{"id":1890,"date":"2026-07-05T06:41:20","date_gmt":"2026-07-05T04:41:20","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1890"},"modified":"2026-07-05T06:46:18","modified_gmt":"2026-07-05T04:46:18","slug":"geograficke-znalosti-v-cesku-po-roce-1989","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2026\/07\/05\/geograficke-znalosti-v-cesku-po-roce-1989\/","title":{"rendered":"Geografick\u00e9 znalosti v \u010cesku po roce 1989. Srovn\u00e1vac\u00ed studie"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Po Sametov\u00e9 revoluci v\u00a0\u010ceskoslovensku si mnoho \u010desk\u00fdch u\u010ditel\u016f uv\u011bdomovalo, \u017ee je pot\u0159eba u\u010dit geografick\u00e9 znalosti tak, aby jim \u017e\u00e1ci rozum\u011bli a ne aby si je jen zapamatovali. V\u00a090. letech se u maturitn\u00edch zkou\u0161ek v\u00a0\u010cesku objevovaly dv\u011b tendence \u2013 d\u016fraz na zapamatov\u00e1n\u00ed fakt\u016f a dat a vysv\u011btlov\u00e1n\u00ed na z\u00e1klad\u011b nau\u010den\u00fdch znalost\u00ed spolu s\u00a0kritick\u00fdm my\u0161len\u00edm, tedy ne jen CO a KDE, ale d\u016fraz na PRO\u010c tomu tak je. V\u00a0podstat\u011b \u0161lo o st\u0159et \u201eencyklopedist\u016f\u201c s\u00a0podporovateli konstruktivn\u00edho kritick\u00e9ho \u00a0my\u0161len\u00ed (\u201ekonstruktivisty\u201c). V\u00a0zem\u011bpisu z\u016fstaly obecn\u011b odborn\u00e9 \u010d\u00e1sti geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed (obsah), kter\u00e9 se d\u00e1le prohlubovaly.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Text o geogreafick\u00fdch znalostech a geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00e1 p\u0159ed rokem 1989 je distupn\u00fd<a href=\"https:\/\/blogy.rvp.cz\/educator\/2026\/06\/27\/geograficke-znalosti-v-cesku-v-70-a-80-letech\/\"> ZDE<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">\u00davod<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Na konci 20. stolet\u00ed st\u00e1lo \u010desk\u00e9 geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed na k\u0159i\u017eovatce (v\u00edce viz V\u00e1vra, \u010cesk\u00e1 republika: Geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed na k\u0159i\u017eovatce. Na jak\u00e9?, 2009). V&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed to byla pozice jak se vymanit s&nbsp;dosud pam\u011btn\u00edho memorov\u00e1n\u00ed a jak nalo\u017eit s&nbsp;dosud nepou\u017e\u00edv\u00e1n\u00edm geografick\u00fdch model\u016f a syst\u00e9m\u016f, v&nbsp;p\u0159\u00edprav\u011b u\u010ditel\u016f jak zm\u011bnit koncepci a n\u00e1pl\u0148 u\u010ditelsk\u00e9ho studia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Doktorsk\u00e9 studium zam\u011b\u0159en\u00e9 na vzd\u011blavatele budouc\u00edch u\u010ditel\u016f zem\u011bpisu dosud neexistovalo. Nahrazovaly dva studijn\u00ed sm\u011bry \u2013 odborn\u011b zam\u011b\u0159en\u00fd na P\u0159F UK a pedagogicky zam\u011b\u0159en\u00fd na PedF MUNI.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Geografick\u00e9 modely a syst\u00e9my<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Po roce 1989 se st\u00e1le dr\u017eelo encyklopedick\u00e9 u\u010den\u00ed fakt\u016f a jako st\u00edn se tak\u00e9 dr\u017eely v&nbsp;\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed prostorov\u00e9 modely a syst\u00e9my. Podle britsk\u00fdch autor\u016f (<em>The Teaching of Ideas in Geograp<\/em>hy., 1978) je pojem \u201e<strong>model<\/strong>\u201c&nbsp; ch\u00e1pan\u00fd jako <strong>zjednodu\u0161en\u00e1 reprezentace reality<\/strong>, pokus o ilustraci struktury, kterou spojuj\u00ed prostorov\u00e9 vztahy&nbsp; v konkr\u00e9tn\u00edm kontextu. Modely jako takov\u00e9 neodhaluj\u00ed v\u0161echny situace v detailu, ale zam\u011b\u0159uj\u00ed se na ty aspekty, kter\u00e9 jsou nejv\u00fdznamn\u011bj\u0161\u00ed. Zahrnuj\u00ed ur\u010dit\u00fd stupe\u0148 abstrakce, proto\u017ee podle autor\u016f pouze vynech\u00e1n\u00edm n\u011bkter\u00fdch detail\u016f jsme schopni identifikovat v\u00fdznamn\u00e9 vzorce (angl. <em>pattern<\/em>), a tak porozum\u011bt slo\u017eitosti skute\u010dn\u00e9ho (re\u00e1ln\u00e9ho) sv\u011bta.