{"id":1717,"date":"2024-03-22T20:32:49","date_gmt":"2024-03-22T19:32:49","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1717"},"modified":"2024-03-22T20:32:49","modified_gmt":"2024-03-22T19:32:49","slug":"obecna-didaktika-ceska-v-anglickem-textu","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2024\/03\/22\/obecna-didaktika-ceska-v-anglickem-textu\/","title":{"rendered":"Obecn\u00e1 didaktika, \u010desk\u00e1 v anglick\u00e9m textu"},"content":{"rendered":"\n

Za\u010d\u00e1tkem roku 2024 vy\u0161el anglick\u00fdch text autorsk\u00e9ho t\u00fdmu Jan\u00edk, Slav\u00edk, Najvar, & \u010ce\u0161kov\u00e1, 2024 v presti\u017en\u00edm lond\u00fdnsk\u00e9m nakladatesltv\u00ed Routledge. Taylor&Francis Group<\/em> (p\u0159esn\u00e1 citace na konci tohoto textu). Upozor\u0148uji, \u017ee m\u00e1m mo\u017enost se sezn\u00e1mit jen s Kapitolou 6<\/strong>, kter\u00e1 je nadepsan\u00e1 Content-Focused Approach for Improving Teaching and Learning<\/em><\/strong>(P\u0159\u00edstup zam\u011b\u0159en\u00fd na obsah. Jak zlep\u0161it v\u00fduku a u\u010den\u00ed). Je tedy mo\u017en\u00e9, \u017ee n\u011bkter\u00e9 i podstatn\u00e9 informace je mo\u017en\u00e9 dohledat v ostatn\u00edch \u010d\u00e1stech knihy, ke kter\u00fdm v\u0161ak nem\u00e1m mo\u017enost se dostat.<\/p>\n\n\n\n

3A model<\/h4>\n\n\n\n

Auto\u0159i se v textu v\u011bnuj\u00ed metodologii v 3A modelu, kter\u00fd ji\u017e (alespo\u0148 n\u011bkte\u0159\u00ed z nich) publikovali d\u0159\u00edve v \u010de\u0161tin\u011b v roce 2013 (nap\u0159. Jan\u00edk, a dal\u0161\u00ed, 2013). P\u0159ipom\u00edn\u00e1m, \u017ee model pracuje se t\u0159emi po sob\u011b jdouc\u00edmi  vrstvami ve v\u00fdukov\u00fdch situac\u00edch: anotace \u2013 anal\u00fdza \u2013 alterace<\/strong>, odtud ozna\u010den\u00ed 3A.<\/p>\n\n\n\n

Auto\u0159i se p\u0159izn\u00e1vaj\u00ed k inspiraci ALACT reflexn\u00edm modelem od autor\u016f Korthagena et al. (2001). Kniha od Korthagena et al. vy\u0161la i \u010desky v roce 2011 (Korthagen et al., 2011). P\u016fvodn\u00edm zdrojem pro origin\u00e1ln\u00ed \u201eKorthagen\u016fv\u201c anglick\u00fd text byl D. Kolb (1984) s modelem u\u010den\u00ed, kter\u00fd je zalo\u017een\u00fd na zku\u0161enosti. Korthagen et al. (2001) se k tomuto zdroji p\u0159izn\u00e1vaj\u00ed, \u010de\u0161t\u00ed auto\u0159i ji\u017e ne. P\u0159itom p\u016fvod pou\u017e\u00edvan\u00e9ho reflextn\u00edho cyklu je pr\u00e1v\u011b v Kolbovi.<\/p>\n\n\n\n

Spole\u010denstv\u00ed mysl\u00ed? Profesion\u00e1ln\u00ed komunita?<\/h4>\n\n\n\n

