{"id":1731,"date":"2024-05-30T07:40:38","date_gmt":"2024-05-30T05:40:38","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1731"},"modified":"2024-06-09T09:13:59","modified_gmt":"2024-06-09T07:13:59","slug":"analyza-navrhu-revize-rvp-zv-obecna-cast","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2024\/05\/30\/analyza-navrhu-revize-rvp-zv-obecna-cast\/","title":{"rendered":"Anal\u00fdza N\u00e1vrhu Velk\u00e9 revize RVP ZV, obecn\u00e1 \u010d\u00e1st"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">V\u00a0tomto \u010dl\u00e1nku prezentuji vlastn\u00ed prvotn\u00ed anal\u00fdzy \u010desk\u00e9ho N\u00e1vrhu Velk\u00e9 revize RVP ZV z\u00a02. dubna 2024 (d\u00e1le N\u00e1vrh), kter\u00e9 se t\u00fdkaj\u00ed <strong>obecn\u00e9 \u010d\u00e1sti<\/strong> se zam\u011b\u0159en\u00edm na 2. stupe\u0148 \u010desk\u00fdch z\u00e1kladn\u00edch \u0161kol. V\u00a0n\u00e1sleduj\u00edc\u00edm \u010dl\u00e1nku se v anal\u00fdze zam\u011b\u0159uji na N\u00e1vrh Velk\u00e9 revize, kde c\u00edl\u00edm na vzd\u011bl\u00e1vac\u00ed oblast (VO) a vzd\u011bl\u00e1vac\u00ed obor <strong>Geografie<\/strong>. K\u00a0t\u00e9to form\u011b m\u011b vede skute\u010dnost, \u017ee navrhovan\u00fd form\u00e1t p\u0159ipom\u00ednkov\u00e1n\u00ed mn\u011b nevyhovuje, a d\u00e1le preferuji mo\u017enost pod\u011blit se s\u00a0dal\u0161\u00edmi z\u00e1jemci o p\u0159ipom\u00ednky k\u00a0tomuto N\u00e1vrhu. Av\u0161ak nep\u0159edpokl\u00e1d\u00e1m, \u017ee povedu pod t\u00edmto \u010dl\u00e1nkem diskusi p\u0159es koment\u00e1\u0159e.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">N\u00e1vrh textu Velk\u00e9 revize RVP ZV v elektronick\u00e9 form\u011b je dostupn\u00fd: <a href=\"https:\/\/prohlednout.rvp.cz\/zakladni-vzdelavani\">https:\/\/prohlednout.rvp.cz\/zakladni-vzdelavani<\/a>, 26.4.2024)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prvotn\u00ed anal\u00fdzu&nbsp;N\u00e1vrhu Velk\u00e9 revize RV ZV z&nbsp;dubna 2023 rozd\u011bluji na Obecn\u00e9 \u010d\u00e1sti, Z\u00e1kladn\u00ed gramotnosti (ZG), Kl\u00ed\u010dov\u00e9 kompetence (KK) a Pr\u016f\u0159ezov\u00e1 t\u00e9mata (PT)<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>Latinsk\u00e9 p\u0159\u00edslov\u00ed:<\/p><cite><em>Verba movent, exempla trahunt.<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto textu Obecn\u00e9 \u010d\u00e1sti se tato anal\u00fdza t\u00fdk\u00e1 Kl\u00ed\u010dov\u00fdch kompetenc\u00ed (KK), Z\u00e1kladn\u00edch gramotnost\u00ed (ZG) a Pr\u016f\u0159ezov\u00fdch t\u00e9mat (PT)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pozn\u00e1mka 1: <em>kurz\u00edvou<\/em> jsou ozna\u010deny citace z&nbsp;uveden\u00e9ho dokumentu (d\u00e1le N\u00e1vrh), p\u0159\u00edpadn\u011b dal\u0161\u00ed citace.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pozn\u00e1mka 2: Tento \u010dl\u00e1nek n\u00e1sleduje druh\u00fd \u010dl\u00e1nek, kter\u00fd se v\u011bnuje anal\u00fdze N\u00e1vrhu Velk\u00e9 revize RVP ZV ve VO Geografie &#8211; Geografie. Dostupn\u00e9 <a href=\"https:\/\/blogy.rvp.cz\/educator\/2024\/05\/30\/analyza-navrhu-velke-revize-rvp-zv-vo-geografie\/\">ZDE<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>Obsah<\/a><\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li>Obecn\u00e9 \u010d\u00e1sti<ul><li>C\u00edle, hodnoty z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/li><\/ul><\/li><li>Kl\u00ed\u010dov\u00e9 kompetence (KK)<ul><li>C\u00edle z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/li><\/ul><ul><li>Hodnoty z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/li><li>&nbsp;Pojet\u00ed z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/li><\/ul><\/li><li>Z\u00e1kladn\u00ed gramotnosti (ZG)<\/li><li>Pr\u016f\u0159ezov\u00e1 t\u00e9mata (PT)<\/li><li>Shrnut\u00ed<\/li><li>Pou\u017eit\u00e1 literatura<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><a>Obecn\u00e9 \u010d\u00e1sti<\/a><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">N\u00e1vrh Velk\u00e9 revize RVP ZV byl koncipovan\u00fd na z\u00e1klad\u011b Zad\u00e1n\u00ed pro NPI \u010cR (d\u00e1le Zad\u00e1n\u00ed, dostupn\u00e9 <a href=\"https:\/\/velke-revize-zv.rvp.cz\/files\/iii-zadani-pro-npi-230131-final.pdf\">ZDE<\/a>), kter\u00fd podle vno\u0159en\u00fdch informac\u00ed bylo vytvo\u0159eno v&nbsp;lednu 2023. Samotn\u00fd N\u00e1vrh Velk\u00e9 revize RVP ZV byl zve\u0159ejn\u011bn\u00fd k&nbsp;p\u0159ipom\u00ednkov\u00e1n\u00ed dne&nbsp;2. dubna 2024 (dostupn\u00fd <a href=\"https:\/\/revize.rvp.cz\/files\/2024-03-28-rvp-zv-textova-podoba-vczduvodneni.pdf\">ZDE<\/a> v&nbsp;pdf form\u00e1tu; elektronicky dostupn\u00e9 <a href=\"https:\/\/prohlednout.rvp.cz\/\">ZDE<\/a>)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu Velk\u00e9 revize&nbsp; RVP ZV se stanovuj\u00ed:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite>* <em style=\"font-weight: bold\">aktu\u00e1ln\u00ed hodnoty a&nbsp;c\u00edle<\/em><em>&nbsp;<strong>vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>, k&nbsp;nim\u017e z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed sm\u011b\u0159uje,&nbsp;<\/em><br><strong>* <em>pojet\u00ed z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/em><\/strong><em>&nbsp;na&nbsp;1. a&nbsp;2. stupni,&nbsp;<\/em><br><strong>*<em> podm\u00ednky<\/em><\/strong><em>&nbsp;pro&nbsp;uskute\u010d\u0148ov\u00e1n\u00ed z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed, v\u010detn\u011b kultury \u0161koly, wellbeingu (v\u0161estrann\u00e9 pohody \u017e\u00e1k\u016f a&nbsp;u\u010ditel\u016f) a&nbsp;pravidel pro&nbsp;podporu \u017e\u00e1k\u016f p\u0159i&nbsp;spole\u010dn\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed,&nbsp;<\/em><br><strong><em>* vzd\u011bl\u00e1vac\u00ed obsah&nbsp;<\/em><\/strong><em>jako povinn\u00fd spole\u010dn\u00fd z\u00e1klad ve&nbsp;form\u011b <strong>o\u010dek\u00e1van\u00fdch v\u00fdsledk\u016f u\u010den\u00ed<\/strong> <strong>kl\u00ed\u010dov\u00fdch kompetenc\u00ed<\/strong>, <strong>z\u00e1kladn\u00edch gramotnost\u00ed<\/strong>, <strong>pr\u016f\u0159ezov\u00fdch t\u00e9mat<\/strong> a&nbsp;<strong>vzd\u011bl\u00e1vac\u00edch obor\u016f<\/strong> v&nbsp;r\u00e1mci vzd\u011bl\u00e1vac\u00edch oblast\u00ed,&nbsp;<\/em><br><strong><em>* r\u00e1mcov\u00fd u\u010debn\u00ed pl\u00e1n<\/em><\/strong><em>&nbsp;s&nbsp;celkovou \u010dasovou dotac\u00ed pro&nbsp;spole\u010dn\u00fd z\u00e1klad a&nbsp;disponibiln\u00ed \u010dasovou dotac\u00ed pro&nbsp;rozvoj individu\u00e1ln\u00edch p\u0159edpoklad\u016f \u017e\u00e1k\u016f,&nbsp;<\/em><br><strong><em>* pravidla pro<\/em><\/strong><em>&nbsp;<strong>hodnocen\u00ed \u017e\u00e1k\u016f,<\/strong>&nbsp;<\/em><br><strong><em>* z\u00e1sady pro&nbsp;tvorbu, vyhodnocov\u00e1n\u00ed a&nbsp;\u00fapravu \u0160VP<\/em><\/strong><em>.<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;diskus\u00edch kolem kulat\u00e9ho stolu se opakovan\u011b zd\u016fraz\u0148ovala n\u00e1sleduj\u00edc\u00ed krit\u00e9ria tohoto N\u00e1vrhu: <strong>aktu\u00e1lnost \u2013 kompetence \u2013 srozumitelnost<\/strong>. V&nbsp;n\u011bkter\u00fdch VO (nap\u0159. \u010clov\u011bk a spole\u010dnost) se auto\u0159i N\u00e1vrhu zam\u011b\u0159ovali na <strong>odstra\u0148ov\u00e1n\u00ed duplicit<\/strong>. Je pot\u0159eba zd\u016fraznit, \u017ee v&nbsp;N\u00e1vrhu se nastavuj\u00ed o\u010dek\u00e1van\u00e9 v\u00fdsledky u\u010den\u00ed (OVU). Bylo by vhodn\u00e9 tato krit\u00e9ria roz\u0161\u00ed\u0159it podle principu S.M.A.R.T. (Doran, 1981; vlastn\u00ed p\u0159eklad), i kdy\u017e jsem si v\u011bdom toho, \u017ee s krit\u00e9rii S.M.A.R.T. mus\u00ed pracovat p\u0159edev\u0161\u00edm tv\u016frci \u0160VP:<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"113\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-1-800x113.png\" alt=\"\" class=\"wp-image-1733\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-1-800x113.png 800w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-1-300x43.png 300w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-1-768x109.png 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-1.png 945w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Poznamen\u00e1v\u00e1m, \u017ee Doran nav\u00e1zal na koncept \u201e<em>kwnowledge worker<\/em>\u201c &#8211; pracovn\u00edka, kter\u00fd pracuje hlavn\u011b se znalostmi. Tento koncept prezentoval poprv\u00e9 Peter Drucker na konci 50. let. Zd\u016fraz\u0148uji zam\u011b\u0159en\u00ed na <strong>znalosti (p\u0159\u00edpadn\u011b dovednosti)<\/strong> a c\u00edlen\u00ed na skupinu <strong>\u017e\u00e1k\u016f (jednotlivce). <\/strong>V&nbsp;t\u00e9 dob\u011b (50. a 60. l\u00e9ta) se tak\u00e9 prosazoval koncept v\u011bdecky (l\u00e9pe p\u0159\u00edrodov\u011bdn\u011b) gramotn\u00e9 osoby (anglick\u00e1 wikipedie, heslo: <em>science