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Waugh (1995, p. 328) upozor\u0148uje na <strong>dv\u011b krajn\u00ed polohy modelu<\/strong>, kter\u00fd vysv\u011btluje realitu:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>model, kter\u00fd <strong><u>jednodu\u0161e<\/u><\/strong> vysv\u011btluje realitu, ale je <strong>p\u0159\u00edli\u0161 generalizovan\u00fd<\/strong> a t\u00edm i <strong>vzd\u00e1len\u00fd realit\u011b<\/strong>;<\/li><li>model, kter\u00fd <strong><u>p\u0159\u00edli\u0161 slo\u017eit\u011b <\/u><\/strong>vysv\u011btluje realitu.&nbsp; Je <strong>slo\u017eit\u00fd jako realita sama<\/strong>, a tedy <strong>obt\u00ed\u017en\u011b pochopiteln\u00fd, uchopiteln\u00fd<\/strong>.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed se objevoval na gymn\u00e1zi\u00edch <strong>p\u0159\u00edli\u0161 jednoduch\u00fd generalizovan\u00fd model<\/strong>, nap\u0159\u00edklad vztah rostlinn\u00fdch p\u00e1sem a v\u00fd\u0161kov\u00fdch stup\u0148\u016f na Zemi. Na opa\u010dn\u00e9 stran\u011b se v \u010desk\u00e9m univerzitn\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed objevoval p\u0159\u00edli\u0161 <strong>slo\u017eit\u00fd generalizovan\u00fd model<\/strong>, nap\u0159\u00edklad v&nbsp;regionalizaci a v&nbsp;regionaliza\u010dn\u00edch procesech (Hampl, Gardavsk\u00fd, &amp; K\u00fchnl, 1987; Hampl &amp; al, G<em>eography of Societal Transformation in the Czech Republic, <\/em>1999). Ve zjednodu\u0161en\u00e9 form\u011b se regionalizace vyu\u010dovala nap\u0159\u00edklad v zam\u011b\u0159en\u00ed na hierarchii s\u00eddel.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;\u010ceskoslovensku na \u010dty\u0159let\u00fdch gymn\u00e1zi\u00edch se je\u0161t\u011b p\u0159ed rokem 1989 objevuje uspo\u0159\u00e1d\u00e1n\u00ed geografick\u00fdch znalost\u00ed do syst\u00e9m\u016f, tak jak byly prezentov\u00e1ny v&nbsp;<em>Mezin\u00e1rodn\u00ed chart\u011b geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed (Haubrich, 1994)<\/em>. V&nbsp;\u010d\u00e1sti \u201eObsah a koncepty\u201c <em>Mezin\u00e1rodn\u00ed charty<\/em> se odkazuje&nbsp; na t\u0159i syst\u00e9my: <strong>p\u0159\u00edrodn\u00ed syst\u00e9my<\/strong>, <strong>hum\u00e1nn\u00ed syst\u00e9my<\/strong>&nbsp; a <strong>ekosyst\u00e9my<\/strong>. Ka\u017ed\u00fd z&nbsp;uveden\u00fdch syst\u00e9m\u016f zahrnuje odli\u0161n\u00e9 syst\u00e9mov\u00e9 uspo\u0159\u00e1d\u00e1n\u00ed s&nbsp;vlastn\u00edmi a charakteristick\u00fdmi procesy. V&nbsp;\u010desk\u00e9m vzd\u011bl\u00e1vac\u00edm prost\u0159ed\u00ed se v geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed a\u017e dosud uplat\u0148uj\u00ed p\u0159\u00edrodn\u00ed a hum\u00e1nn\u00ed syst\u00e9my, odr\u00e1\u017eej\u00ed \u010dlen\u011bn\u00ed v\u011bdeck\u00e9ho pozn\u00e1n\u00ed z v\u011bdeck\u00fdch geografick\u00fdch obor\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ekosyst\u00e9my s&nbsp;propojen\u00edm \u201eprost\u0159ed\u00ed a spole\u010dnost\u201c se v&nbsp;\u010ceskoslovensku \/ \u010cesku postupn\u011b uplat\u0148ovaly od 80. let, podobn\u011b jako v&nbsp;USA. &nbsp;V&nbsp;posledn\u00ed dob\u011b je to nap\u0159\u00edklad v&nbsp;Environment\u00e1ln\u00ed v\u00fdchov\u011b (\u010cin\u010dera, Jan\u010da\u0159\u00edkov\u00e1, Kindlmannov\u00e1, \u0160imonov\u00e1, &amp; Volfov\u00e1, 2011), kter\u00e1&nbsp; je postaven\u00e1 na p\u0159\u00edrodov\u011bdn\u00fdch znalostech, kter\u00e9 maj\u00ed deterministick\u00fd charakter. V&nbsp;posledn\u00ed dob\u011b se za\u010d\u00ednaj\u00ed v&nbsp;environment\u00e1ln\u00ed v\u00fdchov\u011b v\u00edce zd\u016fraz\u0148ovat hodnoty a postoje jedince (\u010dlov\u011bka) &nbsp;k&nbsp;prost\u0159ed\u00ed a v prost\u0159ed\u00ed, ke kter\u00fdmu by \u017e\u00e1ci m\u011bly b\u00fdt \u0161kolou vedeni na z\u00e1klad\u011b r\u016fzn\u00fdch&nbsp; n\u00e1zor\u016f a respektu k&nbsp;t\u011bmto r\u016fzn\u00fdm n\u00e1zor\u016fm, a z\u00edsk\u00e1v\u00e1n\u00ed osobn\u00ed zku\u0161enosti skrze z\u00e1\u017eitky na konkr\u00e9tn\u00edch m\u00edstech. M\u00edsto je v\u0161ak v&nbsp;tomto pojet\u00ed Environment\u00e1ln\u00ed v\u00fdchovy &nbsp;ch\u00e1pan\u00e9 jako \u201ekontejner\u201c hodnot a postoj\u016f ve vztahu k&nbsp;prost\u0159ed\u00ed. Filosofick\u00fd koncept m\u00edsta jako kontejneru viz nap\u0159\u00edklad Casey (1997).