UCJL11 Didactics of Czech I

Faculty of Arts
Autumn 2023
Extent and Intensity
0/2/0. 3 credit(s) (plus 2 credits for an exam). Recommended Type of Completion: k (colloquium). Other types of completion: zk (examination).
Teacher(s)
doc. PhDr. Zbyněk Fišer, Ph.D. (lecturer)
Mgr. Marcela Křápková Hrdličková, Ph.D. (lecturer)
prof. PhDr. Michaela Soleiman pour Hashemi, CSc. (lecturer)
Mgr. Lucie Taraldsen Medová, M.Phil., Ph.D. (lecturer)
prof. Mgr. Pavel Kosek, Ph.D. (assistant)
doc. Mgr. Zuzana Urválková, Ph.D. (assistant)
Guaranteed by
doc. PhDr. Zbyněk Fišer, Ph.D.
Department of Czech Literature – Faculty of Arts
Contact Person: Mgr. Veronika Bromová, Ph.D.
Supplier department: Department of Czech Literature – Faculty of Arts
Timetable of Seminar Groups
UCJL11/01: Tue 12:00–13:40 C31, except Tue 14. 11., Z. Fišer, M. Křápková Hrdličková
UCJL11/02: Tue 14:00–15:40 B2.51, except Tue 14. 11., Z. Fišer, M. Křápková Hrdličková
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 24 student(s).
Current registration and enrolment status: enrolled: 25/24, only registered: 0/24
fields of study / plans the course is directly associated with
Course objectives
The discipline is designed as a one-semester course. The aim of the seminar is to master the basic methods and forms of teaching Czech and world literary history, as well as literary theory. Emphasis is placed on participatory methods, working with literary texts and developing literacy. Selected issues of contemporary literary didactics will be discussed in individual seminars, followed by student micro-performances with subsequent guided discussion.
Learning outcomes
At the end of the course student should be able to:
- explain importance of literary teaching in 21. century;
- apply contemporary knowledge in their own practice;
- create their own concept of effective lesson;
Syllabus
  • Each seminar will connect two basic thematic units. On the one hand, it will focus on a selected period of literary development or on the topic of literary theory (and the specifics of teaching the given topic), and on the other hand, it will include selected problems of contemporary literary didactics. Topics I: 1. Basics of literary science and theory 2. Theory of prose and drama in secondary school practice – basic concepts, work with  prose and dramatic texts at secondary school 3. Basics of versology in  context of secondary school reality – basic concepts, work with pupils in  so-called apoetic age, motivation to reading poetry 4. Ancient foundations of European literary tradition (Bible, myths, epics, drama) in secondary school education 5. Specifics of medieval literature 6. Renaissance and humanism, Baroque (in Czech and world literature) in secondary school education 7. Classicism in world literature – specifics of secondary school 8. How to teach Czech national revival and Czech literature of the 1st half of the 19th century (national revival and romanticism in Czech literature) 9. Grasping world literature of the 1st half of the 19th century (romanticism in  European and American literary tradition) in secondary school education 10. World literature of the 2nd half of the 19th century and its discussion at secondary schools 11. Czech literature of the 2nd half of the 19th century at secondary school 12. Specifics of teaching Czech and world literature at the turn of the 19th and 20th centuries 13. Czech interwar literature (poetry, prose, drama) at secondary school 14. World interwar literature in  context of secondary school education 15. Reaction to the Second World War in  Czech and world literature, the topic of non-freedom in  Czech and world literature of the 2nd half of the 20th century, their mediation to secondary school students 16. Specifics of teaching Czech literature in the 50s and 60s 17. Aspects of teaching Czech literature in normalization period 18. Selected trends of world literature of the second half of the 20th century 19. Czech literature from 1989 to the present and its use at secondary schools 20. The latest Czech and world literature and its use at secondary schools (not only) in  hours of literary or aesthetic education Topics II (always focused on teaching literature): a) The meaning and position of literature teaching in  the current secondary school curriculum. What is the relationship between literature, language and style? Can they be connected? Is literature suitable for cross-curricular use? What does the FEP mean? What is a SEP? What is the Strategy 2030+? How do these documents affect literature teaching? What does the graduation exam z ČJL look like? b) How to set a goal for the lesson? Is it even needed? How to evaluate its (non)achievement, both with pupils and for oneself (self-reflection)? Is there an ideal structure for a literary lesson? c) Textbooks of literature. What are they? How to work with them (methods)? Textbooks or your own material? d) Reduction of curriculum. What is essential? Is there a high school canon? Method of interpretation. Tandem teaching. e) Activation and activation methods, evocation f) Interactive and group teaching methods g) Cognitive methods (with a focus on reading s comprehension) h) Work with  artistic text in  literature lessons, secondary school analysis and interpretation, asking questions i) Experiential learning, dramatization of the text j) How to verify the attainment of knowledge? How to create a test? How to take oral exams? Try orally? How to grade? Is there any other way to evaluate it? How to track a student's progress? k) Online tools of "expository" character, specifics of online teaching l) Online "testing" tools m) High school student as a reader: Supporting reading through the lens of current scientific knowledge. Required reading? Recommended reading? Reading workshop. Reader's and cultural diary. For more on the specific timeline, see the interactive outline.