V textu \u201eObecn\u00e1 didaktika, transdidaktika. Nebo snad pedago-demago?<\/em>\u201c (V\u00e1vra, 2018b), kter\u00fd jsem publikovat na t\u00e9to platform\u011b v roce 2018, jsem se s jedn\u00edm z autor\u016f v koment\u00e1\u0159\u00edch pod \u010dl\u00e1nkem dostal do disputace ohledn\u011b \u201espole\u010denstv\u00ed praxe\u201c<\/strong>, a zvl\u00e1\u0161t\u011b pak \u201espole\u010denstv\u00ed mysl\u00ed\u201c<\/strong>. V anglick\u00e9m textu na stran\u011b 125 je pou\u017eit\u00fd prvn\u00ed pojem (communities of practice<\/em>) s odkazem na Wengera (2004). \u201eSpole\u010denstv\u00ed mysl\u00ed\u201c v anglick\u00e9m textu uvedeno nen\u00ed, ani nen\u00ed uveden\u00fd \u017e\u00e1dn\u00fd odkaz. Auto\u0159i tuto kategorii v pedagogick\u00e9m v\u00fdzkumu a v anglick\u00e9m textu nahradili term\u00ednem \u201eprofesion\u00e1ln\u00ed komunita<\/strong>\u201c (professional community<\/em>), kter\u00e1 m\u00e1 podle autor\u016f za c\u00edl \u201evytv\u00e1\u0159et specifick\u00fd typ znalost\u00ed, tj. znalost\u00ed, kter\u00e9 sm\u011b\u0159uj\u00ed ke zlep\u0161en\u00ed kvality ve vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00e9 jsou v r\u00e1mci komunity sd\u00edleny na teoretick\u00e9 \u00farovni a v praxi vyu\u017e\u00edvan\u00e9\u201c<\/em>. Tak\u017ee v anglick\u00e9m textu do\u0161lo k p\u0159esn\u011bj\u0161\u00ed charakteristice pojmu. P\u0159i srovn\u00e1n\u00ed s v\u00fd\u0161e uvedenou disputac\u00ed, \u0159\u00edk\u00e1m \u201enot at all<\/em>\u201c.<\/p>\n\n\n\n

I p\u0159esto toto rozd\u011blen\u00ed na \u201ekomunity praxe\u201c a \u201eprofesion\u00e1ln\u00ed komunitu\u201c nevyjad\u0159uje dostate\u010dn\u011b p\u0159esn\u011b situaci, kter\u00e1 se t\u00fdk\u00e1 obsahu (kurikula) a akt\u00e9r\u016f, kte\u0159\u00ed se na tvorb\u011b kurikula pod\u00edlej\u00ed. Lze polo\u017eit ot\u00e1zky: U\u010ditel\u00e9 (praxe) nepat\u0159\u00ed do \u201eprofesion\u00e1ln\u00ed komunity\u201c? Je to snad hra na elity? Z prezentovan\u00e9ho pohledu se jev\u00ed odborn\u00edci z praxe jako \u201elaici\u201c, kte\u0159\u00ed musej\u00ed b\u00fdt veden\u00ed profesion\u00e1ly-teoretiky? A profesion\u00e1lov\u00e9-teoretici nejsou \u201eovliv\u0148ov\u00e1ni\u201c praktiky? Takto autory nastaveno je anglick\u00fd text velmi \u00fazce zam\u011b\u0159en\u00fdm a\u017e z\u00e1m\u011brn\u00fdm pohledem na tuto problematiku.<\/p>\n\n\n\n