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro srovn\u00e1n\u00ed a lep\u0161\u00ed pochopen\u00ed model\u016f v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed (mo\u017en\u00e1 i t\u00e9mat) je mo\u017en\u00e9 srovn\u00e1n\u00ed vybran\u00fdch t\u00e9mat u Waugha (1995) a model\u016f (t\u00e9mat) u Sobotov\u00e9 &amp; Soboty (1996).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tabulka 1<\/strong> Vybran\u00e9 modely ve t\u0159ech t\u00e9matech uveden\u00e9 in: Waugh 1995, str. 328 <strong>(tu\u010dn\u00e9 p\u00edsmo<\/strong> ozna\u010duje, \u017ee model <strong>NEN\u00cd<\/strong> v \u010desk\u00e9 pom\u016fcce Sobotov\u00e1 a Sobota, 1996, je jen ve Waugh 1995)<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>T\u00c9MA: Fyzick\u00e9 (morfologick\u00e9 tvary)<\/strong><\/td><td><strong>T\u00c9MA: Klima, p\u016fdy a vegetace<\/strong><\/td><td><strong>T\u00c9MA: Hum\u00e1nn\u00ed a ekonomick\u00e9<\/strong><\/td><\/tr><tr><td><strong>Profil pl\u00e1\u017ee<\/strong><strong><\/strong><\/td><td>V\u0161eobecn\u00e1 cirkulace atmosf\u00e9ry<\/td><td><strong>M\u011bsta (model Burgess<\/strong>)<\/td><\/tr><tr><td><strong>Svah<\/strong><strong><\/strong><\/td><td><strong>Tepeln\u00e1 rovnov\u00e1ha (bilance)<\/strong><\/td><td><strong>Land use (model von Th\u00fcnen)<\/strong><strong><\/strong><\/td><\/tr><tr><td><strong>Vznik karu<\/strong><strong><\/strong><\/td><td>\u0160\u00ed\u0159en\u00ed vegetace<\/td><td>Lokalizace pr\u016fmyslu (model Weber) <em>nem\u00e1 jm\u00e9no<\/em><\/td><\/tr><tr><td><strong>Geomorfologick\u00fd syst\u00e9m, povod\u00ed, r\u016fst a \u00fabytek ledovce<\/strong><strong><\/strong><\/td><td><strong>Kat\u00e9na<\/strong><\/td><td>Teorie centr\u00e1ln\u00edch m\u00edst (model Christaller) <em>nem\u00e1 jm\u00e9no autora<\/em><\/td><\/tr><tr><td>&nbsp;<\/td><td><strong>Sn\u00ed\u017eenina<\/strong><\/td><td><strong>Gravita\u010dn\u00ed modely (Reillyho model)<\/strong><strong><\/strong><\/td><\/tr><tr><td>&nbsp;<\/td><td>Biom<\/td><td>Demografick\u00fd p\u0159echod<\/td><\/tr><tr><td>&nbsp;<\/td><td><strong>P\u016fdn\u00ed profil (podzol)<\/strong><strong><\/strong><\/td><td><strong>Ekonomick\u00fd r\u016fst (Rostow)<\/strong><strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj:<\/strong> vlastn\u00ed, vytvo\u0159en\u00fd p\u0159\u00edklad na z\u00e1klad\u011b Waugh, 1995; Sobotov\u00e1 &amp; Sobota, 1996<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pokud jde o p\u0159\u00edstup v&nbsp;\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed zalo\u017een\u00fd na syst\u00e9mech, do 90. let doch\u00e1zelo v&nbsp;\u010desk\u00fdch \u0161kol\u00e1ch&nbsp;k posunu sm\u011brem k&nbsp;t\u00e9mat\u016fm a z\u016fst\u00e1vali <strong>dva syst\u00e9my \u2013 p\u0159\u00edrodn\u00ed (fyzick\u00e1 geografie)<\/strong> a<strong> hum\u00e1nn\u00ed (hum\u00e1nn\u00ed,<\/strong> d\u0159\u00edve socioekonomick\u00e1<strong> geografie)<\/strong>. V&nbsp;souvislosti s&nbsp;glob\u00e1ln\u00edmi krizemi (klimatick\u00e1, energetick\u00e1, migra\u010dn\u00ed a dal.) se do pop\u0159ed\u00ed dost\u00e1val i syst\u00e9m environment\u00e1ln\u00ed, kter\u00fd se uplat\u0148oval v&nbsp;pr\u016f\u0159ezov\u00fdch t\u00e9matech nebo v&nbsp;Environment\u00e1ln\u00ed v\u00fdchov\u011b. Nadto v&nbsp;\u010desk\u00e9m zem\u011bpisu z\u016fst\u00e1val v\u00fdrazn\u00fd pod\u00edl region\u00e1ln\u00edho zem\u011bpisu, u kter\u00e9ho p\u0159etrv\u00e1val popisn\u00fd charakter a arbitr\u00e1rn\u011b dan\u00fd soubor dat, kter\u00e9 se \u017e\u00e1ci m\u011bli u\u010dit zpam\u011bti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;90. a nult\u00fdch letech z\u016fstalo v&nbsp;\u010desk\u00e9m