Literature
    required literature
  • HNÍK, Ondřej. Didaktika literatury: výzvy oboru : od textů umělecké povahy k didaktice estetickovýchovného oboru. Vydání první. Praha: Karolinum, 2014, 179 stran. ISBN 9788024626260. URL info
    recommended literature
  • ČAPEK, Robert. Moderní didaktika : lexikon výukových a hodnoticích metod. Vydání 1. Praha: Grada, 2015, 604 stran. ISBN 9788024734507. URL info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Štěpán Kovařík. Vyd. 3. Praha: Portál, 2004, 380 s. ISBN 807178978X. info
    not specified
  • COLLIER, Patrick. Teaching literature in the real world : a practical guide. First published. London: Bloomsbury Academic, 2021, xii, 167. ISBN 9781350195066. info
  • BEACH, Richard, Deborah APPLEMAN, Bob FECHO and Rob SIMON. Teaching literature to adolescents. Fourth edition. New York: Routledge, Taylor & Francis Group, 2021, xii, 312. ISBN 9780367366223. info
  • SIEGLOVÁ, Dagmar. Konec školní nudy : didaktické metody pro 21. století. První vydání. Praha: Grada, 2019, 336 stran. ISBN 9788027122547. URL info
  • GINNIS, Paul. Efektivní výukové nástroje pro učitele : strategie pro zvýšení úspěšnosti každého žáka. Illustrated by Les Evans. První vydání. [Praha]: Edulab, 2017, xxiii, 365. ISBN 9788090608269. info
  • STUCHLÍKOVÁ, Iva, Tomáš JANÍK, Zdeněk BENEŠ, Martin BÍLEK, Karla BRÜCKNEROVÁ, Miroslava ČERNOCHOVÁ, Věra ČÍŽKOVÁ, Hana ČTRNÁCTOVÁ, Leoš DVOŘÁK, Kateřina DYTRTOVÁ, Blažena GRACOVÁ, Ondřej HNÍK, Martina KEKULE, Klára KOSTKOVÁ, Milan KUBIATKO, Michal NEDĚLKA, Jarmila NOVOTNÁ, Miroslav PAPÁČEK, Jan PETR, Michaela PÍŠOVÁ, Dana ŘEZNÍČKOVÁ, Jan SLAVÍK, Antonín STANĚK, Martina ŠMEJKALOVÁ, Marie TICHÁ, Josef VALENTA, Jiří VANÍČEK, Naďa VONDROVÁ, Radka ZÁVODSKÁ and Vojtěch ŽÁK. Oborové didaktiky: vývoj – stav – perspektivy (Field didactics: development – state of the art – perspectives). 1. vydání. Brno: Masarykova univerzita, 2015, 465 pp. ISBN 978-80-210-7769-0. info
  • CANGELOSI, James S. Strategie řízení třídy : jak získat a udržet spolupráci žáků při výuce. Translated by Milan Koldinský. Vyd. 4. Praha: Portál, 2006, 289 s. ISBN 8073671182. info
  • GAVORA, Peter. Učitel a žáci v komunikaci. Translated by Veronika Lyková. Brno: Paido, 2005, 165 stran. ISBN 8073151049. info
  • ŠVEC, Vlastimil, Hana FILOVÁ and Oldřich ŠIMONÍK. Praktikum didaktických dovedností. 2. vyd. V Brně: Masarykova univerzita, 2002, 90 s. ISBN 8021026987. info
  • NOVOTNÝ, Petr and Milan POL. Vybrané kapitoly ze školní pedagogiky (Selected chapters from school education). Brno: Masarykova univerzita, 2002, 84 pp. ISBN 80-210-3020-8. info
  • MAŇÁK, Josef. Alternativní metody a postupy. 1. vyd. Brno: Masarykova univerzita v Brně, 1997, 89 s. ISBN 8021015497. info
  • KASÍKOVÁ, Hana. Kooperativní učení, kooperativní škola. Vyd. 1. Praha: Portál, 1997, 147 s. ISBN 80-7178-167-3. info
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995, 210 stran. ISBN 8021010703. info
  • SCHIMUNEK, Franz-Peter. Slovní hodnocení žáků. Vyd. 2. Praha: Portál, 1995, 54 s. ISBN 80-85282-91-7. info
  • HOUŠKA, Tomáš. Škola je hra. 2. přeprac. a rozš. vyd. Praha: Tomáš Houška, 1993, 259 s. ISBN 80-900704-9-3. info
Teaching methods
Discussion, presentations, critical reflection.
Assessment methods
- Active work in seminar. Student has to read or watch mandatory material (in IS) before lesson. - Presentation on chosen literary theme. - Oral exam.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught each semester.
Credit evaluation note: Zakončení kolokviem je určeno pro sdružené studium, zakončení zkouškou pro jednooborové studium.
Teacher's information
For more information, see the interactive outline of the course.
The course is also listed under the following terms Autumn 2021, Autumn 2022, Autumn 2024.
  • Enrolment Statistics (Autumn 2023, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2023/UCJL11