Revidovan\u00e1 Bloomova taxonomie (Anderson&Krathwohl 2001; RBT)<\/h4>\n\n\n\n

V anglick\u00e9m textu (str. 133) jsem se setkal poprv\u00e9 s \u010desk\u00fdm zdrojem, kter\u00fd se naplno hl\u00e1s\u00ed k Revidovan\u00e9 Bloomov\u011b taxonomii vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f (Anderson & Krathwohl, 2001; d\u00e1le RBT) a nikoli k ji\u017e p\u0159ekonan\u00e9 p\u016fvodn\u00ed jednodimenzion\u00e1ln\u00ed kognitivn\u00ed Bloomov\u011b taxonomii z roku 1956, a nebo k n\u011bjak\u00fdm sv\u00fdm hodnocen\u00edm, kter\u00e9 v\u0161ak v\u017edy n\u011bjak vych\u00e1zej\u00ed z Blooma. Usuzuji, a jsem i o tom p\u0159esv\u011bd\u010den\u00fd, \u017ee RBT je vhodn\u00fd analytick\u00fd n\u00e1stroj pro kvalitativn\u00ed hodnocen\u00ed dosahovan\u00fdch \/ dosa\u017een\u00fdch vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f a bez n\u011bj se asi obej\u00edt ned\u00e1. O jeho obejit\u00ed se prakticky a\u017e dosud sna\u017eili auto\u0159i v\u0161ech \u010desk\u00fdch text\u016f, kter\u00e9 jsem m\u011bl mo\u017enost \u010d\u00edst. Ale s podobn\u00fdm p\u0159\u00edstupem jsem se setkal i v p\u016fvodn\u00edch anglick\u00fdch zdroj\u00edch.<\/p>\n\n\n\n

Auto\u0159i pou\u017e\u00edvaj\u00ed z kognitivn\u00ed dimenze t\u0159i stupn\u011b. V nejni\u017e\u0161\u00edm stupni<\/strong> jsou  deklarativn\u00ed (z\u00e1kladn\u00ed) znalosti. U Blooma \u201ezapamatovat\u201c a \u201eporozum\u011bt \/ pochopit\u201c \u2013 to druh\u00e9 auto\u0159i textu nezd\u016fraz\u0148uj\u00ed a ani nevysv\u011btluj\u00ed. V prost\u0159edn\u00edm druh\u00e9m stupni<\/strong> auto\u0159i uv\u00e1d\u011bj\u00ed kognitivn\u00ed znalost \/ pozn\u00e1v\u00e1n\u00ed –  \u201eaplikovat\u201c a \u201eanalyzovat\u201c, a do toho m\u00edchaj\u00ed znalost \/ pozn\u00e1n\u00ed, tj. podle nich \u201eprocedur\u00e1ln\u00ed\u201c nebo \u201ekontextu\u00e1ln\u00ed\u201c znalosti \/ pozn\u00e1n\u00ed. Tady ji\u017e auto\u0159i prokazuj\u00ed nepochopen\u00ed RBT, kter\u00e1 je postavena na dvou dimenz\u00edch \u2013 znalostn\u00ed a kognitivn\u00ed.<\/p>\n\n\n\n

V nejvy\u0161\u0161\u00edm stupni<\/strong> auto\u0159i ji\u017e opou\u0161t\u011bj\u00ed nebo sp\u00ed\u0161e po sv\u00e9m ch\u00e1pou RBT a mluv\u00ed o jak\u00e9msi zvl\u00e1dnut\u00ed u\u010diva jedincem, jeho mistrovstv\u00edm. Na konci tohoto stupn\u011b auto\u0159i anglick\u00e9ho textu p\u0159idaj\u00ed metakognici<\/em><\/strong>, <\/em>kterou ch\u00e1pou jako jedincovy vlastn\u00ed \u010dinnosti anebo jedincovo my\u0161len\u00ed o vlastn\u00edch postupech (!). Enser (2021, p. 23) charakterizuje metakognici jako znalost toho, co jedinec v\u00ed a jak se k t\u011bm znalostem dopracoval. Tak\u017ee nejen postup ale i vlastn\u00ed znalost i s chybami. O metakognici se n\u011bkdy mluv\u00ed jako o schopnosti jedince \u201ep\u0159em\u00fd\u0161let o (sv\u00e9m) my\u0161len\u00ed\u201c. Av\u0161ak metakognice nen\u00ed v RBT sou\u010d\u00e1st\u00ed kognitivn\u00ed dimenze, ale dimenze znalostn\u00ed, kter\u00e1 v\u0161ak nen\u00ed v RBT dostate\u010dn\u011b rozv\u00edjena, na co\u017e nap\u0159\u00edklad upozor\u0148uj\u00ed Marzano & Kendall (2007) v publikaci nazvan\u00e9 The New Taxonomy of Educational Objectives <\/em>(\u010desky Nov\u00e1 taxonomie vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f).<\/p>\n\n\n\n