literacy<\/em>). Osoba, kter\u00e1 je schopn\u00e1 vysv\u011btlovat jevy v\u011bdecky, co\u017e znamen\u00e1 rozpoznat, nab\u00edzet a hodnotit \u0159adu <strong>p\u0159\u00edrodn\u00edch a technick\u00fdch jev\u016f<\/strong>; navrhovat v\u011bdeck\u00e1 b\u00e1d\u00e1n\u00ed, popisovat a hodnotit v\u011bdeck\u00e9 v\u00fdzkumy a navrhovat zp\u016fsoby v\u011bdecky kladen\u00fdch ot\u00e1zek; v\u011bdecky interpretovat data a d\u016fkazy, tj. analyzovat a hodnotit data, tvrzen\u00ed a argumenty v&nbsp;r\u016fzn\u00fdch reprezentac\u00edch. Sou\u010d\u00e1st\u00ed v\u011bdeck\u00e9 gramotnosti je tak\u00e9 navrhov\u00e1n\u00ed vhodn\u00fdch v\u011bdeck\u00fdch z\u00e1v\u011br\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Filosofick\u00fd z\u00e1klad v\u011bdeck\u00e9ho pozn\u00e1n\u00ed nab\u00edz\u00ed nap\u0159\u00edklad n\u011bmeck\u00fd teoretick\u00fd fyzik Hans Reichenbach (1891-1953), kter\u00fd p\u016fsobil na n\u011bmeck\u00fdch a americk\u00fdch univerzit\u00e1ch a kter\u00fd ve filosofick\u00fdch \u00favah\u00e1ch stav\u011bl na kritice a zd\u016fvod\u0148ov\u00e1n\u00ed v\u011bdeck\u00e9 metodologie a na v\u011bdeck\u00e9 objektivit\u011b a realismu. J\u00e1dro jeho filosofick\u00fdch \u00favah lze nal\u00e9zt nap\u0159\u00edklad (Reichenbach, 1951). Pr\u00e1v\u011b v\u011bdeck\u00e1 objektivita byla v&nbsp;pozd\u011bj\u0161\u00edm obdob\u00ed pod silnou kritikou.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00edmto \u00favodem poukazuji na to, jak se posunul (roz\u0161\u00ed\u0159il) kompeten\u010dn\u00ed r\u00e1mec zhruba za p\u016fl stolet\u00ed, do kategori\u00ed hodnot a postoj\u016f a do individu\u00e1ln\u00edho \/ formativn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed.&nbsp; Tento posun je z\u00e1kladn\u00ed charakteristikou dvou \u010dl\u00e1nk\u016f, ve kter\u00fdch analyzuji N\u00e1vrh Velk\u00e9 revize RVP ZV. P\u0159ipom\u00ednkovan\u00fd dokument se k&nbsp;t\u011bmto posun\u016fm p\u0159ihla\u0161uje a stav\u00ed na tom odli\u0161nost v\u016f\u010di st\u00e1vaj\u00edc\u00edmu RVP ZV (V\u00daP, 2007).<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><a>C\u00edle, hodnoty z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/a><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Citace z N\u00e1vrhu (vlastn\u00ed zv\u00fdrazn\u011bn\u00ed):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em>Veden\u00ed \u0161koly podporuje v\u00fduku zalo\u017eenou na&nbsp;<strong><u>pedagogick\u00e9m konstruktivismu<\/u><\/strong>, kter\u00e1&nbsp;<strong>propojuje nov\u00e1 t\u00e9mata a&nbsp;dovednosti s&nbsp;p\u0159edchoz\u00edmi dovednostmi, zku\u0161enostmi a&nbsp;v\u011bdomostmi \u017e\u00e1k\u016f&nbsp;<\/strong>a vytv\u00e1\u0159\u00ed situace, v&nbsp;nich\u017e \u017e\u00e1ci aplikuj\u00ed to, co&nbsp;se nau\u010dili ve&nbsp;\u0161kole i&nbsp;v ka\u017edodenn\u00edm \u017eivot\u011b.<\/em> <\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto vyj\u00e1d\u0159en\u00ed je opomenuta z\u00e1kladn\u00ed charakteristika kompetence: <strong>znalosti \u2013 dovednosti \u2013 hodnoty \u2013 postoje<\/strong>, tak\u017ee zam\u011b\u0159en\u00ed je na znalostech, co\u017e je koncept ze 70. a 80. let.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto ohledu se N\u00e1vrh Velk\u00e9 revize RVP ZV dr\u017e\u00ed v\u00edce ontologie (v\u011bdomost\u00ed a dovednost\u00ed, tedy povahy reality), ne\u017e epistemologie (zp\u016fsobu jak pochopit realitu). I kdy\u017e&nbsp;se v&nbsp;N\u00e1vrhu deklaruje pr\u00e1v\u011b p\u0159esun \/ posun ke&nbsp;zp\u016fsobu, jak ch\u00e1pat \/ pochopit realitu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;souvislosti s&nbsp;<strong>konstruktivistickou pedagogikou <\/strong>(viz nap\u0159. Richardson, 2003) je t\u0159eba v\u011bnovat pozornost porovn\u00e1n\u00ed konstruktivismu, kognitivismu a behaviorismu v&nbsp;pedagogice, abychom pochopili zm\u011bny v&nbsp;tomto N\u00e1vrhu. Uv\u00e1d\u00edm n\u011bkolik charakteristik, kter\u00e9 u\u010ditel\u016fm pomohou pochopit&nbsp;tyto rozd\u00edly (zdroj v&nbsp;anglick\u00e9m jazyce <a href=\"https:\/\/www.simplypsychology.org\/constructivism.html\">ZDE<\/a>; upraveno, vlastn\u00ed p\u0159eklad a zv\u00fdrazn\u011bn\u00ed):<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"616\" height=\"717\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-2.png\" alt=\"\" class=\"wp-image-1741\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-2.png 616w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-2-258x300.png 258w\" sizes=\"auto, (max-width: 616px) 100vw, 616px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Sou\u010dasn\u00e1 vzd\u011bl\u00e1vac\u00ed realita je v&nbsp;\u010desk\u00fdch \u0161kol\u00e1ch zastoupena v\u0161emi t\u0159emi \u201epedagogikami\u201c, kter\u00e9 je v\u0161ak t\u011b\u017ek\u00e9 kvantifikovat (v procentech). Ur\u010dit\u00fd hrub\u00fd n\u00e1hled poskytuje (Tup\u00fd, 2021) na z\u00e1klad\u011b &nbsp;anal\u00fdzy 61 \u0160VP, tedy \u201ez\u00e1m\u011brn\u00fdch\u201c \u0160VP. D\u00e1le je nutn\u00e9 uv\u00e9st op\u011bt z&nbsp;praxe, \u017ee v\u00fduka v&nbsp;\u010cesku se posouv\u00e1 od behavioristick\u00e9 pedagogiky p\u0159es kognitivn\u00ed ke konstruktivistick\u00e9 pedagogice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Je t\u0159eba tak\u00e9 zd\u016fraznit, \u017ee i do \u010desk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed se za\u010d\u00edn\u00e1 prom\u00edtat <strong>fenomenologick\u00fd p\u0159\u00edstup<\/strong> (obecn\u011b viz nap\u0159. van Manen, 1982). V&nbsp;sou\u010dasn\u00e9 dob\u011b fenomenologick\u00e1 pedagogika&nbsp; akcentuje nejen zku\u0161enosti, internalizaci znalost\u00ed a dovednost\u00ed, ale tak\u00e9&nbsp; nap\u0159\u00edklad identitu. Koncept identity se nap\u0159\u00edklad zmi\u0148uje ve vzd\u011bl\u00e1vac\u00edch oblastech (VO) Um\u011bn\u00ed a kultura a \u010clov\u011bk a spole\u010dnost.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Podle Vasileiose Symeonidise a Johanny Schwartzov\u00e9 (2016) v&nbsp;\u010dl\u00e1nku <em>Co je finsk\u00fd vzd\u011bl\u00e1vac\u00ed p\u0159\u00edstup zalo\u017een\u00fd na fenomenologii<\/em> existuje <strong>p\u011bt dimenz\u00ed<\/strong> ve <strong>fenomenologick\u00e9m p\u0159\u00edstupu ke vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>: holistick\u00fd, autentick\u00fd, kontextualistick\u00fd, probl\u00e9mov\u00e9 u\u010den\u00ed a procesy u\u010den\u00ed s otev\u0159en\u00fdm koncem. V kombinaci tyto dimenze poskytuj\u00ed finsk\u00fdm u\u010ditel\u016fm funk\u010dn\u00ed oporu p\u0159i navrhov\u00e1n\u00ed modulu, kter\u00fd m\u00e1 ozna\u010den\u00ed&nbsp; PhenoBL (v\u00edce nap\u0159\u00edklad in: Drew, 2020). V&nbsp;\u010desk\u00e9m z\u00e1kladn\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed se tyto kvality ve \u0161kol\u00e1ch pomalu a postupn\u011b prosazuj\u00ed.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><a>Kl\u00ed\u010dov\u00e9 kompetence (KK)<\/a><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu je osm kl\u00ed\u010dov\u00fdch kompetenc\u00ed (d\u00e1le KK):<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>k&nbsp;u\u010den\u00ed <\/strong><\/em>(KK 1)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>komunika\u010dn<\/strong>\u00ed <\/em>(KK 2)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>osobnostn\u00ed a&nbsp;soci\u00e1ln\u00ed <\/strong><\/em>(KK 3)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>k&nbsp;ob\u010danstv\u00ed a&nbsp;udr\u017eitelnosti <\/strong><\/em>(KK 4)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>k<\/strong>&nbsp;<strong>podnikavosti a&nbsp;pracovn\u00ed <\/strong><\/em>(KK 5)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>k&nbsp;\u0159e\u0161en\u00ed probl\u00e9m\u016f <\/strong><\/em>(KK 6)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>kulturn\u00ed <\/strong><\/em>(KK 7)<\/li><li><em>Kl\u00ed\u010dov\u00e1 kompetence <strong>digit\u00e1ln\u00ed <\/strong><\/em>(KK 8)<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;t\u00e9to \u010d\u00e1sti N\u00e1vrhu by se m\u011bla projevit nezastupitelnost a charakter vzd\u011bl\u00e1vac\u00ed oblasti Geografie, zvl\u00e1\u0161t\u011b pak geografick\u00fdch t\u00e9mat, konkr\u00e9tn\u011b v \u201eZohled\u0148ov\u00e1n\u00ed propojenosti sv\u011bta\u201c. V&nbsp;KK 7 (kulturn\u00ed) chyb\u00ed zcela pod\u00edl Geografie, av\u0161ak ve VO Kultura a um\u011bn\u00ed se pracuje s&nbsp;konceptem \u201e<strong>m\u00edstn\u011b zakotven\u00e9 u\u010den\u00ed<\/strong>\u201c (<em>place-based learning<\/em>), kter\u00fd naopak chyb\u00ed ve VO Geografie.