zem\u011bpisu t\u00e9ma \u201e<strong>rasy, etnika, n\u00e1rody, jazyky a n\u00e1bo\u017eenstv\u00ed na Zemi<\/strong>\u201c. Autor tohoto textu z&nbsp;hospitac\u00ed na \u010desk\u00fdch \u0161kol\u00e1ch zji\u0161\u0165oval, \u017ee t\u00e9ma \u201ebiologick\u00e9 znaky ras\u201c bylo \u010desk\u00fdmi u\u010diteli ve v\u00fduce v\u017edy prob\u00edran\u00e9. Jeden z&nbsp;u\u010ditel\u016f autorovy textu popsal svou \u201en\u00e1zornou\u201c&nbsp; metodu. K&nbsp;tabuli vyvolal studentku kub\u00e1nsk\u00e9ho p\u016fvodu a n\u00e1zorn\u011b na ni ostatn\u00edm ukazoval odli\u0161n\u00e9 biologick\u00e9 znaky od \u201eb\u00edl\u00e9\u201c rasy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rasy v&nbsp;u\u010divu jsou dolo\u017eeny v&nbsp;p\u0159\u00edru\u010dce pro u\u010ditele <em>Z\u00e1klady zem\u011bpisn\u00fdch znalost\u00ed<\/em> &nbsp;(Herink &amp; Tlach, 1999, str. 39), kde jsou \u00falohy k&nbsp;sestavov\u00e1n\u00ed test\u016f pro 14 let\u00e9 \u017e\u00e1ky. T\u00e9ma je obsa\u017eeno v geografick\u00e9 u\u010debnici <em>Sou\u010dasn\u00fd sv\u011bt<\/em> (Herink, Valenta, &amp; kolektiv, <em>Sou\u010dasn\u00fd sv\u011bt. Z\u00e1klady spole\u010densk\u00e9ho, hospod\u00e1\u0159sk\u00e9ho a politick\u00e9ho zem\u011bpisu, lid\u00e9 a p\u0159\u00edroda &#8211; \u017eivotn\u00ed prostsed\u00ed<\/em>. U\u010debnice zem\u011bpisu pro z\u00e1kladn\u00ed \u0161koly a v\u00edcelet\u00e1 gymn\u00e1zia, pro 8. nebo 9. ro\u010dn\u00edk, 2004). V u\u010debnici se o ras\u00e1ch p\u00ed\u0161e: \u201e<em>Rasy jsou velk\u00e9 skupiny lid\u00ed, kter\u00e9 se n\u00e1vz\u00e1jem odli\u0161uj\u00ed vn\u011bj\u0161\u00edmi znaky (barvou k\u016f\u017ee, tvar lebky, nosu, kvalita vlas\u016f) a slo\u017een\u00edm krve. Rozli\u0161ujeme t\u0159i z\u00e1kladn\u00ed rasy, bilou, \u017elutou a \u010dernou. \u2026<\/em>\u201c (Herink, Valenta, &amp; kolektiv, 2004, str. 12). Je to popis, kter\u00fd je poplatn\u00fd pseudov\u011bd\u00e1m jako jsou eugenika, frenologie a soci\u00e1ln\u00ed darwinismus. V\u00edce nap\u0159\u00edklad koncept \u201ep\u0159e\u017eit\u00ed t\u011bch nejschopn\u011bj\u0161\u00edch\u201c (<em>survival of the fittest<\/em>) od Herberta Spencera (1904), kter\u00fd tento term\u00edn pou\u017eil z&nbsp;Darwinovy knihy \u201eO p\u016fvodu druh\u016f\u201c (1859). Term\u00edn byl publikovan\u00fd v &nbsp;roce 1864 a evokuje p\u0159irozen\u00fd v\u00fdb\u011br.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;osobn\u00ed zku\u0161enosti autora tohoto textu studenti, budouc\u00ed u\u010ditel\u00e9 zem\u011bpisu vy\u017eadovali a v&nbsp;diskusi st\u00e1\u010deli \u0159e\u010d na rozd\u00edl ras a na jejich schopnosti, kter\u00e9 jsou zalo\u017een\u00e9 na biologick\u00fdch znac\u00edch.&nbsp; Pro autora bylo dost obt\u00ed\u017en\u00e9 student\u016fm vysv\u011btlit, \u017ee ne\u017e biologick\u00fdm znak\u016fm je pot\u0159eba se v\u011bnovat kulturn\u00edm rozd\u00edl\u016fm. Je\u0161t\u011b v&nbsp;roce 2019 musel autor p\u0159i posuzov\u00e1n\u00ed jedn\u00e9 \u010desk\u00e9 zem\u011bpisn\u00e9 u\u010debnice pro 14 let\u00e9 \u017e\u00e1ky pouk\u00e1zat na nevhodnost zam\u011b\u0159en\u00ed v\u00fduky na biologick\u00e9 (vn\u011bj\u0161\u00ed) znaky u lidsk\u00e9 populace. Ur\u010dit\u00e1 zm\u011bna v&nbsp;posuzov\u00e1n\u00ed rozd\u00edl\u016f ve schopnostech lid\u00ed p\u0159in\u00e1\u0161\u00ed do \u010ceska st\u00e1le \u010dast\u011bj\u0161\u00ed anga\u017em\u00e1 sportovc\u016f ze zahrani\u010d\u00ed (nap\u0159\u00edklad kopan\u00e1, volejbal, ko\u0161\u00edkov\u00e1, a dal\u0161\u00ed).<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Geografick\u00e1 a pedagogick\u00e1 generalizace<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed bylo d\u016fle\u017eit\u00e9 po roce 1989 nastavit kvalitu nau\u010den\u00fdch \/ z\u00edskan\u00fdch znalost\u00ed. Odpoutat se od zapamatov\u00e1n\u00ed a memorov\u00e1n\u00ed.&nbsp; N\u00e1pomocn\u00fdm n\u00e1strojem byla struktura znalost\u00ed podle Brunera (1960, 1977).