Pro \u00faplnou informaci dod\u00e1v\u00e1m, \u017ee uveden\u00e9 t\u0159i stupn\u011b, v\u00fdznamov\u011b stejn\u00e9, av\u0161ak jinak pojmenovan\u00e9, byly stanovov\u00e1ny v metodik\u00e1ch jednotliv\u00fdch p\u0159edm\u011bt\u016f v r\u00e1mci N\u00e1rodn\u00edho \u00fastavu pro vzd\u011bl\u00e1v\u00e1n\u00ed u\u017e p\u0159ed  v\u00edce jak sedmi lety.  Pro zem\u011bpis je to nap\u0159\u00edklad Herink (2016). St\u00e1lo by za to pro \u201eprofesion\u00e1ln\u00ed komunitu\u201c se s t\u00edmto materi\u00e1lem ale i s RBT d\u016fkladn\u011bji sezn\u00e1mit, tedy j\u00edt sm\u011brem od praxe k teorii, opa\u010dn\u00fdm sm\u011brem ne\u017e kter\u00fd tito profesion\u00e1lov\u00e9 (mo\u017en\u00e1 a\u017e arogantn\u011b) vnucuj\u00ed praktik\u016fm.<\/p>\n\n\n\n

KWL tabulka D. Ausubela<\/h4>\n\n\n\n

Auto\u0159i anglick\u00e9ho textu zd\u016fraz\u0148uj\u00ed, \u017ee obsah je z\u00e1kladem pro t\u0159i v\u00fdukov\u00e9 ot\u00e1zky (str. 128).<\/p>\n\n\n\n

  1. Co by se m\u011bli moji \u017e\u00e1ci nau\u010dit? (prim\u00e1rn\u00ed ot\u00e1zka p\u0159\u00edpravy na vyu\u010dov\u00e1n\u00ed)<\/li>
  2. Co se moji \u017e\u00e1ci skute\u010dn\u011b u\u010dili?<\/li>
  3. Co se ve v\u00fduce skute\u010dn\u011b nau\u010dili? (prim\u00e1rn\u00ed ot\u00e1zka reflexe a hodnocen\u00ed kvality v\u00fduky)<\/li><\/ol>\n\n\n\n

    Tyto t\u0159i ot\u00e1zky auto\u0159i anglick\u00e9ho textu charakterizuj\u00ed bez odkazu na zdroj, p\u0159itom ten je zn\u00e1m\u00fd. Je to tzv. KWL tabulka od D. Ausubela (1968). KWL zna\u010d\u00ed \u201eK\u201c (K<\/u>nowledge<\/em>), Co u\u017e \u017e\u00e1ci znaj\u00ed, \u201eW\u201c Co je chci jako u\u010ditel nau\u010dit nebo co se \u017e\u00e1ci cht\u011bj\u00ed nau\u010dit (W<\/u>ant<\/em> \u2026); a \u201eL\u201c Co se \u017e\u00e1ci skute\u010dn\u011b nau\u010dili (\u2026 L<\/u>earnt<\/em>). Mo\u017en\u00e1 by st\u00e1lo i za pozornost, co se p\u0159itom s\u00e1m u\u010ditel nau\u010dil.<\/p>\n\n\n\n

    Tabulku KWL zmi\u0148uje pro \u00fa\u010dely geografie (geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed) M.Robertsov\u00e1 (2003), kter\u00e1 cituje Lewise a Waye (1995). Tento koncept m\u00e1 napomoci \u017e\u00e1kovi ve vstupu do t\u00e9matu, pomoci se v n\u011bm orientovat, u\u010diteli napov\u011bd\u011bt, aby znovu neza\u010d\u00ednal v\u00fdukou znalost\u00ed \/ znalostmi, kter\u00e9 m\u00e1 \u017e\u00e1k ji\u017e zn\u00e1t, nap\u0159\u00edklad st\u00e1le a dokola za\u010d\u00ednat od nulov\u00fdch znalost\u00ed (\u201etabula rasa\u201c) ob\u011bhu vody na Zemi \u2013 na 1. stupni, na 2. stupni a je\u0161t\u011b n\u011bkdy i na st\u0159edn\u00ed \u0161kole (zvl\u00e1\u0161t\u011b na \u010dty\u0159let\u00e9m gymn\u00e1ziu).  Pou\u017eit\u00ed Ausubelovy tabulky usnad\u0148uje  pl\u00e1nov\u00e1n\u00ed v\u00fduky a reflexi v\u00fduky tak, jak uv\u00e1d\u011bj\u00ed auto\u0159i anglick\u00e9ho textu, av\u0161ak zaml\u010duj\u00ed (?) p\u016fvodn\u00ed zdroj.<\/p>\n\n\n\n