&nbsp; Doporu\u010duji t\u00e9to \u010d\u00e1sti v\u011bnovat zv\u00fd\u0161enou pozornost z&nbsp;hlediska geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">C\u00edle z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu se mluv\u00ed o&nbsp;dosahov\u00e1n\u00ed vzd\u011bl\u00e1vac\u00edch <strong>c\u00edl\u016f<\/strong> a o vzd\u011bl\u00e1vac\u00edch <strong>procesech<\/strong>: <em>osvojit, u\u010dit se, komunikovat a spolupracovat, chr\u00e1nit a pozn\u00e1vat (schopnosti jedince \/ \u017e\u00e1ka).<\/em> V&nbsp;t\u00e9to \u010d\u00e1sti N\u00e1vrhu chyb\u00ed explicitn\u011b vyj\u00e1d\u0159en\u00fd proces \u201e<strong>rozv\u00edjet (se)\u201c<\/strong> (sp\u00ed\u0161e vnit\u0159n\u00ed \u2013 formativn\u00ed &#8211; rozvoj v&nbsp;duchu konstruktivistick\u00e9 nebo fenomenologick\u00e9 pedagogiky), kter\u00fd je v&nbsp;jednotliv\u00fdch \u010d\u00e1stech N\u00e1vrhu charakterizovan\u00fd gradac\u00ed (sp\u00ed\u0161e d\u00edky vn\u011bj\u0161\u00edmu prost\u0159ed\u00ed) o\u010dek\u00e1van\u00fdch v\u00fdsledk\u016f u\u010den\u00ed (d\u00e1le OVU), ne\u017e vnit\u0159n\u00edm v\u00fdvojem, kter\u00fdm se jedinec st\u00e1v\u00e1 kompetentn\u00edm.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;p\u0159\u00edpad\u011b <strong>kognitivn\u00edho<\/strong> <strong>procesu<\/strong> u\u010den\u00ed se jev\u00ed v&nbsp;\u010cesku zat\u00edm m\u00e1lo vyu\u017e\u00edvan\u00e9, a spr\u00e1vn\u011b pou\u017e\u00edvan\u00e9, porozum\u011bn\u00ed <strong>\u010dinn\u00fdch sloves<\/strong>, kter\u00e9 (re)prezentuj\u00ed kvalitu v&nbsp;hierarchii vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f (viz (Anderson &amp; Krathwohl, 2001) v&nbsp;RBT. Dobr\u00fd p\u0159\u00edklad form\u00e1ln\u00edho, av\u0161ak nespr\u00e1vn\u00e9ho, ch\u00e1p\u00e1n\u00ed role t\u011bchto sloves je mo\u017en\u00e9 naj\u00edt v&nbsp;\u201e<em>Anal\u00fdze \u0161koln\u00edch vzd\u011bl\u00e1vac\u00edch program\u016f pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed. Podkladov\u00e1 studie pro pot\u0159eby revize RVP ZV\u201c<\/em> (Tup\u00fd, 2021). Autor tohoto dokumentu hodnot\u00ed tato \u010dinn\u00e1 slovesa podle um\u00edst\u011bn\u00ed v&nbsp;o\u010dek\u00e1van\u00e9m v\u00fdstupu (OV) a podle slovesn\u00e9ho tvaru \u010di ve spojen\u00ed s&nbsp;mod\u00e1ln\u00edm slovesem. Opom\u00edj\u00ed pr\u00e1v\u011b <strong>v\u00fdznam slovesa (kognitivn\u00ed kvalitu)<\/strong> a jeho reprezentaci v&nbsp;taxonomii vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f. Takto nespr\u00e1vn\u00e9 ch\u00e1p\u00e1n\u00ed se propisuje (nebo tak\u00e9 objevuje) i do N\u00e1vrhu Velk\u00e9 revize RVP ZV.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u017d\u00e1ci maj\u00ed b\u00fdt p\u0159ipravov\u00e1n\u00ed nejen na <strong>zm\u011bny <\/strong><em>environment\u00e1ln\u00ed, technologick\u00e9 a soci\u00e1ln\u00ed<\/em>, ale m\u011bli by b\u00fdt p\u0159ipravov\u00e1n\u00ed tak\u00e9 na <strong>p\u0159\u00edrodn\u00ed, ekologick\u00e9, kulturn\u00ed, politick\u00e9 a p\u0159\u00edpadn\u011b dal\u0161\u00ed zm\u011bny<\/strong>. V&nbsp;N\u00e1vrhu se tyto nezmi\u0148ovan\u00e9 zm\u011bny uv\u00e1d\u011bj\u00ed sp\u00ed\u0161e skryt\u011b a neuspo\u0159\u00e1dan\u011b.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Hodnoty z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;citace textu N\u00e1vrhu Velk\u00e9 revize RVP ZV:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sou\u010d\u00e1st\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed jedince<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite>je aktivn\u00ed a spokojen\u00e9 pro\u017e\u00edv\u00e1n\u00ed sv\u00e9ho \u017eivota, odpov\u011bdn\u00e9 spoluvytv\u00e1\u0159en\u00ed budoucnosti a \u00fasp\u011b\u0161nost v sou\u010dasn\u00e9m sv\u011bt\u011b v\u00fdzev a zm\u011bn. Z\u00e1kladn\u00ed postoje a hodnoty vych\u00e1zej\u00ed ze vzd\u011bl\u00e1vac\u00edch dokument\u016f UNESCO a OECD a jsou formulov\u00e1ny jako:<br>1.<strong> sd\u00edlen\u00e9 pozn\u00e1n\u00ed <\/strong>(schopnost obohacovat se o spole\u010dn\u00e9 znalosti a dovednosti),<br>2.  <strong>respektov\u00e1n\u00ed pot\u0159eb planety<\/strong> (schopnost chr\u00e1nit p\u0159\u00edrodu a \u017eivotn\u00ed prost\u0159ed\u00ed),<br>3. <strong>podpora udr\u017eiteln\u00fdch technologi\u00ed a inovac\u00ed<\/strong> (schopnost pozn\u00e1vat a \u00fa\u010deln\u011b vyu\u017e\u00edvat nov\u00e9 technologie, kriticky myslet a \u010delit dezinformac\u00edm),<br>4. <strong>d\u016fstojn\u00fd \u017eivot pro v\u0161echny<\/strong> (schopnost utv\u00e1\u0159et a dodr\u017eovat spole\u010dn\u00e1 pravidla sou\u017eit\u00ed)<br>Viz UNESCO: Vzd\u011bl\u00e1v\u00e1n\u00ed pro c\u00edle udr\u017eiteln\u00e9ho rozvoje; OECD: Vzd\u011bl\u00e1v\u00e1n\u00ed a dovednosti pro budoucnost 2030 \u2013 Kompas u\u010den\u00ed 2030)\u201c.<\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;takto formulovan\u00e9m \u201ehodnotov\u00e9m r\u00e1mci\u201c se pak v&nbsp;jednotliv\u00fdch VO pracuje.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV se odkazuje na \u201e<strong>glob\u00e1ln\u00ed kompetence<\/strong>\u201c, i kdy\u017e bez jasn\u00e9ho odk\u00e1z\u00e1n\u00ed na zdroj. Pravd\u011bpodobn\u011b jde o podkladov\u00fd materi\u00e1l z&nbsp;d\u00edlny PISA (Ramos &amp; Schleicher, 2018), kter\u00fd stanovuje \u010dty\u0159i glob\u00e1ln\u00ed kompetence (Obr\u00e1zek 1):<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 1<\/strong> Glob\u00e1ln\u00ed kompetence stanoven\u00e9 v&nbsp;OECD PISA 2018<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"797\" height=\"800\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-3-797x800.png\" alt=\"\" class=\"wp-image-1743\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-3-797x800.png 797w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-3-300x300.png 300w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-3-150x150.png 150w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-3-768x771.png 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-3.png 814w\" sizes=\"auto, (max-width: 797px) 100vw, 797px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: Ramos &amp; Scheicher, 2018, vlast\u00ed p\u0159eklad<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dokument z&nbsp;roku 2018 je z\u00e1sadn\u00edm obratem v&nbsp;ov\u011b\u0159ov\u00e1n\u00ed kvality glob\u00e1ln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;souboru \u0161et\u0159en\u00ed v&nbsp;r\u00e1mci OECD PISA. \u0160et\u0159en\u00ed se roz\u0161i\u0159uje od znalost\u00ed a dovednost\u00ed (v r\u00e1mci matematick\u00e9, \u010dten\u00e1\u0159sk\u00e9 a p\u0159\u00edrodov\u011bdn\u00e9 gramotnosti, souhrnn\u011b a zjednodu\u0161en\u011b \u0159e\u010deno \u201etvrd\u00e9 dovednosti\u201c) tak\u00e9 k&nbsp;hodnot\u00e1m a postoj\u016fm, zd\u016fraz\u0148uji \u201e<strong>hodnot\u00e1m<\/strong>\u201c a \u201e<strong>postoj\u016fm<\/strong>\u201c, tedy k \u201em\u011bkk\u00fdm\u201c dovednostem. V&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV &nbsp;jsou \u010dasto uv\u00e1d\u011bny jen postoje bez hodnot. Bylo by \u017e\u00e1douc\u00ed se v&nbsp;N\u00e1vrhu zam\u011b\u0159ovat na kulturn\u00ed rozd\u00edly (nap\u0159. jak kulturn\u00ed rozd\u00edly \/ konflikty ch\u00e1pat a jak je \u201eotupovat\u201c, jak na z\u00e1klad\u011b t\u011bchto znalost\u00ed a dovednost\u00ed tyto kulturn\u00ed konflikty \u0159e\u0161it, a to z&nbsp;v\u00edce \u00fahl\u016f pohledu). V&nbsp;uveden\u00e9m modelu z\u00e1kladn\u00edch kompetenc\u00edch se uv\u00e1d\u00ed zam\u011b\u0159en\u00ed nazvan\u00e9 \u201eudr\u017eitelnost rozvoje\u201c, co\u017e se tak\u00e9 objevuje v&nbsp;N\u00e1vrhu.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mezi hodnoty je mo\u017en\u00e9 za\u0159adit nap\u0159\u00edklad hodnoty <strong>estetick\u00e9, <\/strong>d\u00e1le <strong>mravn\u00ed<\/strong> \u010di hodnotu <strong>respektov\u00e1n\u00ed z\u00e1kon\u016f a po\u0159\u00e1dku, <\/strong>a s&nbsp;t\u00edm spojenou <strong>osobn\u00ed odpov\u011bdnost<\/strong>, ale i <strong>kompetentnost<\/strong>. D\u00e1le je nutn\u00e9 se zam\u011b\u0159ovat na <strong>hodnoty lidsk\u00fdch pr\u00e1v, postaven\u00ed ob\u010dan\u016f v&nbsp;demokratick\u00e9<\/strong> <strong>spole\u010dnosti<\/strong> a dal. Nic z&nbsp;toho v&nbsp;t\u011bchto hodnot\u00e1ch z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed nen\u00ed v&nbsp;obecn\u00e9 \u010d\u00e1sti&nbsp;N\u00e1vrhu explicitn\u011b vyj\u00e1d\u0159eno. Sp\u00ed\u0161e se pak objevuj\u00ed v&nbsp;jednotliv\u00fdch VO, nap\u0159\u00edklad ve VO \u010clov\u011bk a spole\u010dnost.