examining the limits of the use of elements of drama education in this work, it can be stated that these methods are very valuable for creating the content of teaching, but it is necessary to get acquainted with them so that they can be fully and effectively used. During the implementation of some activities, it became a handicap for teachers and pupils that pupils encountered this way of teaching for the first time. An important finding on the basis of selected activities was the manifestation of shortcomings in pupils in reading and information literacy. Thanks to the involvement of dramatic activities, it was possible to alleviate these shortcomings. However, this did not change the fact that if the teacher wants to work with students and strengthen their historical thinking, it is necessary to build their additional competencies and support literacy.
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Subject(s)
Dramatická výchova, vyučovací metody, klíčové kompetence, vzdělávání, historické myšlení, koncepty výuky, prvky dramatické výchovy, aktivity, Drama education, teaching methods, key competencies, education, historical thinking, teaching concepts, elements of drama education, activities