    P\u0159\u00edklad pou\u017eit\u00ed M3A k vytvo\u0159en\u00ed didaktick\u00e9ho p\u0159\u00edpadu: Experiment jako u\u010debn\u00ed n\u00e1stroj v chemii<\/h4>\n\n\n\n

    Metodologick\u00fd model 3A pou\u017eili auto\u0159i anglick\u00e9ho textu na t\u00e9matu z chemie. Vyu\u017eili k tomu p\u0159\u00edklad z ji\u017e publikovan\u00e9ho textu Rusek, M., Slav\u00edk, J. & Jan\u00edk, T. (2016): Obsahov\u00e1 konstrukce a didaktick\u00e9 uplatn\u011bn\u00ed p\u0159\u00edrodov\u011bdn\u00e9ho eduka\u010dn\u00edho experimentu ve v\u00fduce na p\u0159\u00edkladu chemie<\/em>. Ambic\u00ed autor\u016f je v\u0161ak vyu\u017e\u00edt tento n\u00e1stroj na co nejv\u00edce (a snad v\u0161echny) v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch (\u201eakademick\u00fdch\u201c) p\u0159edm\u011bt\u016f, jak auto\u0159i deklarovali a sna\u017eili se i prezentovat nap\u0159. in: Jan\u00edk, a dal\u0161\u00ed (2013). Pou\u017eit\u00ed p\u0159\u00edkladu pouze jednoho v\u0161eobecn\u00e9ho p\u0159edm\u011btu (chemie) v anglick\u00e9m textu je v\u0161ak m\u00e1lo p\u0159esv\u011bd\u010div\u00e9, vhledem k uveden\u00e9mu z\u00e1m\u011bru \u0161irok\u00e9ho pou\u017eit\u00ed tohoto 3A modelu.<\/p>\n\n\n\n

    Probl\u00e9my s pou\u017eit\u00edm 3A modelu bez odborn\u00fdch znalost\u00ed je mo\u017en\u00e9 naj\u00edt v geografick\u00e9m t\u00e9matu \u201eTepl\u00e1 a studen\u00e1 fronta\u201c (V\u00e1vra, 2018a). Nejslab\u0161\u00ed kvalita modelu 3A byla v konceptov\u00e9 vrstv\u011b, kde chyb\u011bly vztahy mezi pojmy. To se pak i projevilo v z\u00e1v\u011bre\u010dn\u00e9m didaktick\u00e9m hodnocen\u00ed. V\u00edce v uveden\u00e9m textu od V\u00e1vry (V\u00e1vra, Anal\u00fdza kazuistiky a hospita\u010dn\u00ed videostudie t\u00e9matu Tepl\u00e1 a studen\u00e1 fronta<\/em>, 2018a). Pozamen\u00e1v\u00e1m, \u017ee uveden\u00e9 geografick\u00e9 t\u00e9ma nen\u00ed sou\u010d\u00e1st\u00ed hodnocen\u00e9ho anglick\u00e9ho textu. Ale pro hodnocen\u00ed \u0161irok\u00e9ho pou\u017eit\u00ed uveden\u00e9ho 3A modelu je toto t\u00e9ma relevantn\u00ed.<\/p>\n\n\n\n

