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Lecturer(s)
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Ducháček Milan, PhDr. Ph.D.
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Course content
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Lectures: 1) How and when to move the core of teaching from teacher to students? 2) What do we really want to teach? From "facts" to "problems", skills and goals. 3) "Brave" national history - paradox or parody? 4) How to create a "good test". Open-ended question and verification of knowledge and skills. 5) How to "try" so that students themselves want to "go to the board". Forms, functions and alternatives of evaluation. 6) Multiculturalism and multifocality in history teaching: the problem of minorities. 7) Historical trip, excursion, itinerary and papers. Exercises: The aim of the exercise will be to prepare students for problem-oriented teaching and teach them to create didactic materials (didactic sheets, work with film and photography, presentations, tests, etc.) to match the effort to transfer the core of teaching from the teacher to the active participation of students. The content of the exercises will be, for example, the analysis of partial topics in older teaching materials, their comparison and subsequent creation of materials for teaching partial topics with emphasis on the cognitive and interpretive skills of students. Following this, students will think about and create control mechanisms (tests and other forms of verification of results). The purpose of the exercise is to demonstrate in practice the transformation of the goals of history teaching from "memorization" to understanding.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Motoric and practical working skills training, Problematic methods (research and exploration), Practicum, Task-based study method, Students' self-study
- Class attendance
- 42 hours per semester
- Preparation for exam
- 39 hours per semester
- Home preparation for classes
- 39 hours per semester
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Learning outcomes
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History Didactics focuses primarily practical preparation of students for the work of history teachers at the second grade of primary school in accordance with the changes of goals and emphasis on teachers in the roles of "guardian of truth" and "guide to knowledge", questioning and understanding in the spirit of discovering and cooperative learning. In the lectures students will learn about the possibilities of validation and evaluation of study results, the limits of the concept of "national history", the pitfalls of teaching European and world history, questions of interdisciplinarity, multiculturalism and multifocality in working in contemporary, often culturally diverse class collective. They will try out these challenges in practice.
It corresponds to the definition of the subject and to the demands given in syllabus.
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Prerequisites
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Fulfilment of previous study obligations, see the study program.
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Assessment methods and criteria
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Oral exam, Practical demonstration of acquired skills
Active participation in seminars (exercises); fulfillment of assigned tasks (see below); studied recommended literature Course completion conditions: Credit: submission of three completed tasks based on period sources from various historical epochs with a focus on constructivist didactics and building historical literacy (Seixas-Morton, Big6). Oral exam: passing an oral exam or colloquium on the basis of completed tasks and didactic difficulties that the student faced as a creator of teaching materials, including proposals for solutions. Online teaching will be carried out both synchronously (Zoom, lectures, seminar, exercises, dialogic problem solving) and asynchronously, based on individual work of students according to the assignment and work with materials (texts, sources). Materials and study support will be shared mainly from the cloud storage (OneDrive, Dropbox, etc.) of the respective teacher, instructor or course guarantor. Feedback on written assignments and tasks will again be provided primarily synchronously, or individually through consultations (again Zoom, etc.). Rating: - assigned works will be submitted to the teacher within the set deadlines through tables of shared documents (not by email) - Evaluation through tests will take place online - in the case of courses completed by an oral examination, the examination will take place individually, either in personal contact according to the relevant hygiene regulations, or (if the nature of the course allows it) also online (Zoom).
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Recommended literature
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ADLA, Zdeněk ? ČERNÝ, Jiří ? KALOUSEK, Jiří ? ZÁTKA, Pavel:. Obrázky z českých dějin a pověstí. Praha, 2014. ISBN 978-80-00-02831-6.
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Anglosaská didaktika v praxi - kol. aut. Teaching History Project. https://teachinghistory.org/.
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ČORNEJ, Petr, et al.:. Kdy, kde, proč a jak se to stalo v českých dějinách. Sto událostí, které dramaticky změnily naši historii. Praha, 2001. ISBN 80-86196-33-X.
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Peter Sexias et al. Historical thinking project. https://teachinghistory.org/.
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Portál Dějepis 21. Historické myšlení a historická gramotnost. http://www.dejepis21.cz/metodika-projektove-vyuky.
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WINEBURG, Sam. Historical tkinking and other unnatural acts. Charting the future of teaching the past. Philadelphia, 2001. ISBN 978-1-56639-856-.
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