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu uveden\u00e9 <strong>sd\u00edlen\u00e9 pozn\u00e1n\u00ed<\/strong> se t\u00fdk\u00e1 nejen spole\u010dn\u00fdch znalost\u00ed a dovednost\u00ed, tedy profesn\u011b odborn\u00e9 a technick\u00e9 dovednosti, ale tak\u00e9 spole\u010dn\u00fdch <strong>hodnot a postoj\u016f, <\/strong>p\u0159\u00edpadn\u011b kompetentn\u00edmi tedy tzv. m\u011bkk\u00fdmi dovednostmi (<em>soft skills<\/em>), kter\u00e9 reprezentuj\u00ed osobnost jedince.Toto pozn\u00e1n\u00ed je d\u016fle\u017eit\u00e9 nap\u0159\u00edklad p\u0159i n\u00e1v\u0161t\u011bv\u011b \u010di pobytu jedince na (kulturn\u011b) jin\u00e9m m\u00edst\u011b, nap\u0159. p\u0159est\u011bhov\u00e1n\u00ed do m\u00edst a st\u00e1t\u016f mimo \u010cesko, p\u0159i setk\u00e1v\u00e1n\u00ed s&nbsp;jedinci z&nbsp;odli\u0161n\u00fdch kultur, v&nbsp;pozn\u00e1v\u00e1n\u00ed, pochopen\u00ed a respektov\u00e1n\u00ed genderov\u00fdch rozd\u00edl\u016f, aktivn\u00ed zapojov\u00e1n\u00ed do pracovn\u00edch trh\u016f v&nbsp;zahrani\u010d\u00ed, do spole\u010dn\u00fdch pracovn\u00edch t\u00fdm\u016f, kde spolupracuj\u00ed jedinci z&nbsp;r\u016fzn\u00e9ho kulturn\u00edho pozad\u00ed, a dal.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Do z\u00e1kladn\u00edch hodnot a postoj\u016f v&nbsp;RVP ZV by m\u011bly b\u00fdt zahrnuty hodnotov\u00e9 kompetence z&nbsp;EU<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 2<\/strong> Kl\u00ed\u010dov\u00e9 kompetence EU, 2018<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"768\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-4-800x768.png\" alt=\"\" class=\"wp-image-1744\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-4-800x768.png 800w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-4-300x288.png 300w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-4-768x737.png 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2024\/05\/image-4.png 944w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: EU Key Comptences 2018, dostupn\u00e9: <a href=\"http:\/\/traveloteacher.blogspot.com\/2018\/03\/eu-key-competences-2018.html\">http:\/\/traveloteacher.blogspot.com\/2018\/03\/eu-key-competences-2018.html<\/a>; 28.4.2024 (vlastn\u00ed p\u0159eklad)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">N\u011bkter\u00e9 dopl\u0148uj\u00edc\u00ed \u010di vysv\u011btluj\u00edc\u00ed pozn\u00e1mky ke <strong>Kl\u00ed\u010dov\u00fdm kompetenc\u00edm EU<\/strong> pro celo\u017eivotn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed (2019), dostupn\u00e9 <a href=\"https:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/297a33c8-a1f3-11e9-9d01-01aa75ed71a1\/language-en\">ZDE<\/a> (v\u00fdb\u011br! Vlastn\u00ed p\u0159eklad):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite>\u2022 ct\u00edt demokratick\u00e9 hodnoty a lidsk\u00e1 pr\u00e1va (ob\u010dansk\u00e9 kompetence)<br>\u2022 podporovat udr\u017eitelnost spole\u010dnost\u00ed, ekonomik a ekosyst\u00e9m\u016f (ob\u010dansk\u00e9 kompetence)<br>\u2022 ct\u00edt etick\u00e9 principy (digit\u00e1ln\u00ed kompetence, v\u010detn\u011b vyu\u017e\u00edv\u00e1n\u00ed um\u011bl\u00e9 inteligence)<br>\u2022 ch\u00e1pat jak vytv\u00e1\u0159et sv\u011bt se smyslem pro identitu (kulturn\u00ed kompetence)<br>\u2022 vytv\u00e1\u0159et pozitivn\u00ed postoje bez p\u0159edsudk\u016f v\u016f\u010di jin\u00fdm kultur\u00e1m a kulturn\u00edm rozd\u00edl\u016fm (kulturn\u00ed kompetence)<\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Pro hodnoty a postoje jsou inspirativn\u00ed (ne nutn\u011b ve v\u0161em) zku\u0161enosti ze Spojen\u00e9ho kr\u00e1lovstv\u00ed, tzv. \u201ez\u00e1kladn\u00ed britsk\u00e9 hodnoty\u201c, o kter\u00e9 uveden\u00fd st\u00e1t usiluje od roku 2014, na z\u00e1klad\u011b zku\u0161enost\u00ed z proniknut\u00ed \u201en\u00e1zorov\u00fdch\u201c isl\u00e1msk\u00fdch v\u016fdc\u016f do n\u011bkolika anglick\u00fdch \u0161kol \/ \u201e\u0161koln\u00edch rad\u201c v&nbsp;Birminghamu. V\u00fdb\u011br \u201ez\u00e1kladn\u00edch britsk\u00fdch hodnot\u201c (dostupn\u00e9 <a href=\"https:\/\/www.princealbert.bham.sch.uk\/images\/foryou\/curriculum\/2021-2022\/British_Values.pdf\">ZDE<\/a>; vlastn\u00ed p\u0159eklad):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite>\u2022 ct\u00edt pr\u00e1vo a po\u0159\u00e1dek (pr\u00e1vn\u00ed st\u00e1t)<br>\u2022 respektovat individu\u00e1ln\u00ed svobody<br>\u2022 podporovat vz\u00e1jemn\u00fd respekt<\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;v\u00fd\u0161e uveden\u00fdch charakteristik vypl\u00fdvaj\u00ed d\u016fle\u017eit\u00e9 \u201ehodnoty\u201c \u2013 <strong>odpov\u011bdnost <\/strong>a <strong>kompetentnost<\/strong>, jednak osobn\u00ed, tak tak\u00e9 odpov\u011bdnost sd\u00edlen\u00e1 (v rodin\u011b, komunit\u011b, v&nbsp;zam\u011bstn\u00e1n\u00ed, v politice a dal.). Sd\u00edlen\u00e1 (\u201ekolektivn\u00ed\u201c) odpov\u011bdnost, ale i kompetentnost, by nem\u011bla znamenat v&nbsp;p\u0159\u00edpad\u011b ne\u00fasp\u011bchu \u201eschov\u00e1vat se za druh\u00e9\u201c, v&nbsp;p\u0159\u00edpad\u011b \u00fasp\u011bchu \u201evystupovat p\u0159ed ostatn\u00ed\u201c.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;porovn\u00e1n\u00ed z\u00e1kladn\u00edch postoj\u016f a hodnot v \u010cesku, kter\u00e9 jsou veden\u00e9 v&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV s&nbsp;glob\u00e1ln\u00edmi a \u201eunijn\u00edmi\u201c kompetencemi, jsou v\u00fdsledn\u00e9 hodnoty a postoje neur\u010dit\u00e9, nevyjasn\u011bn\u00e9, problematicky srovnateln\u00e9 se zahrani\u010dn\u00edmi kompetencemi.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">&nbsp;Pojet\u00ed z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV v&nbsp;\u010d\u00e1sti, kter\u00e1 se v\u011bnuje Z\u00e1kladn\u00edmu vzd\u011bl\u00e1v\u00e1n\u00ed, najdeme tento seznam <strong>kompetenc\u00ed, kter\u00e9 se t\u00fdkaj\u00ed<\/strong> <strong>U\u010cITELE<\/strong>:&nbsp;<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite>1,<strong> vytv\u00e1\u0159\u00ed bezpe\u010dn\u00e9 prost\u0159ed\u00ed<\/strong>, atmosf\u00e9ru a klima \u0161koly zalo\u017een\u00e9 na respektuj\u00edc\u00edch vztaz\u00edch, aktivit\u011b, samostatnosti a tvo\u0159ivosti \u017e\u00e1k\u016f i u\u010ditel\u016f a \u00fa\u010dinn\u00e9 spolupr\u00e1ci \u0161koly, z\u00e1konn\u00fdch z\u00e1stupc\u016f \u017e\u00e1k\u016f, \u0161kolsk\u00fdch poradensk\u00fdch za\u0159\u00edzen\u00ed a dal\u0161\u00edch osob, je\u017e se na vzd\u011bl\u00e1v\u00e1n\u00ed pod\u00edlej\u00ed;<br>2. <strong>umo\u017e\u0148uje<\/strong>, aby se <strong>ka\u017ed\u00fd \u017e\u00e1k vyv\u00edjel zdrav\u011b a dosahoval sv\u00e9ho osobn\u00edho maxima<\/strong>;<br>3. <strong>rozv\u00edj\u00ed<\/strong> p\u0159edpoklady, z\u00e1jmy a nad\u00e1n\u00ed s <strong>respektem k individu\u00e1ln\u00edm pot\u0159eb\u00e1m v\u0161ech \u017e\u00e1k\u016f<\/strong>;<br>4. v<strong>ede \u017e\u00e1ky k u\u010debn\u00ed aktivit\u011b<\/strong> a k pozn\u00e1n\u00ed, \u017ee je mo\u017en\u00e9 hledat, objevovat, tvo\u0159it a nal\u00e9zat vhodnou cestu \u0159e\u0161en\u00ed probl\u00e9m\u016f a vytv\u00e1\u0159en\u00ed dobr\u00fdch vz\u00e1jemn\u00fdch vztah\u016f;<br>5. <strong>klade d\u016fraz na \u010dinnostn\u00ed a praktick\u00fd charakter v\u00fduky<\/strong> \u2013 \u017e\u00e1ci si osvojuj\u00ed schopnosti samostatn\u011b konstruktivn\u011b jednat;<br>6.<strong> motivuje \u017e\u00e1ky k dal\u0161\u00edmu u\u010den\u00ed <\/strong>a hled\u00e1n\u00ed, nal\u00e9z\u00e1n\u00ed a tvo\u0159en\u00ed optim\u00e1ln\u00edch cest jedn\u00e1n\u00ed v ka\u017edodenn\u00edch, studijn\u00edch i pracovn\u00edch situac\u00edch uplat\u0148ov\u00e1n\u00edm vhodn\u00fdch metod, forem a prost\u0159edk\u016f;<br>7. <strong>vyu\u017e\u00edv\u00e1 pr\u016fb\u011b\u017enou diagnostiku<\/strong>, formativn\u00ed hodnocen\u00ed na z\u00e1klad\u011b sledov\u00e1n\u00ed osobn\u00edho pokroku ka\u017ed\u00e9ho \u017e\u00e1ka a podporuje ho v participaci na pl\u00e1nov\u00e1n\u00ed sv\u00e9 dal\u0161\u00ed pr\u00e1ce a p\u0159eb\u00edr\u00e1n\u00ed odpov\u011bdnosti za proces a v\u00fdsledky vlastn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed;<br>8. <strong>zam\u011b\u0159uje se na vnit\u0159n\u00ed diferenciaci a individualizaci v\u00fduky<\/strong>, variabiln\u00ed organizaci v\u00fduky, v\u010detn\u011b <strong>propojov\u00e1n\u00ed form\u00e1ln\u00edho a neform\u00e1ln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed.<\/strong><br><strong>Z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed je zalo\u017een\u00e9 na<\/strong>:<br>\u2022 pozn\u00e1v\u00e1n\u00ed,<br>\u2022 respektov\u00e1n\u00ed,<br>\u2022 rozv\u00edjen\u00ed p\u0159edpoklad\u016f, z\u00e1jm\u016f a nad\u00e1n\u00ed ka\u017ed\u00e9ho \u017e\u00e1ka v bezpe\u010dn\u00e9m, motivuj\u00edc\u00edm a tv\u016fr\u010d\u00edm prost\u0159ed\u00ed \u0161koly.