     Shrnut\u00ed<\/h4>\n\n\n\n

    Tato recenze se zam\u011b\u0159uje na anglick\u00fd text jedn\u00e9 kapitoly odborn\u00e9 publikace \u010desk\u00fdch autor\u016f v renomovan\u00e9m nakladatelstv\u00ed. Auto\u0159i prezentuj\u00ed 3A model, na kter\u00e9m pracuj\u00ed v\u00edce jak deset let. Sm\u011b\u0159uj\u00ed do vytvo\u0159en\u00ed n\u00e1stroje na vytv\u00e1\u0159en\u00ed vyu\u010dovac\u00edch hodin, na jejich realizaci i na n\u00e1sledn\u00e9 hodnocen\u00ed s pomoc\u00ed reflexn\u00edho cyklu.<\/p>\n\n\n\n

    Auto\u0159i v anglick\u00e9m textu rozli\u0161uj\u00ed akt\u00e9ry vytv\u00e1\u0159en\u00ed kurikula na \u201ekomunity praxe\u201c a \u201eprofesion\u00e1ln\u00ed komunitu\u201c. V d\u0159\u00edv\u011bj\u0161\u00edm \u010desk\u00e9m textu Slav\u00edk, Jan\u00edk, Najvar, & Knecht, 2017 prosazovali kategorii \u201espole\u010denstv\u00ed mysl\u00ed\u201c, \u00fadajn\u011b na z\u00e1klady odborn\u00e9 publikace Searle, 2004. V anglick\u00e9m textu od tohoto ozna\u010den\u00ed upustili.<\/p>\n\n\n\n

    Auto\u0159i sice poukazuj\u00ed i na subjektivn\u00ed charakter poznatk\u016f, av\u0161ak t\u011b\u017ei\u0161t\u011b spo\u010d\u00edv\u00e1 v p\u0159\u00edrodov\u011bdn\u00e9m prost\u0159ed\u00ed (chemie), dal\u0161\u00ed nejsou uvedeny. Jde sp\u00ed\u0161e o p\u0159\u00edrodov\u011bdn\u00e1 fakta a jevy.  I v p\u0159\u00edrodov\u011bdn\u00e9m prost\u0159ed\u00ed, pokud nejsou dostate\u010dn\u00e9 odborn\u00e9 znalosti, v\u0161ak tento model selh\u00e1v\u00e1, viz geografick\u00fd p\u0159\u00edklad (V\u00e1vra, 2018a), kter\u00fd sice nen\u00ed uveden\u00fd v hodnocen\u00e9m anglick\u00e9m textu, ale je pro p\u0159edstaven\u00fd 3A model v posuzovan\u00e9m textu relevantn\u00ed.<\/p>\n\n\n\n

    St\u00e1le se projevuje u \u010desk\u00fdch text\u016f rozkol\u00edsan\u00e1 kvalita pou\u017e\u00edv\u00e1n\u00ed zahrani\u010dn\u00edch zdroj\u016f, kter\u00e1 (ta nekvalita pou\u017e\u00edv\u00e1n\u00ed zahrani\u010dn\u00edch relevantn\u00edch zdroj\u016f) vynikne pr\u00e1v\u011b v anglick\u00e9m textu. Konkr\u00e9tn\u011b chyb\u00ed uveden\u00e9 zahrani\u010dn\u00ed zdroje publikovan\u00e9 cca p\u0159ed rokem 1980.<\/p>\n\n\n\n

    \u010cesk\u00e9 \u201eprofesion\u00e1ln\u00ed spole\u010denstv\u00ed\u201c se st\u00e1le obt\u00ed\u017en\u011b vyrovn\u00e1v\u00e1 s uchopen\u00edm Revidovan\u00e9 Bloomovy taxonomie vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f (RBT). Domn\u00edv\u00e1m se, \u017ee je to proto, \u017ee u RBT se nejedn\u00e1 o kvantitativn\u00ed p\u0159\u00edstup, ale o p\u0159\u00edstup kvalitativn\u00ed, postaven\u00fd na s\u00e9mantice (v\u00fdznamu slov) a s t\u00edm se \u010de\u0161t\u00ed odborn\u00edci, zalo\u017een\u00ed p\u0159\u00edrodov\u011bdn\u011b \u010di matematicky, obt\u00ed\u017en\u011b vyrovn\u00e1vaj\u00ed.<\/p>\n\n\n\n