&nbsp; Nesta\u010dilo u\u010dit fakta a data jen \u017e\u00e1ky, ale i \u010desk\u00e9 u\u010ditele, ale tak\u00e9 koncepty a hlavn\u011b generalizace. S&nbsp;t\u00edm souvis\u00ed i postup od generalizac\u00ed sm\u011brem k&nbsp;fakt\u016fm, co\u017e je deduktivn\u00ed metoda my\u0161len\u00ed, a tak\u00e9 obr\u00e1cen\u00fd &nbsp;postup od fakt\u016f ke generalizac\u00edm, co\u017e je &nbsp;induktivn\u00ed metoda my\u0161len\u00ed, viz nap\u0159\u00edklad&nbsp; Holt-Jensen (1999).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na \u00favod je pot\u0159eba ke generalizac\u00edm \u0159\u00edci, \u017ee ve v\u00fduce znalost\u00ed se historicky obt\u00ed\u017en\u011b prosazovala tzv. <strong>v\u011bdeck\u00e1 metoda<\/strong>, kter\u00e1 vych\u00e1zela z p\u0159\u00edrodn\u00edch v\u011bd. H.E. Armstrong (1903) jako univerzitn\u00ed profesor chemie prosazoval ve vzd\u011bl\u00e1v\u00e1n\u00ed v\u011bdeckou metodu ji\u017e na za\u010d\u00e1tku 20. stolet\u00ed v&nbsp;kontrastu k&nbsp;metod\u00e1m liter\u00e1rn\u00ed v\u011bdy. Prosazoval ve \u0161kol\u00e1ch metodu experimentu. A d\u00e1le k&nbsp;tomu dod\u00e1v\u00e1: <\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201e<em>U\u010ditel, kter\u00fd jedn\u00e1 pouze jako hl\u00e1sn\u00e1 trouba ostatn\u00edch, je schopn\u00fd studenty vycvi\u010dit jako <strong>mluv\u00edc\u00ed papou\u0161ky<\/strong>. Takov\u00fd u\u010ditel bude v\u00e9st \u017e\u00e1ky jen k \u00fazk\u00e9mu a dan\u00e9mu nasm\u011brovan\u00e9mu my\u0161len\u00ed. \u010clov\u011bk je v\u0161ak od p\u0159\u00edrody uva\u017euj\u00edc\u00ed bytost\u00ed a je pot\u0159eba jej tak br\u00e1t. Ve \u0161kol\u00e1ch v\u0161ak byla tato skute\u010dnost poru\u0161ov\u00e1na, &nbsp;nikoli&nbsp; dodr\u017eov\u00e1na<\/em>.\u201c (Armstrong 1903, vii; vlastn\u00ed p\u0159eklad).<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Na Armstronga nav\u00e1zal filosof v\u011bdy Hans Reichenbach, kter\u00fd za\u010d\u00e1tkem 50. let tvrdil, \u017ee samotnou podstatou generalizace je vysv\u011btlov\u00e1n\u00ed (Reichenbach 1951, p. 6), a to vysv\u011btlov\u00e1n\u00edm, kter\u00e1 m\u00e1 &nbsp;v\u011bdeck\u00fd charakter. P\u0159\u00edb\u011bh stvo\u0159en\u00ed sv\u011bta pova\u017euje Reichenbach (1951, p. 8) za naivn\u00ed poh\u00e1dku, kter\u00e1 uspokojuje \u201eprimitivn\u00ed mysl, d\u011btskou mysl.\u201c<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reichenbach p\u00ed\u0161e:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201e<em>Na jednu z nejobecn\u011bj\u0161\u00edch a nejz\u00e1kladn\u011bj\u0161\u00edch ot\u00e1zek, ot\u00e1zku vzniku fyzick\u00e9ho (materi\u00e1ln\u00edho, J.V.) sv\u011bta, odpov\u00edd\u00e1 analogie se zku\u0161enostmi z ka\u017edodenn\u00edho prost\u0159ed\u00ed. Obrazy tohoto druhu nep\u0159edstavuj\u00ed \u017e\u00e1dn\u00e9 vysv\u011btlen\u00ed, a \u010dasto se spr\u00e1vn\u011b argumentovalo, \u017ee pokud by byly pravdiv\u00e9, jen by vysv\u011btlen\u00ed zt\u00ed\u017eily. P\u0159\u00edb\u011bh o stvo\u0159en\u00ed sv\u011bta je pseudo-vysv\u011btlen\u00edm<\/em>.\u201c (Reichenbach 1951, 8, vlastn\u00ed p\u0159eklad).<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;uveden\u00e9ho cit\u00e1tu je patrn\u00e1 Reichenbachova nad\u0159azenost \u201ev\u011bdeck\u00e9ho pozn\u00e1n\u00ed \/ teorie\u201c t\u00e9 doby a spor o to, jak vznikl sv\u011bt, kter\u00fd se odehr\u00e1val a dosud odehr\u00e1v\u00e1 na americk\u00fdch \u0161kol\u00e1ch o vzniku sv\u011bta \u2013 v\u011bdeck\u00e9 vysv\u011btlen\u00ed a tzv. \u201ekreacionismus\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A. von Humbold&nbsp; (in: Armstrong &amp; Hunkins, 1989) zd\u016fraz\u0148oval v&nbsp;pozn\u00e1v\u00e1n\u00ed p\u0159edev\u0161\u00edm generalizaci. Na \u00fazem\u00ed \u010ceska (v dob\u011b Rakouska Uherska) odkazovali v&nbsp;metod\u00e1ch pozn\u00e1v\u00e1n\u00ed Klement David (1905) a Josef Harapat (1907), a to &nbsp;na metody biologie z&nbsp;konce 19. stolet\u00ed \u2013 <strong>srovn\u00e1v\u00e1n\u00ed<\/strong> a <strong>p\u0159\u00ed\u010dinnost <\/strong>(deterministick\u00fd vztah).