<\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Jedinec (\u017e\u00e1k) m\u00e1 dosahovat sv\u00e9ho osobn\u00edho maxima (bod 2 v\u00fd\u0161e). U\u010ditel vyu\u017e\u00edv\u00e1 pr\u016fb\u011b\u017en\u00e9 diagnostiky, formativn\u011b hodnot\u00ed \u017e\u00e1ka \/ \u017e\u00e1kyni na z\u00e1klad\u011b jeho \/ jej\u00edho pokroku, \u2026 \u017e\u00e1k \/ \u017e\u00e1kyn\u011b p\u0159eb\u00edr\u00e1n\u00ed odpov\u011bdnosti za proces a v\u00fdsledky sv\u00e9ho vlastn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed (bod 7 v\u00fd\u0161e).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00fd\u0161e uveden\u00e9 body jsou deklaratorn\u00edm tvrzen\u00edm. V&nbsp;cel\u00e9m N\u00e1vrhu je poukazov\u00e1no na to, \u017ee hodnot\u00edc\u00ed zam\u011b\u0159en\u00ed je c\u00edleno <strong>na \u201eoptim\u00e1ln\u00ed\u201c \u00farove\u0148 dosahovan\u00fdch OVU<\/strong>, kter\u00e9 vych\u00e1z\u00ed ze Zad\u00e1n\u00ed (<a href=\"https:\/\/velke-revize-zv.rvp.cz\/files\/iii-zadani-pro-npi-230131-final.pdf\">ZDE<\/a>).&nbsp; Nikde v&nbsp;N\u00e1vrhu nen\u00ed uvedena hierarchie dosahovan\u00fdch \u00farovn\u00ed vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f, nap\u0159\u00edklad jak je stanovuje Revidovan\u00e1 Bloomova taxonomie (d\u00e1le RBT; Anderson &amp; Krathwohl, 2001), aby bylo jasn\u00e9, <strong>co je \u201eoptim\u00e1ln\u00ed\u201c \u00farove\u0148 dosahovan\u00fdch OVU<\/strong>. P\u0159itom jde v Zad\u00e1n\u00ed o c\u00edlen\u00ed spr\u00e1vn\u00fdm sm\u011brem \u2013 opou\u0161t\u011bn\u00ed v\u00fdhradn\u011b normativn\u011b stanoven\u00fdch \u00farovn\u00ed (Piaget &amp; Inhelder 1948) (Piaget &amp; Inhelderov\u00e1, 1997), ve kter\u00fdch se c\u00edl\u00ed sp\u00ed\u0161 na minim\u00e1ln\u00ed \u00farove\u0148. V&nbsp;N\u00e1vrhu jde o &nbsp;posun sm\u011brem k&nbsp;relativn\u00edmu (individu\u00e1ln\u00edmu, osobn\u00edmu, formativn\u00edmu) dosahov\u00e1n\u00ed \u00farovn\u00ed vzd\u011bl\u00e1vac\u00edch v\u00fdsledk\u016f, sm\u011brem k&nbsp;osobn\u00edmu maxim\u00e1ln\u00edmu potenci\u00e1lu (Vygotsky, 1978). V&nbsp;tomto sm\u011bru bude pro u\u010ditele formativn\u00ed hodnocen\u00ed bez vysv\u011btlen\u00ed a zd\u016fvodn\u011bn\u00ed jen \u201epr\u00e1zdnou\u201c informac\u00ed.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Z\u00e1kladn\u00ed gramotnosti (ZG)<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV se p\u00ed\u0161e (vlastn\u00ed zv\u00fdrazn\u011bn\u00ed):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em>V RVP jsou vymezen\u00e9 dv\u011b z\u00e1kladn\u00ed gramotnosti:<br><br>\u2022 Logicko-matematick\u00e1<br>\u2022 \u010cten\u00e1\u0159sk\u00e1 a pisatelsk\u00e1<br><br>Z\u00e1kladn\u00ed gramotnosti ve dvou z\u00e1sadn\u00edch oblastech p\u0159edstavuj\u00ed schopnost praktick\u00e9ho uplatn\u011bn\u00ed \u0161irok\u00e9ho souboru znalost\u00ed, dovednost\u00ed, postoj\u016f a hodnot v rozmanit\u00fdch \u017eivotn\u00edch situac\u00edch. Ka\u017ed\u00e1 z\u00e1kladn\u00ed gramotnost obsahuje charakteristiku. Ke ka\u017ed\u00e9 z\u00e1kladn\u00ed gramotnosti jsou p\u0159i\u0159azeny komponenty z\u00e1kladn\u00ed gramotnosti, kter\u00e9 obsahuj\u00ed projevy \u017e\u00e1k\u016f.<br><br>Z\u00e1kladn\u00ed gramotnost\u00ed jsou na \u00farovni 3., 5. a 9. ro\u010dn\u00edku popsan\u00e9 o\u010dek\u00e1van\u00fdmi v\u00fdsledky u\u010den\u00ed. Na \u00farovni 5. a 9. ro\u010dn\u00edku jsou propojen\u00e9 s o\u010dek\u00e1van\u00fdmi v\u00fdsledky u\u010den\u00ed vzd\u011bl\u00e1vac\u00edch obor\u016f. Na \u00farovni 3. ro\u010dn\u00edku provazby neexistuj\u00ed a \u0161koly rozpracov\u00e1vaj\u00ed tyto v\u00fdsledky u\u010den\u00ed a\u017e v \u0160VP. Z\u00e1kladn\u00ed gramotnosti neobsahuj\u00ed strategie u\u010ditel\u016f jako kl\u00ed\u010dov\u00e9 kompetence, ale vytv\u00e1\u0159ej\u00ed z\u0159ejm\u00fd prostor pro rozvoj v oblasti \u010dten\u00e1\u0159stv\u00ed, pisatelstv\u00ed a logicko-matematick\u00e9ho my\u0161len\u00ed v konkr\u00e9tn\u00edch u\u010debn\u00edch \u00faloh\u00e1ch<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu jsou u z\u00e1kladn\u00edch gramotnost\u00ed, podobn\u011b jako u kl\u00ed\u010dov\u00fdch kompetenc\u00ed, uveden\u00e9 slo\u017eky vzd\u011bl\u00e1v\u00e1n\u00ed: <strong>znalosti, dovednosti, hodnoty a postoje<\/strong> (hodnoty ur\u010duj\u00ed postoje, proto takov\u00e9 po\u0159ad\u00ed). V&nbsp;p\u0159\u00edpad\u011b \u017e\u00e1ka (jedince) je vhodn\u00e9 ke vzd\u011bl\u00e1vac\u00edm slo\u017ek\u00e1m pou\u017e\u00edvat tak\u00e9 pojem \u201e<strong>schopnosti<\/strong>\u201c (<em>capabilities<\/em>), p\u0159\u00edpadn\u011b <strong>kompetentnost<\/strong> (ve vztahu ke kompetenc\u00edm), kter\u00e9 sm\u011b\u0159uj\u00ed do autenti\u010dnosti, identity a ztoto\u017en\u011bn\u00ed, kdy \u017e\u00e1k \u201ezvnit\u0159\u0148uje\u201c (internalizuje) (Bruner, 1960, 1977, p. 36)&nbsp;(Vygotsky, 1978) v\u00fd\u0161e uveden\u00e9 slo\u017eky vzd\u011bl\u00e1v\u00e1n\u00ed. N\u011bkde jsou schopnosti v&nbsp;N\u00e1vrhu uv\u00e1d\u011bn\u00e9, av\u0161ak nejsou explicitn\u011b v\u00e1z\u00e1ny na uveden\u00e9 \u010dty\u0159i slo\u017eky vzd\u011bl\u00e1v\u00e1n\u00ed (kompetenc\u00ed). Jak bylo uvedeno v\u00fd\u0161e, \u0161et\u0159en\u00ed OECD PISA posiluje oblast hodnot a postoj\u016f v&nbsp;r\u00e1mci glob\u00e1ln\u00edch kompetenc\u00ed (&nbsp;(Ramos &amp; Schleicher, 2018).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;z\u00e1kladn\u00edch gramotnostech, kter\u00e9 jsou vedeny v&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV, chyb\u00ed jak\u00e9koli OVU z&nbsp;VO Geografie, VO Geografie m\u00e1 velmi komplexn\u00ed a v\u00fdrazn\u00fd hodnotov\u011b vzd\u011bl\u00e1vac\u00ed potenci\u00e1l, kter\u00fd nen\u00ed v t\u00e9to \u010d\u00e1sti N\u00e1vrh vyu\u017eit\u00fd.  Do z\u00e1kladn\u00edch gramotnost\u00ed navrhuji z&nbsp;geografie za\u0159adit nap\u0159\u00edklad vyu\u017e\u00edv\u00e1n\u00ed map (viz OVU <strong>GEO-GEO-001-ZV9-001<\/strong>), v sou\u010dasn\u00e9 dob\u011b z\u00e1kladn\u00ed znalost a dovednost. V&nbsp;<strong>logicko-matematick\u00e9<\/strong> <strong>gramotnosti<\/strong> jde o vyu\u017e\u00edv\u00e1n\u00ed, analyzov\u00e1n\u00ed, konstruov\u00e1n\u00ed map jednak v&nbsp;ur\u010dov\u00e1n\u00ed geografick\u00e9 polohy v&nbsp; \u201eNewtonovsko\/Descartovsk\u00e9m\u201c prostoru, a to v <strong>absolutn\u00edm prostoru<\/strong> (pou\u017e\u00edv\u00e1n\u00ed \u00fahl\u016f a vzd\u00e1lenost\u00ed v&nbsp;planet\u00e1rn\u00edch \u201egeometrick\u00fdch\u201c sou\u0159adnic\u00edch), a jednak ur\u010dov\u00e1n\u00ed polohy v&nbsp;<strong>relativn\u00edm prostoru<\/strong> (objekty na povrchu planety v&nbsp;poloze v\u016f\u010di sob\u011b navz\u00e1jem), nap\u0159. v&nbsp;modelu \u201eloka\u010dn\u00ed teorie\u201c Johanna Heinricha von Th\u00fcnena, kniha <em>The Isolated State<\/em> (1826) a jeho pokra\u010dovatel Alfred Weber s&nbsp;modelem um\u00edst\u011bn\u00ed pr\u016fmyslov\u00fdch z\u00e1vod\u016f publikovan\u00fd v&nbsp;knize <em>The theory of the location of Industries<\/em> (1909), postaven\u00e9m na dopravn\u00edch n\u00e1kladech, um\u00edst\u011bn\u00ed pracovn\u00ed s\u00edly a p\u016fsoben\u00ed aglomerac\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;\u201eMatematick\u00e9m uva\u017eov\u00e1n\u00ed\u201c v&nbsp;komponentn\u011b \u201esynt\u00e9za\u201c se objevuje nevhodn\u00e1 formulace c\u00edle s&nbsp;mod\u00e1ln\u00edm slovesem \u201edok\u00e1\u017ee\u201c:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em>\u2022 <strong>dok\u00e1\u017ee<\/strong> z jednotliv\u00fdch \u010d\u00e1st\u00ed usuzovat na celek, rozhodne o jeho vhodnosti na z\u00e1klad\u011b sv\u00e9 strategie, kterou <strong>dok\u00e1\u017ee<\/strong> jednozna\u010dn\u011b vyj\u00e1d\u0159it<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Spr\u00e1vn\u011b m\u00e1 b\u00fdt uvedeno, podobn\u011b jako u jin\u00fdch c\u00edl\u016f v&nbsp;t\u00e9to \u010d\u00e1sti N\u00e1vrhu, p\u0159\u00edmo \u010dinn\u00e9 sloveso, v&nbsp;tomto p\u0159\u00edpad\u011b: \u201e<strong><em><u>usuzuje<\/u><\/em><\/strong><em> z&nbsp;jednotliv\u00fdch \u010d\u00e1st\u00ed na celek \u2026\u201c <\/em>a v&nbsp;druh\u00e9 \u010d\u00e1st\u00ed <em>\u201e\u2026 kterou jednozna\u010dn\u011b <strong><u>vyj\u00e1d\u0159\u00ed<\/u><\/strong>\u201c. <\/em>Pro stanoven\u00ed \u00farovn\u011b je vhodn\u00e9 pou\u017e\u00edvat <strong>v&nbsp;jednom OVU pouze jedno \u010dinn\u00e9 sloveso<\/strong>. Tato formulace OV v&nbsp;sou\u010dasn\u00e9m RVP ZV je mimochodem kritizovan\u00e1 tak\u00e9 v&nbsp;Anal\u00fdze (Tup\u00fd, 2021).