    Na uveden\u00e9m p\u0159\u00edkladu se ukazuje, \u017ee i renomovan\u00fd nakladatel \/ vydavatel nemus\u00ed produkovat \/ prezentovat \u201ebezchybn\u00fd\u201c text, kter\u00fd lze p\u0159eb\u00edrat i \u201es chlupy\u201c a kter\u00fd nevy\u017eaduje kritick\u00e9 posouzen\u00ed, a co je d\u016fle\u017eit\u00e9, \u017ee m\u016f\u017ee b\u00fdt nekriticky a\u017e otrocky p\u0159ij\u00edman\u00fd. Jinak \u0159e\u010deno, \u017ee m\u016f\u017ee b\u00fdt \u201ereprezentativn\u011b\u201c p\u0159ij\u00edman\u00fd jen proto, \u017ee vy\u0161el v odborn\u00e9 publikaci renomovan\u00e9ho nakladatelstv\u00ed \/ vydavatelstv\u00ed. Ale to nemus\u00edm odborn\u011b fundovan\u00e9mu \u010dten\u00e1\u0159i asi vysv\u011btlovat. Uveden\u00fd anglick\u00fd text jedn\u00e9 kapitoly z odborn\u00e9 publikace (Jan\u00edk, Slav\u00edk, Najvar, & \u010ce\u0161kov\u00e1, 2024) tento stav jen potvrzuje.<\/p>\n\n\n\n

    Pou\u017eit\u00e1 literatura<\/h4>\n\n\n\n

    Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing<\/em> (Abridged Edition ed.). New York: Addison Wesley Longman, Inc.<\/p>\n\n\n\n

    Ausubel, D. P. (1968). Educational Psychology. A Cognitive View.<\/em> New York: Holt, Rinehart and Winston, Inc.<\/p>\n\n\n\n

    Bloom, B. S. (1956). Taxonomy of Educational Objectives.The Classification of Educational Goals. Handbook I: Cognitive Domain<\/em> (Reprinted 1968 ed.). New York: David McKay Company, Inc.<\/p>\n\n\n\n

    Enser, M. (2021). Powerful Geography: A Curriculum with Purpose in Practice.<\/em> Bancyfelin: Crown House Publishing.<\/p>\n\n\n\n

    Herink, J. (Editor). (2016). Metodick\u00e9 koment\u00e1\u0159e a \u00falohy ke Standard\u016fm ZV \u2013 Zem\u011bpis.<\/em> Z\u00edsk\u00e1no 27. duben 2018, z Metodick\u00fd port\u00e1l RVP.cz: http:\/\/www.nuv.cz\/uploads\/Publikace\/Metodicke_komentare\/metodicke_komentare_a_ulohy_je_standardum_zv_zemepis_geografie.pdf<\/p>\n\n\n\n

    Jan\u00edk, T., Slav\u00edk, J., Mu\u017e\u00edk, V., Trna, J., Janko, T., Lokaj\u00ed\u010dkov\u00e1, V., . . . Zlatn\u00ed\u010dek, P. (2013). Kvalita (ve) vzd\u011bl\u00e1v\u00e1n\u00ed. Obsahov\u011b zam\u011b\u0159en\u00fd p\u0159\u00edstup ke zkoum\u00e1n\u00ed a zlep\u0161ov\u00e1n\u00ed v\u00fduky.<\/em> Brno: Masarykov\u00e1 univerezita. Z\u00edsk\u00e1no 10. leden 2018, z https:\/\/is.muni.cz\/do\/rect\/metodika\/VaV\/vyzkum\/34884802\/59922459\/60007219\/036_Janko_Kvalita_ve_vzdelavani.pdf<\/p>\n\n\n\n