&nbsp; Na za\u010d\u00e1tku 20. stolet\u00ed oba zm\u00edn\u011bn\u00ed pedagogov\u00e9 \u017e\u00e1dali &nbsp;od \u010desk\u00fdch u\u010ditel\u016f, aby v\u00edce pou\u017e\u00edvali tyto dv\u011b metody ve v\u00fduce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;sou\u010dasn\u00e9 dob\u011b obecn\u011b v\u00fduka sm\u011b\u0159uje&nbsp; z&nbsp;hlediska z\u00edskan\u00fdch znalosti do generalizac\u00ed. Americk\u00fd \u0161koln\u00ed psycholog Slavin (2012) p\u0159ed\u0159azuje p\u0159ed generalizaci koncept, kter\u00fd je podle n\u011bho abstraktn\u00ed p\u0159edstavou, kter\u00e1 je n\u00e1sledn\u011b zev\u0161eobec\u0148ov\u00e1na ze specifick\u00fdch p\u0159\u00edklad\u016f. Jin\u00ed badatel\u00e9 nap\u0159. Marzano &amp; Kendall (2007) tvrdili, \u017ee koncept je v podstat\u011b synonymem pro generalizaci.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;Liberci v&nbsp;p\u0159\u00edprav\u011b budouc\u00edch u\u010ditel\u016f zem\u011bpisu&nbsp; se v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed&nbsp; zpo\u010d\u00e1tku vyu\u017e\u00edval Bruner\u016fv model (Bruner, 1960, 1977; in: V\u00e1vra, 2006), kter\u00fd kvalitativn\u011b strukturuje znalosti od u\u010den\u00ed fakt\u016f p\u0159es pojmy ke generalizac\u00edm. V&nbsp;roce 2013 (in: V\u00e1vra, 2014) zadali lekto\u0159i&nbsp; v&nbsp;Liberci v&nbsp;didaktick\u00e9m semin\u00e1\u0159i student\u016fm, aby si zvolili <strong>libovolnou geografickou generalizaci<\/strong> a k&nbsp;n\u00ed p\u0159i\u0159adili koncept(y) a data\/fakta. Jako ilustrativn\u00ed p\u0159\u00edklad byla student\u016fm p\u0159edlo\u017eena demografick\u00e1 revoluce, ve kter\u00e9 jsou koncepty porodnosti a \u00famrtnost spojeny s&nbsp;v\u00fdsledkem p\u0159irozen\u00e9ho p\u0159\u00edr\u016fstku \/ \u00fabytku obyvatel zvolen\u00e9ho st\u00e1tu, v\u011bkov\u00e9 pyramidy a vyhled\u00e1v\u00e1n\u00ed odpov\u00eddaj\u00edc\u00edch dat. V\u00fdsledkem bylo, \u017ee studenti se dostali ke koncept\u016fm, kter\u00e9 dovedli vysv\u011btlit, av\u0161ak nedostali se&nbsp; k&nbsp;vy\u0161\u0161\u00ed generalizaci a n\u011bkte\u0159\u00ed m\u011bli i pot\u00ed\u017ee s&nbsp;nalezen\u00edm relevantn\u00edch dat. Po diskusi byli vyzv\u00e1ni, aby \u00fakol p\u0159epracovali, av\u0161ak v\u00fdsledky nebyli v\u00fdrazn\u011b lep\u0161\u00ed. V\u00fdsledky se u n\u011bkter\u00fdch dostavily a\u017e p\u0159i zpracov\u00e1n\u00ed z\u00e1v\u011bre\u010dn\u00fdch kvalifika\u010dn\u00edch prac\u00ed na konci studia, kdy individu\u00e1ln\u011b pracovali na zvolen\u00e9m t\u00e9matu s&nbsp;vedouc\u00edm pr\u00e1ce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto p\u0159\u00edstupu je mo\u017en\u00e9 si vypomoci i modelem SOLO (Biggs &amp; Tang, 2011), ve kter\u00e9m se postupuje od jednoduch\u00fdch koncept\u016f ke slo\u017eit\u011bj\u0161\u00edm s&nbsp;p\u0159esahem a\u017e k&nbsp;roz\u0161\u00ed\u0159en\u00e9 (abstraktn\u00ed) \u00farovni. Hodnocen\u00ed znalosti studenta se zam\u011b\u0159uje na hloubku pozn\u00e1n\u00ed.  Dal\u0161\u00ed uplatn\u011bn\u00ed a aplikace SOLO taxonomie na t\u00e9matu Demografick\u00e9ho modelu viz V\u00e1vra 2018, dostupn\u00e9 <a href=\"https:\/\/clanky.rvp.cz\/clanek\/21753\/DEMOGRAFICKY-MODEL-SPIRALOVE-KURIKULUM-A-SOLO-TAXONOMIE-LIBERECKY-PRIKLAD.html\">ZDE.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 1<\/strong> \u010cesk\u00e1 \u0161kola a v\u00fduka zem\u011bpisu v&nbsp;roce 2014, Z\u0160 Lesn\u00ed v&nbsp;Liberci. \u017d\u00e1ci 6. ro\u010dn\u00edku p\u0159i samostatn\u00e9 pr\u00e1ci v&nbsp;t\u00e9matu Litosf\u00e9rick\u00e9 desky. (V\u00edce Kol\u00e1\u0159ov\u00e1, 2015)<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"605\" height=\"454\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/ZS_Lesni_lit_desky.jpg\" alt=\"\" class=\"wp-image-1899\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/ZS_Lesni_lit_desky.jpg 605w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/ZS_Lesni_lit_desky-300x225.jpg 300w\" sizes=\"auto, (max-width: 605px) 