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">O nevyjasnosti \u201eoptim\u00e1ln\u00ed\u201c \u00farovn\u011b hodnocen\u00ed sv\u011bd\u010d\u00ed napa\u0159\u00edklad komponenta \u201epopis a formulace\u201c v&nbsp;matematick\u00e9 reflexi (logicko-matematick\u00e1 gramotnost), konkr\u00e9tn\u011b jeden projev \u017e\u00e1ka:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em><strong>pop\u00ed\u0161e<\/strong> kroky sv\u00e9ho postupu \u0159e\u0161en\u00ed matematick\u00e9 situace s vyu\u017eit\u00edm matematick\u00e9ho modelu na z\u00e1klad\u011b sv\u00e9 evidence<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Podle RBT, dimenze kognitivn\u00ed, pat\u0159\u00ed \u201eprojev &#8211; pop\u00ed\u0161e\u201c do ni\u017e\u0161\u00ed \u00farovn\u011b kognitivn\u00ed dimenze. Toto vol\u00e1 po p\u0159esn\u011bj\u0161\u00ed formulaci v&nbsp;r\u00e1mci uspo\u0159\u00e1d\u00e1n\u00ed pr\u00e1v\u011b kognitivn\u00ed dimenze.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;<strong>\u010dten\u00e1\u0159sk\u00e9 a pisatelsk\u00e9 gramotnosti<\/strong> ve vztahu ke vzd\u011bl\u00e1vac\u00ed oblasti \/ oboru Geografie jde u map o v\u00fdznamy a smysl, jinak \u0159e\u010deno reflexe prostoru jedincem <strong>(kognitivn\u00ed \u010di reflektivn\u00ed poloha<\/strong>). Jedinec (sd\u00edlen\u011b i jedinci) vyu\u017e\u00edv\u00e1 mapy, analyzuje v\u00fdznamy, texty a grafick\u00e9 symboly, hodnot\u00ed mapy, vytv\u00e1\u0159\u00ed a pou\u017e\u00edv\u00e1 sv\u00e9 vlastn\u00ed ment\u00e1ln\u00ed mapy. Z\u00e1kladem je kognitivn\u00ed poloha jedince v&nbsp;prostoru a jej\u00ed subjektivn\u00ed (individu\u00e1ln\u00ed i sd\u00edlen\u00e9 nebo tak\u00e9 subjektivn\u00ed \/ intersubjektivn\u00ed) ch\u00e1p\u00e1n\u00ed prostoru jedincem \/ jedinci, mluv\u00edme o prostorovosti. Tedy v&nbsp;duchu konstruktivistick\u00e9 \/ fenomenologick\u00e9 pedagogiky.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><a>Pr\u016f\u0159ezov\u00e1 t\u00e9mata (PT)<\/a><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV jsou uvedena t\u0159i pr\u016f\u0159ezov\u00e1 t\u00e9mata:<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li><em>P\u00e9\u010de o&nbsp;wellbeing&nbsp;<\/em><em><\/em><\/li><li><em>Spole\u010dnost pro&nbsp;v\u0161echny<\/em><em><\/em><\/li><li><em>Udr\u017eiteln\u00e9 prost\u0159ed\u00ed<\/em><em><\/em><\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Jinak \u0159e\u010deno, jde o blaho \/ pohodu <strong>jedince<\/strong>, <strong>spole\u010dnosti<\/strong> a o kvalitu (udr\u017eitelnost) <strong>prost\u0159ed\u00ed<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">D\u00e1le se v&nbsp;N\u00e1vrhu uv\u00e1d\u00ed:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em>V\u0161echny v\u00fdsledky u\u010den\u00ed pr\u016f\u0159ezov\u00fdch t\u00e9mat jsou sou\u010dasn\u011b prov\u00e1z\u00e1ny s kl\u00ed\u010dov\u00fdmi kompetencemi. K dosa\u017een\u00ed o\u010dek\u00e1van\u00fdch v\u00fdsledk\u016f u\u010den\u00ed jsou na \u00farovni metodick\u00e9 podpory zpracov\u00e1ny postupn\u00e9 kroky a u ka\u017ed\u00e9ho o\u010dek\u00e1van\u00e9ho v\u00fdsledku u\u010den\u00ed je uveden alespo\u0148 jeden ilustrativn\u00ed p\u0159\u00edklad d\u016fkazu o u\u010den\u00ed (zp\u016fsobu ov\u011b\u0159ov\u00e1n\u00ed<\/em>). <\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Prov\u00e1zanost je deklarovan\u00e1 s&nbsp;KK. Pro\u010d tak\u00e9 nen\u00ed prov\u00e1zanost se z\u00e1kladn\u00edmi gramotnostmi?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu se odkazuje na <strong>ilustrativn\u00ed p\u0159\u00edklady s&nbsp;metodickou podporou<\/strong>, s&nbsp;postupn\u00fdmi kroky a d\u016fkazy o u\u010den\u00ed (ov\u011b\u0159en\u00ed dosa\u017een\u00e9ho \/ dosa\u017een\u00fdch OVU), co\u017e je pro u\u010ditele velmi p\u0159\u00ednosn\u00e9. Tyto p\u0159\u00edklady jsem v\u0161ak v&nbsp;N\u00e1vrhu nikde nena\u0161el, tak\u017ee konkr\u00e9tn\u00ed podobu nemohu posoudit. Jen mohu pouk\u00e1zat na projekt, kter\u00fd garantoval N\u00e1rodn\u00ed pedagogick\u00fd \u00fastav a jedn\u00edm z v\u00fdstup\u016f byly \u201eMetodick\u00e9 koment\u00e1\u0159e a \u00falohy\u201c z&nbsp;geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed (Herink, 2016). T\u00fdkalo se to v\u0161ak v\u0161ech v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch p\u0159edm\u011bt\u016f v&nbsp;ZV. Nov\u011bj\u0161\u00ed ilustrativn\u00ed p\u0159\u00edklady z&nbsp;geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed poskytuj nap\u0159\u00edklad (\u0160imik, \u0160imlov\u00e1, Seberov\u00e1, &amp; G\u00f6belov\u00e1, 2023).<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><a>Shrnut\u00ed<\/a><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Deklarovan\u00fdm z\u00e1m\u011brem v&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV, kter\u00e1 se m\u00e1 po p\u0159ijet\u00ed implementovat do \u0160VP jednotliv\u00fdch \u0161kol, m\u00e1 b\u00fdt (vlastn\u00ed zv\u00fdrazn\u011bn\u00ed):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em>\u2022  <strong>stru\u010dnos<\/strong>t a<strong> konkr\u00e9tnost<\/strong> zpracov\u00e1n\u00ed \u0160VP, <strong>srozumitelnost <\/strong>pro u\u010ditele, z\u00e1konn\u00e9 z\u00e1stupce \u017e\u00e1k\u016f i dal\u0161\u00ed z\u00e1jemce o \u0160VP;<br>\u2022  <strong>zp\u016fsob rozpracov\u00e1n\u00ed<\/strong> o\u010dek\u00e1van\u00fdch v\u00fdsledk\u016f u\u010den\u00ed do \u0161koln\u00edch v\u00fdstup\u016f \u0160VP a specifikace vzd\u011bl\u00e1vac\u00edch strategi\u00ed <strong>podporuj\u00edc\u00edch pl\u00e1nov\u00e1n\u00ed konkr\u00e9tn\u00ed v\u00fduky <\/strong>a<strong> utv\u00e1\u0159en\u00ed kl\u00ed\u010dov\u00fdch kompetenc\u00ed<\/strong>;<br>\u2022  <strong>\u00farove\u0148 osvojen\u00ed o\u010dek\u00e1van\u00fdch v\u00fdsledk\u016f u\u010den\u00ed \u017e\u00e1k\u016f<\/strong> rozpracovan\u00fdch v \u0160VP dle o\u010dek\u00e1van\u00fdch v\u00fdsledk\u016f u\u010den\u00ed v RVP;<br>\u2022  napl\u0148ov\u00e1n\u00ed pravidel pro <strong>uplat\u0148ov\u00e1n\u00ed formativn\u00edho hodnocen\u00ed \u017e\u00e1k\u016f<\/strong>.<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto z\u00e1m\u011bru p\u0159ipom\u00edn\u00e1 tento N\u00e1vrh nap\u0159\u00edklad posun geografick\u00fdch americk\u00fdch geografick\u00fdch standard\u016f od 1. vyd\u00e1n\u00ed (Bednarz, et al., 1994) k&nbsp;2. vyd\u00e1n\u00ed (Downs, et al., 2012). Z\u00e1kladem u t\u011bchto americk\u00fdch standard\u016f byla (geograficky) <strong>gramotn\u00e1 osoba<\/strong> a <strong>srozumitelnost<\/strong> slovn\u011b vyj\u00e1d\u0159en\u00fdch standard\u016f, aby jim rozum\u011bli neaprobovan\u00ed u\u010ditel\u00e9 i laick\u00e1 ve\u0159ejnost, p\u0159edev\u0161\u00edm rodi\u010de \u017e\u00e1k\u016f. Americk\u00e1 zku\u0161enost v\u0161ak je, \u017ee i to m\u00e1 sv\u00e9 limity \u2013 odborn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed nen\u00ed tot\u00e9\u017e co \u201epravidla silni\u010dn\u00edho provozu\u201c, kter\u00e1 by m\u011bli zvl\u00e1dnout v\u0161ichni (av\u0161ak v\u0161ichni je nemus\u00ed zvl\u00e1dnout).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u010cesk\u00fd N\u00e1vrh Velk\u00e9 revize RVP ZV je <strong>postaven\u00fd na kompetenc\u00edch<\/strong>, kter\u00e9 vych\u00e1zej\u00ed z&nbsp;glob\u00e1ln\u00edch kompetenc\u00ed (nap\u0159\u00edklad Ramos &amp; Schleicher, 2018). Nen\u00ed zm\u00edn\u011bn, a asi ani nebyl br\u00e1n v&nbsp;\u00favahu, projekt EU, kter\u00fd je tak\u00e9 postaven\u00fd na kompetenc\u00edch, viz nap\u0159\u00edklad<em> COUNCIL RECOMMENDATION on key competences for lifelong learning (Text with EEA relevance<\/em>), 2018.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u010cesk\u00fd N\u00e1vrh Velk\u00e9 revize RVP ZV vych\u00e1z\u00ed z&nbsp;kl\u00ed\u010dov\u00fdch kompetenc\u00ed s&nbsp;uvozen\u00edm dv\u011bma Z\u00e1kladn\u00edmi gramotnostmi \u2013 logicko-matematickou, a \u010dten\u00e1\u0159skou a pisatelskou. V\u0161e je pak propojeno od o\u010dek\u00e1van\u00fdch v\u00fdsled\u016f u\u010den\u00ed (OVU) pro jednotliv\u00e9 vzd\u011bl\u00e1vac\u00ed oblasti a vzd\u011bl\u00e1vac\u00ed obory. OVU jsou stanoveny pro 5. ro\u010dn\u00edk a pro 9. ro\u010dn\u00edk. T\u00edm by m\u011bla b\u00fdt zaji\u0161t\u011bna \u201egradace\u201c OVU, ve smyslu \u201espir\u00e1lov\u011b\u201c uspo\u0159\u00e1dan\u00e9ho u\u010diva (viz nap\u0159\u00edklad Bruner, 1960, 1977), p\u0159\u00edpadn\u011b (Vygotsky, 1978).