    Jan\u00edk, T., Slav\u00edk, J., Najvar, P., & \u010ce\u0161kov\u00e1, T. (2024). Content-Focused Approach for Improving Teaching and Learning. 3A Methodology for Didactic Case Studies. In T. Jan\u00edk, J. Slav\u00edk, P. Najvar, & T. \u010ce\u0161kov\u00e1, On the Theory of Content Transformation in Education. The 3A Methodology for Analysing and Improving Teaching and Learning<\/em> (pp. 123-142). London: Routledge. Taylor&Francis Group. Retrieved March 16, 2024, from https:\/\/doi.org\/10.4324\/9781032649559<\/p>\n\n\n\n

    Kolb, D. A. (1984). Experiential Learning.<\/em> Upper Saddle River, New Jersey: Prentice Hall, Inc.<\/p>\n\n\n\n

    Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking Practice and Theory. The Pedagogy of Realistic Teacher Education.<\/em> New York: Routledge.<\/p>\n\n\n\n

    Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2011). Jak spojit praxi s teori\u00ed: didaktika realistick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed u\u010ditel\u016f.<\/em> Brno: Paido.<\/p>\n\n\n\n

    Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives.<\/em> Thousand Oaks: Corwin Press, A Sage Pulbications Company.<\/p>\n\n\n\n

    Roberts, M. (2003). Learning through Enquiry. Making sense of geography in the key stage 3 classroom.<\/em> Sheffield: The Geographical Association.<\/p>\n\n\n\n

    Searle, J. R. (2004). Mind. A Brief Introduction.<\/em> Oxford: Oxford University Press Inc.<\/p>\n\n\n\n

    Slav\u00edk, J., Jan\u00edk, T., Najvar, P., & Knecht, P. (2017). Transdisciplin\u00e1rn\u00ed didaktika: o u\u010ditelsk\u00e9m sd\u00edlen\u00ed znalost\u00ed a zvy\u0161ov\u00e1n\u00ed kvality v\u00fduky nap\u0159\u00ed\u010d obory.<\/em> Brno: MUNI Press.<\/p>\n\n\n\n

    V\u00e1vra, J. (11. z\u00e1\u0159\u00ed 2018a). Anal\u00fdza kazuistiky a hospita\u010dn\u00ed videostudie t\u00e9matu Tepl\u00e1 a studen\u00e1 fronta.<\/em> Z\u00edsk\u00e1no 17. b\u0159ezen 2024, z Metodick\u00fd port\u00e1l rvp.cz: https:\/\/clanky.rvp.cz\/clanek\/c\/z\/21796\/ANALYZA-KAZUISTIKY-A-HOSPITACNI-VIDEOSTUDIE-TEMATU-TEPLA-A-STUDENA-FRONTA.html<\/p>\n\n\n\n

    V\u00e1vra, J. (1. srpen 2018b). Obecn\u00e1 didaktika, Trans-didaktika, nebo snad pedago-demago?<\/em> Z\u00edsk\u00e1no 5. srpen 2018, z rvp.cz: http:\/\/educator.blogy.rvp.cz\/2018\/08\/01\/obecna-didaktika-transdidaktika-pedago-demago\/<\/p>\n","protected":false},"excerpt":{"rendered":"

    Recenze \u0161est\u00e9 kapitoly anglick\u00e9ho textu \u010desk\u00fdch autor\u016f, kter\u00fd se t\u00fdk\u00e1 p\u0159\u00edstupu ve zlep\u0161ov\u00e1n\u00ed v\u00fduky a u\u010den\u00ed prost\u0159ednictv\u00edm obsahu. V zahrani\u010d\u00ed je tato oblast naz\u00fdvan\u00e1 jako tvorba kurikula, p\u0159\u00edpadn\u011b zam\u011b\u0159en\u00ed na p\u0159\u00edpravu, realizaci a hodnocen\u00ed vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f<\/p>\n","protected":false},"author":1425,"featured_media":1718,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[403],"tags":[],"class_list":["post-1717","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-recenze"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1717","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/users\/1425"}],"replies":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/comments?post=1717"}],"version-history":[{"count":9,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1717\/revisions"}],"predecessor-version":[{"id":1727,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1717\/revisions\/1727"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media\/1718"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1717"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1717"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1717"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}