100vw, 605px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj<\/strong>: vlastn\u00ed, po\u0159\u00edzeno 8. dubna 2014<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Revidovan\u00e1 Bloomova taxonomie vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;Liberci kr\u00e1tce po vyd\u00e1n\u00ed&nbsp; revidovan\u00e9 Bloomovy taxonomie vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f (Anderson &amp; Krathwohl, 2001) se za\u010dal brzy vyu\u017e\u00edvat i tento n\u00e1stroj (V\u00e1vra, Pro\u010d a k \u010demu taxonomie vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f?, 2011). Vyu\u017eit byl v&nbsp;hodnocen\u00ed o\u010dek\u00e1van\u00fdch v\u00fdstup\u016f v&nbsp;RVP ZV (Je\u0159\u00e1bek &amp; Tup\u00fd, <em>R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed<\/em>, 2002; Je\u0159\u00e1bek &amp; Tup\u00fd, <em>R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed<\/em>, 2007).&nbsp; Zpo\u010d\u00e1tku se lekto\u0159i zam\u011b\u0159ovali na hodnocen\u00ed o\u010dek\u00e1van\u00fdch v\u00fdstup\u016f v&nbsp;dimenzi pozn\u00e1v\u00e1n\u00ed, co\u017e m\u011blo student\u016fm pomoci odpoutat se od nejni\u017e\u0161\u00edch \u00farovn\u00ed pozn\u00e1v\u00e1n\u00ed \u2013 zapamatovat a pochopit. Z\u00e1m\u011br byl zam\u011b\u0159it se na st\u0159edn\u00ed \u00farovn\u011b pozn\u00e1v\u00e1n\u00ed \u2013 pou\u017e\u00edvat \/ aplikovat a analyzovat. Pozd\u011bji se p\u0159ipojilo v&nbsp;kognitivn\u00ed dimenzi &nbsp;hodnocen\u00ed, a tak\u00e9&nbsp; dimenze pozn\u00e1n\u00ed, zvl\u00e1\u0161t\u011b kategorie fakta \u2013 koncepty \u2013 procesy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;osobn\u00ed zku\u0161enosti autora tohoto textu, kter\u00e1 poch\u00e1z\u00ed z&nbsp;hospitac\u00ed&nbsp; autora na \u010desk\u00fdch z\u00e1kladn\u00edch \u0161kol\u00e1ch, je patrn\u00e9, \u017ee se na po\u010d\u00e1tku implementace RVP ZV v&nbsp;roce 2007 v&nbsp;\u010desk\u00fdch \u0161kol\u00e1ch ve velk\u00e9 m\u00ed\u0159e vyu\u017e\u00edval pilotn\u00ed \u0160VP, poskytovan\u00fd \/ nab\u00edzen\u00fd \u010desk\u00fdm Ministerstvem \u0161kolstv\u00ed. Vzorov\u00fd \u0160VP ZV vych\u00e1zel z&nbsp;RVP ZV a t\u00fdkal se v\u0161ech vzd\u011bl\u00e1vac\u00edch p\u0159edm\u011bt\u016f, kter\u00e9 se ve \u0161kole vyu\u010dovaly.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159i hospitac\u00edch na hodin\u00e1ch geografie se autor \u010dasto setk\u00e1val&nbsp; s&nbsp;tvrzen\u00edm u\u010ditel\u016f, \u017ee jim vzorov\u00fd \u0160VP, kter\u00fd si m\u011bli sami vytvo\u0159it a tak\u00e9 si sami vytvo\u0159ili,&nbsp; nevyhovuje a tak\u00e9 se \u010dasto objevovalo tvrzen\u00ed u\u010ditel\u016f \u201e<em>n\u011bco je na pap\u00ed\u0159e a n\u011bco jin\u00e9ho se u\u010d\u00ed ve t\u0159\u00edd\u011b<\/em>\u201c. To byl \u201ev\u00fdst\u0159el do vlastn\u00ed nohy\u201c, proto\u017ee za vytvo\u0159en\u00ed \u0160VP odpov\u00eddali&nbsp; sami u\u010ditel\u00e9, nikoli n\u011bkdo \u201ez Ministerstva v Praze\u201c. Ve v\u00fdznamn\u00e9m po\u010dtu \u0161kol, kter\u00e9 p\u0159ebraly \u201evzorov\u00e9\u201c \u0160VP, sami u\u010ditel\u00e9 zpravidla b\u011bhem t\u0159\u00ed a\u017e \u0161esti let zjistili, \u017ee \u201evzor\u201c jim nevyhovuje a rozhodli se pro vytvo\u0159en\u00ed sv\u00e9ho \u201ena m\u00edru \u0161it\u00e9ho\u201c \u0160VP.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sv\u00fdch v\u00fdtvor\u016f \u0160VP ZV si u\u010ditel\u00e9 a veden\u00ed \u0161koly zpo\u010d\u00e1tku natolik v\u00e1\u017eili, \u017ee je necht\u011bli ani zve\u0159ej\u0148ovat (ob\u00e1vali se kop\u00edrov\u00e1n\u00ed), a neuv\u011bdomovali, \u017ee se jedn\u00e1 o \u00fa\u0159edn\u00ed dokument, kter\u00fd m\u00e1 b\u00fdt ze z\u00e1kona ve\u0159ejn\u011b dostupn\u00fd a m\u00e1 b\u00fdt zvl\u00e1\u0161t\u011b p\u0159\u00edstupn\u00fd \/ dostupn\u00fd rodi\u010d\u016fm \u017e\u00e1k\u016f&nbsp; a \u0161ir\u0161\u00ed ve\u0159ejnosti. Svoje \u0160VP pova\u017eovali u\u010ditel\u00e9 \u2013 tv\u016frci \u0160VP za sv\u00e9 \u201eknow-how\u201c, kter\u00e9 