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro cel\u00fd N\u00e1vrh Velk\u00e9 revize RVP ZV je charakteristick\u00e1 \u201ezahled\u011bnost\u201c do znalost\u00ed \/ v\u011bdomost\u00ed a dovednost\u00ed, a neporozum\u011bn\u00ed \u010di nepochopen\u00ed \u010di neuchopitelnosti druh\u00e9 \u010d\u00e1sti kompetenc\u00ed a kompetentnosti, tj. hodnot a postoj\u016f. Dokl\u00e1d\u00e1 to vysv\u011btlen\u00ed pojmu \u201ekompetence\u201c z&nbsp;dokumentu M\u0160MT \u201c<em>Kompeten\u010dn\u00ed r\u00e1mec absolventa a absolventky u\u010ditelstv\u00ed<\/em>\u201d (Bo\u0159kovec, a dal\u0161\u00ed, 2023, v&nbsp;\u010d\u00e1sti nazvan\u00e9 \u201eVyu\u017e\u00edv\u00e1n\u00ed kompeten\u010dn\u00edch model\u016f \u2013 Pojem kompetence), kter\u00fd je ve shod\u011b s&nbsp;t\u00edmto N\u00e1vrhem Velk\u00e9 revize RVP ZV:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><\/p><cite><em>Obdobn\u011b tento p\u0159edkl\u00e1dan\u00fd dokument ch\u00e1pe profesn\u00ed kompetence absol\u00acventa a absolventky u\u010ditelstv\u00ed jako souhrn znalost\u00ed, dovednost\u00ed a postoj\u016f pot\u0159ebn\u00fdch pro \u00fasp\u011b\u0161n\u00e9 a efektivn\u00ed p\u016fsoben\u00ed na \u017e\u00e1ky \u010di \u017e\u00e1kyn\u011b a jejich u\u010den\u00ed v roli u\u010ditele \u010di u\u010ditelky. Podobn\u011b jako u jin\u00fdch model\u016f, kter\u00e9 usiluj\u00ed o popis kompetenc\u00ed, tak\u00e9 tento R\u00e1mec zahrnuje <strong>znalosti<\/strong> (zde zejm\u00e9na znalosti psychologie, pedagogiky, oborov\u00e9 didaktiky, oboru \u010di kurikula), <strong>dovednosti <\/strong>(pl\u00e1nov\u00e1n\u00ed, komunikace a interakce, vn\u00edm\u00e1n\u00ed a ovliv\u0148ov\u00e1n\u00ed soci\u00e1ln\u00edho klimatu, uplat\u0148ov\u00e1n\u00ed vyu\u010dovac\u00edch strategi\u00ed, vytv\u00e1\u0159en\u00ed vhodn\u00fdch p\u0159\u00edle\u017eitost\u00ed pro u\u010den\u00ed, \u0159\u00edzen\u00ed a podpora proces\u016f u\u010den\u00ed, diagnostika a hodnocen\u00ed \u017e\u00e1k\u016f, d\u00e1v\u00e1n\u00ed a p\u0159ij\u00edm\u00e1n\u00ed zp\u011btn\u00e9 vazby, spolupr\u00e1ce s kolegy a rodi\u010di, reflexe v\u00fduky a sebereflexe) a <strong>postoje<\/strong> (zde zejm\u00e9na postoje t\u00fdkaj\u00edc\u00ed se \u017e\u00e1k\u016f \u010di \u017e\u00e1ky\u0148 a jejich potenci\u00e1lu, <strong>hodnoty ka\u017ed\u00e9ho jednotlivce<\/strong>,<strong> hodnoty mezilidsk\u00fdch vztah\u016f<\/strong>, smyslu u\u010den\u00ed a rozvoje, smyslu vyu\u010dovan\u00e9ho oboru, ale tak\u00e9 postoje t\u00fdkaj\u00edc\u00ed se smyslu a u\u017eite\u010dnosti jednotliv\u00fdch kompetenc\u00ed \u010di strategi\u00ed pro u\u010den\u00ed \u017e\u00e1k\u016f a \u017e\u00e1ky\u0148; pro souhrn postoj\u016f &#8230;<\/em><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V\u0161imn\u011bme si op\u011bt, \u017ee jsou v&nbsp;z\u00e1kladn\u00ed definici pojmu kompetence vypu\u0161t\u011bny \u201ehodnoty\u201c. Zvl\u00e1\u0161tn\u00ed jsou formulace \u201e<strong>hodnota ka\u017ed\u00e9ho jednotlivce<\/strong>\u201c, \u201e<strong>hodnoty mezilidsk\u00fdch vztah\u016f<\/strong>\u201c jako by se jednalo o \u0159e\u010d poji\u0161\u0165ovac\u00edho agenta. I pojem \u201e<strong>jednotlivec<\/strong>\u201c evokuje \u010d\u00e1st celku a nikoli jedine\u010dnost \/ unik\u00e1tnost jedince. V&nbsp;p\u0159\u00edpad\u011b kulturn\u00ed kompetence je nutn\u00e9 mluvit o \u201ejedinci\u201c o jeho jedine\u010dnosti, unik\u00e1tnosti, identit\u011b, autenticit\u011b atd. Kompetence kulturn\u00edch hodnot je \u00fapln\u011b n\u011bco jin\u00e9ho ne\u017e se auto\u0159i v&nbsp;z\u00e1sadn\u00edm dokumentu o p\u0159\u00edprav\u011b k&nbsp;u\u010ditelsk\u00e9mu povol\u00e1n\u00ed sna\u017e\u00ed \u0159\u00edci. Po\u0159\u00e1d i v&nbsp;tomto dokumentu je p\u0159edstava u\u010ditele \/ u\u010ditelky, jak vede celou t\u0159\u00eddu, a jednotlivec (\u017e\u00e1k\/\u017e\u00e1kyn\u011b) je sou\u010d\u00e1st\u00ed celku, do kter\u00e9ho se lij\u00ed znalosti (fakta) a dovednosti (rozum\u011bj rutina) a c\u00edl\u00ed se \u201ena pr\u016fm\u011br\u201c.&nbsp; Pr\u00e1v\u011b tu \u010d\u00e1st N\u00e1vrhu RVP ZV, kter\u00e1 se t\u00fdk\u00e1 <strong>hodnot a postoj\u016f<\/strong> (tedy kompetenc\u00ed) je pot\u0159eba v&nbsp;uveden\u00e9m N\u00e1vrhu d\u016fkladn\u011b revidovat.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Do Z\u00e1kladn\u00edch gramotnost\u00ed, Kl\u00ed\u010dov\u00fdch kompetenc\u00ed a Pr\u016f\u0159ezov\u00fdch t\u00e9mat v&nbsp;N\u00e1vrhu Velk\u00e9 revize RVP ZV&nbsp; je zapot\u0159eb\u00ed v\u00edce zapojit vzd\u011bl\u00e1vac\u00ed oblast \/ vzd\u011bl\u00e1vac\u00ed obor Geografie. P\u0159\u00edkladem mezioborov\u00e9 u\u010debnice, ve kter\u00e9 je zastoupeno geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed, m\u016f\u017ee b\u00fdt u\u010debnice \u201e<em>Glob\u00e1ln\u00ed t\u00e9mata nap\u0159\u00ed\u010d p\u0159edm\u011bty<\/em>\u201c (Gajov\u00e1 &amp; Kraj\u010d\u00edrov\u00e1, 2023).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;N\u00e1vrhu nen\u00ed systematicky zahrnut vzd\u011bl\u00e1vac\u00ed koncept <strong>\u201em\u00edstn\u011b zakotven\u00e9ho u\u010den\u00ed<\/strong>\u201c, na kter\u00fd explicitn\u011b odkazuj\u00ed auto\u0159i VO Kultura a um\u011bn\u00ed, av\u0161ak nen\u00ed zm\u00edn\u011bn ve VO Geografie. V&nbsp;\u010cesku jako prvn\u00ed tento koncept vyu\u017eili auto\u0159i pr\u016f\u0159ezov\u00e9 Environment\u00e1ln\u00ed v\u00fdchovy (Broukalov\u00e1, a dal\u0161\u00ed, prosinec 2011)&nbsp;(\u010cin\u010dera, Jan\u010da\u0159\u00edkov\u00e1, Kindlmannov\u00e1, \u0160imonov\u00e1, &amp; Volfov\u00e1, 2011)&nbsp;(\u010cin\u010dera, a dal\u0161\u00ed, 2019). \u010ce\u0161t\u00ed auto\u0159i environment\u00e1ln\u00ed  koncepce m\u00edsta pracuj\u00ed s&nbsp;m\u00edstem tak, \u017ee m\u00edsto slou\u017e\u00ed jako jak\u00fdsi rezervo\u00e1r (<em>pool<\/em>), do kter\u00e9ho se odkl\u00e1d\u00e1 v\u0161e, co nejde zahrnout pod znalosti a dovednosti. Do kategorie m\u00edsto tak uveden\u00ed environmentalist\u00e9 um\u00eds\u0165uj\u00ed v\u0161e, so m\u00e1 spojitost s&nbsp;hodnotami a postoji. Humanistick\u00fd p\u0159\u00edstup ke konceptu m\u00edsta prezentuj\u00ed nap\u0159\u00edklad (Smith, 2002)&nbsp;(Sobel, 2004, 2005) nebo (Yemini, Engel, &amp; Simon, 2023).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Geografie m\u00e1 komplexn\u00ed charakter a vzd\u011bl\u00e1vac\u00ed potenci\u00e1l v&nbsp;prostorov\u00e9m ch\u00e1p\u00e1n\u00ed reality, ale tak\u00e9 u ka\u017ed\u00e9ho jedince v&nbsp;ment\u00e1ln\u00ed kvalit\u011b prostoru (prostorovosti), jako je nap\u0159\u00edklad imaginace \u010di fantazie prostorov\u00e9ho uspo\u0159\u00e1d\u00e1n\u00ed. O tom ji\u017e psal odborn\u00edk na zem\u011bpis (Harapat, 1907) p\u0159ed v\u00edce jak 100 lety. U\u017e by bylo pot\u0159eba toto vz\u00edt v&nbsp;\u00favahu! Pokud odborn\u00edk \u2013 ne-geograf nap\u00ed\u0161e: \u201e<em>Vzd\u011bl\u00e1vac\u00ed oblast Geografie je jedin\u00e1, kde v\u011bt\u0161in\u011b textu nerozum\u00edm. RVP by m\u011blo b\u00fdt ps\u00e1no tak, aby ho pochopil norm\u00e1ln\u00ed u\u010ditel. P\u0159ipad\u00e1 mi to trochu jako exhibice<\/em>.\u201c, pak se jako odborn\u00edk na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed ve vztahu k&nbsp;citaci pt\u00e1m: Kdo je norm\u00e1ln\u00ed a kdo nenorm\u00e1ln\u00ed u\u010ditel? Kdo ur\u010duje a podle \u010deho, kdo je norm\u00e1ln\u00ed u\u010ditel? Nen\u00ed pr\u00e1v\u011b takov\u00e9 prohl\u00e1\u0161en\u00ed odborn\u00edka ne-geografa takovou jeho exhibic\u00ed?<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><a>Pou\u017eit\u00e1 literatura<\/a><\/h3>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Anderson, L. W., &amp; Krathwohl, D. R. (2001)<\/strong>. A Taxonomy for Learning, Teaching and Assessing (Abridged Edition ed.). New York: Addison Wesley Longman, Inc.<\/li><li><strong>Bednarz, S. W., Bettis, N. C., Boehm, R. G., de Souza, A. R., Downs, R. M., Marran, J. F., . . . Slater, C. L. (1994)<\/strong>. Geography for Life. National Geography Standards 1994 (1st ed.). Washington D.C., USA: National Geographic Research &amp; Exploration.<\/li><li><strong>Bo\u0159kovec, M., Beran, V., Klinka, T., Kratochv\u00edlov\u00e1, J., Lo\u0148kov\u00e1, P., Pavlas, T., . . . Vrabcov\u00e1, D. (\u0159\u00edjen 2023<\/strong>). Kompeten\u010dn\u00ed n\u00e1mec absolventa a absolventky u\u010ditelstv\u00ed, Spole\u010dn\u00e9 profesn\u00ed kompetence. (M. Bo\u0159kovec, Editor) Z\u00edsk\u00e1no 19. duben 2024, z MInistersto \u0161kolstv\u00ed a t\u011blov\u00fdchovy: www.msmt.cz<\/li><li><strong>Broukalov\u00e1, L. B., \u010cin\u010dera, J., Dani\u0161, P., Ka\u017emierski, T., Kulich, J., Lupa\u010d, M., . . . Nov\u00e1k, M. (prosinec 2011)<\/strong>. C\u00edle a indik\u00e1tory pro environment\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed\u00cd, v\u00fdchovu a osv\u011btu v \u010cesk\u00e9 republice. Ministerstvo \u017eivotn\u00edho prost\u0159ed\u00ed. Praha: Ministerstvo \u017eivotn\u00edho prost\u0159ed\u00ed. Z\u00edsk\u00e1no 9. leden 2014, z https:\/\/www.mzp.cz\/cz\/cile_indikatory_evvo_dokument<\/li><li><strong>Bruner, J. (1960, 1977<\/strong>). The Process of Education. A Landmark in Educational Theory (Twenty-seventh printing, 2003 ed.). Harvard University Press.<\/li><li><strong>(2018). COUNCIL RECOMMENDATION<\/strong> on key competences for lifelong learning (Text with EEA relevance). THE COUNCIL OF THE EUROPEAN UNION. Brussels: Official Journal of the European Union. Retrieved December 20, 2018, from https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/PDF\/?uri=CELEX:32018H0604(01)&amp;rid=7<\/li><li><strong>\u010cin\u010dera, J., Jan\u010da\u0159\u00edkov\u00e1, K., Kindlmannov\u00e1, J., \u0160imonov\u00e1, P., &amp; Volfov\u00e1, A. (2011<\/strong>). Doporu\u010den\u00e9 o\u010dek\u00e1van\u00e9 v\u00fdstupy. Environment\u00e1ln\u00ed v\u00fdchova v z\u00e1kladn\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed. Praha: V\u00daP. Z\u00edsk\u00e1no 15. \u010dervenec 2019, z https:\/\/digifolio.rvp.cz\/artefact\/file\/download.php?file=29297&amp;view=4001<\/li><li>\u010cin\u010dera, J., \u0160tindl, P., B\u00edlek, M., Kr\u00e1l\u00ed\u010dek, I., Loudov\u00e1, I., Machkov\u00e1, V., . . . V\u00edzek, L. (2019). Interdisciplin\u00e1rn\u00ed p\u0159\u00edstup. Metodick\u00fd text pro studenty u\u010ditelstv\u00ed. Hradec Kr\u00e1lov\u00e9: Gaudeamus, nakladatelstv\u00ed Univerzity Hradec Kr\u00e1lov\u00e9,. Z\u00edsk\u00e1no 14. prosinec 2019, z https:\/\/www.lipka.cz\/soubory\/interdisciplinarni_pristup_metodicka-prirucka_final&#8211;f11958.pdf<\/li><li><strong>Doran, G. T. (1981, November<\/strong>). There&#8217;s a S.M.A.R.T. way to write management&#8217;s goals and objectives. Management Review, 70(11), 35-36. Retrieved from https:\/\/community.mis.temple.edu\/mis0855002fall2015\/files\/2015\/10\/S.M.A.R.T-Way-Management-Review.pdf; 5.5.2019)<\/li><li><strong>Downs, R. M., Bednarz, S. W., Bock, J. K., Fitzpatrick, C., Gray, P. T., Heffron, S. G., . . . Stoltman, J. P. (2012<\/strong>). Geography for Life: National Geography Standards. Washington D.C.: National Council for Geographic Education.<\/li><li><strong>Drew, C. (2020, March 3)<\/strong>. What is Finland&#8217;s Phenomenon-based Learning approach? Retrieved April 26, 2024, from teachermagazine.com: https:\/\/www.teachermagazine.com\/au_en\/articles\/what-is-finlands-phenomenon-based-learning-approach<\/li><li><strong>Gajov\u00e1, P., &amp; Kraj\u010d\u00edrov\u00e1, J. (2023)<\/strong>. Glob\u00e1ln\u00ed t\u00e9mata nap\u0159\u00ed\u010d p\u0159edm\u011bty. Metodick\u00e1 p\u0159\u00edru\u010dka pro u\u010ditele 2. stupn\u011b Z\u0160. Olomouc: ARPOK o.s.p. Z\u00edsk\u00e1no 22. duben 2024, z https:\/\/eshop.arpok.cz\/wp-content\/uploads\/2023\/10\/Globalni-temata-napric-predmety-2023_WEB_nahled.pdf<\/li><li><strong>Harapat, J. (1907<\/strong>). Rozpravy zem\u011bpisn\u00e9. Hled\u011b zvl\u00e1\u0161t\u011b k c\u00edli a \u00fa\u010delu, k obsahu i rozsahu, k osnov\u00e1m, method\u00e1m a pom\u016fck\u00e1m, jako\u017e i k historick\u00e9mu v\u00fdvoji v\u011bdy a u\u010dby zem\u011bpisn\u00e9. (Sv. D\u00edl I.). Praha: N\u00e1kladem &#8222;D\u011bdictv\u00ed Komensk\u00e9ho&#8220;, tiskem Ladislava Grunda.<\/li><li><strong>Herink, J. (Editor). (2016)<\/strong>. Metodick\u00e9 koment\u00e1\u0159e a \u00falohy ke Standard\u016fm ZV \u2013 Zem\u011bpis. 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<\/li><li><strong>Piaget, J., &amp; Inhelder, B. (1948 [1956])<\/strong>. <em>The Child&#8217;s Conception of Space.<\/em> (F. J. Langdon, &amp; J. L. Lunzer, Trans.) New York: W. W. Norton &amp; Company, Inc.<\/li><li><strong>Piaget, J., &amp; Inhelderov\u00e1, B. (1997<\/strong>). Psychologie d\u00edt\u011bte. (E. Vysko\u010d\u00edlov\u00e1, P\u0159ekl.) Praha: Port\u00e1l, s. r. o.<\/li><li><strong>R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>. <strong>N\u00e1vrh RVP<\/strong> k ve\u0159ejn\u00e9 konzultaci \u2013 export z IS RVP k <strong>28. 3. 2024<\/strong>. Praha: M\u0160MT, NPI \u010cR. Z\u00edsk\u00e1no 29. duben 2024, z https:\/\/revize.rvp.cz\/files\/2024-03-28-rvp-zv-textova-podoba-vczduvodneni.pdf<\/li><li><strong>Ramos, G., &amp; Schleicher, A. (2018)<\/strong>. Preparing Our Youth for an Inclusive and Sustainabel World. The OECD PISA global competence framework. Paris: OECD. Retrieved April 26, 2024, from https:\/\/www.oecd.org\/education\/Global-competency-for-an-inclusive-world.pdf<\/li><li><strong>Reichenbach, H. (1951)<\/strong>. The Rise of Scientific Philosophy. Los Angeles: University of California Press.<\/li><li><strong>Revize r\u00e1mcov\u00fdch vzd\u011bl\u00e1vac\u00edch program\u016f.<\/strong> (2. duben <strong>2024<\/strong>). (M\u0160MT, Producent, &amp; N\u00e1rodn\u00ed pedagogick\u00fd institut \u010cR) Z\u00edsk\u00e1no 5. duben 2024, z R\u00e1mcov\u00e9 vzd\u011bl\u00e1vac\u00ed programy: https:\/\/prohlednout.rvp.cz\/<\/li><li><strong>Richardson, V. (2003, December)<\/strong>. Constructivist Pedagogy. Teachers College Record, 105(9), pp. 1623-1640. Retrieved February 15, 2018, from http:\/\/www.users.miamioh.edu\/shorec\/685\/readingpdf\/constructivist%20pedagogy.pdf<\/li><li><strong>Smith, G. A. (2002, April)<\/strong>. Place-based education: learning to be where we are. Phi Delta Kappan, 83(8), pp. 584-594. Retrieved May 3, 2023, from https:\/\/www.researchgate.net\/requests\/attachment\/112648556<\/li><li><strong>Sobel, D. (2004, 2005)<\/strong>. Place-Based Education. Connecting Classrooms and Communities (2 ed., Vol. Orion&#8217;s Nature Literacy Series). Great Barrington: The Orion Society.<\/li><li><strong>\u0160imik, O., \u0160imlov\u00e1, \u017d., Seberov\u00e1, A., &amp; G\u00f6belov\u00e1, T. (2023<\/strong>). Gradovan\u00e9 \u00falohy v geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed na z\u00e1kladn\u00ed \u0161kole. prosinec: Ostravk\u00e1 univerzita, Pedagogick\u00e1 fakulta. Z\u00edsk\u00e1no 15. kv\u011bten 2024, z https:\/\/www.researchgate.net\/profile\/Ondrej-Simik\/publication\/378401729_Gradovane_ulohy_v_geografickem_vzdelavani_na_zakladni_skole\/links\/65d84b1dadc608480ae04af2\/Gradovane-ulohy-v-geografickem-vzdelavani-na-zakladni-skole.pdf<\/li><li><strong>Tup\u00fd, J. (prosinec 2021).<\/strong> Anal\u00fdza \u0161koln\u00edch vzd\u011bl\u00e1vac\u00edch program\u016f pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed. Podkladov\u00e1 studie pro pot\u0159eby revize RVP ZV. 73. Praha: N\u00e1rodn\u00ed pedagogick\u00fd institut \u010cR. Z\u00edsk\u00e1no 17. duben 2024, z https:\/\/www.npi.cz\/images\/revize\/NPI_Analyza_SVP_2022.pdf<\/li><li><strong>van Manen, M. (1982, Autumn)<\/strong>. Phenomenological Pedagogy. Curriculum Inquiry, 12(3), pp. 283-29. Retrieved April 13, 2024, from https:\/\/www.jstor.org\/stable\/1179525<\/li><li><strong>V\u00daP. (2007)<\/strong>. R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed. Praha: V\u00fdzkumn\u00fd \u00fastav pedagogick\u00fd.<\/li><li><strong>Vygotsky, L. S. (1978)<\/strong>. Mind in Society. The Development of Higher Psychological Processes. President and Fellows of Harvard College.<\/li><li><strong>Yemini, M., Engel, L., &amp; Simon, A. B. (2023, January 30<\/strong>). Place-based education\u2013a systematic review of literature. doi:10.1080\/00131911.2023.2177260<\/li><li><strong>Zad\u00e1n\u00ed pro NPI \u010cR. Revize R\u00e1mcov\u00e9ho vzd\u011bl\u00e1vac\u00edho programu pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed. <\/strong>(leden 2023). Z\u00edsk\u00e1no 18. duben 2024, z velk\u00e9 revize RVP ZV: https:\/\/velke-revize-zv.rvp.cz\/files\/iii-zadani-pro-npi-230131-final.pdf<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n","protected":false},"excerpt":{"rendered":"<p>Prvotn\u00ed anal\u00fdza dokumentu N\u00e1vrhu Velk\u00e9 revize RVP ZV z 2. dubna 2024, kter\u00e9 se t\u00fdkaj\u00ed obecn\u00e9 \u010d\u00e1sti, kterou autor textu p\u0159edkl\u00e1d\u00e1 u\u010ditelsk\u00e9 ve\u0159ejnosti.<\/p>\n","protected":false},"author":1425,"featured_media":1732,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4632],"tags":[4630,4643],"class_list":["post-1731","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-revize-rvp","tag-kurikulum","tag-revize-rvp-zv"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1731","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=1731"}],"version-history":[{"count":33,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1731\/revisions"}],"predecessor-version":[{"id":1805,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1731\/revisions\/1805"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media\/1732"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1731"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1731"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1731"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}