si cht\u011bli chr\u00e1nit, kdy\u017e jim vytvo\u0159en\u00ed vlastn\u00edho \u0160VP dalo tolik pr\u00e1ce, \u00fasil\u00ed a \u010dasu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro jednotliv\u00e9 p\u0159edm\u011bty na z\u00e1kladn\u00ed \u0161kole (p\u0159\u00edpadn\u011b ni\u017e\u0161\u00edho gymn\u00e1zia) byly povinn\u00e9 o\u010dek\u00e1van\u00e9 v\u00fdstupy (OV), kter\u00e9 musely b\u00fdt v&nbsp;p\u0159\u00edpad\u011b 2. stupn\u011b Z\u0160 napln\u011bny na konci 9. ro\u010dn\u00edku \u010di jeho ekvivalentu na ni\u017e\u0161\u00edm gymn\u00e1ziu, kvarty (pro 14 let\u00e9 \u017e\u00e1ky). Vzd\u011bl\u00e1vac\u00ed obsah geografie byl \u010dlen\u011bn\u00fd do 7 t\u00e9mat, i kdy\u017e v&nbsp;\u010desk\u00e9m pojet\u00ed \u0161lo sp\u00ed\u0161e o jak\u00e9si \u201ekapitoly\u201c.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tabulka 2<\/strong>&nbsp; T\u00e9mata v \u010desk\u00e9m RVP ZV (2007) a po\u010det o\u010dek\u00e1van\u00fdch v\u00fdstup\u016f<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>\u010c\u00edslo t\u00e9matu<\/strong><\/td><td><strong>Geografick\u00e1 t\u00e9mata<\/strong><\/td><td><strong>Po\u010det&nbsp; o\u010dek\u00e1van\u00fdch v\u00fdstup\u016f<\/strong> (OV)<\/td><\/tr><tr><td>I<\/td><td>GEOGRAFICK\u00c9 INFORMACE, ZDROJE DAT, KARTOGRAFIE A TOPOGRAFIE<\/td><td>4<\/td><\/tr><tr><td>II<\/td><td>P\u0158\u00cdRODN\u00cd OBRAZ ZEM\u011a<\/td><td>4<\/td><\/tr><tr><td>III<\/td><td>REGIONY SV\u011aTA<\/td><td>4<\/td><\/tr><tr><td>IV<\/td><td>SPOLE\u010cENSK\u00c9 A HOSPOD\u00c1\u0158SK\u00c9 PROST\u0158ED\u00cd<\/td><td>6<\/td><\/tr><tr><td>V<\/td><td>\u017dIVOTN\u00cd PROST\u0158ED\u00cd<\/td><td>3<\/td><\/tr><tr><td>VI<\/td><td>\u010cESK\u00c1 REPUBLIKA<\/td><td>5<\/td><\/tr><tr><td>VII<\/td><td>TER\u00c9NN\u00cd GEOGRAFICK\u00c1 V\u00ddUKA, PRAXE A APLIKACE<\/td><td>3<\/td><\/tr><tr><td>&nbsp;<\/td><td><strong>CELKEM<\/strong><\/td><td><strong>29<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj:<\/strong> Je\u0159\u00e1bek &amp; Tup\u00fd, R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed, 2007<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Obvykl\u00e1 \u010dasov\u00e1 struktura zem\u011bpisn\u00fdch&nbsp; t\u00e9mat na z\u00e1kladn\u00ed \u0161kole v&nbsp;jednotliv\u00fdch ro\u010dn\u00edc\u00edch byla n\u00e1sleduj\u00edc\u00ed:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tabulka 3<\/strong> \u010casov\u00e9 uspo\u0159\u00e1d\u00e1n\u00ed tematick\u00fdch celk\u016f v&nbsp;\u010desk\u00e9m zem\u011bpisu p\u0159ed p\u0159ijet\u00edm RVP ZV v&nbsp;roce 2007<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>&nbsp;<u>6. ro\u010dn\u00edk<\/u><\/strong><\/td><td><strong><u>7. ro\u010dn\u00edk<\/u><\/strong><strong><\/strong><\/td><td><strong><u>8. ro\u010dn\u00edk<\/u><\/strong><strong><\/strong><\/td><td><strong><u>9. ro\u010dn\u00edk<\/u><\/strong><strong><\/strong><\/td><\/tr><tr><td>Planeta Zem\u011b<\/td><td>Zem\u011bpis sv\u011btad\u00edl\u016f (mimo Evropu)<\/td><td>Zem\u011bpis sv\u011btad\u00edl\u016f (Evropa)<\/td><td>P\u0159\u00edrodn\u00ed obraz Zem\u011b<\/td><\/tr><tr><td>Gl\u00f3bus Zem\u011b<\/td><td>&nbsp;<\/td><td>\u010cesk\u00e1 republika<\/td><td>Zem\u011b Planeta lid\u00ed<\/td><\/tr><tr><td>Zem\u011bpis sv\u011btad\u00edl\u016f&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>Politick\u00e9 rozd\u011blen\u00ed sv\u011bta<\/td><\/tr><tr><td>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>Krajina a \u017eivot. prost\u0159ed\u00ed<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj:<\/strong> vlastn\u00ed \u0161et\u0159en\u00ed ve fakultn\u00edch \u0161kol\u00e1ch TU v&nbsp;Liberci p\u0159ed rokem 2007<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na n\u011bkter\u00fdch \u0161kol\u00e1ch se v\u00fd\u0161e uveden\u00e1 struktura li\u0161ila v&nbsp;t\u00e9matu \u010cesk\u00e1 republika, kter\u00e1 se z&nbsp;8. ro\u010dn\u00edku p\u0159esouvala do 9. ro\u010dn\u00edku. V&nbsp;p\u0159\u00edpad\u011b neaprobovan\u00fdch u\u010ditel\u016f zem\u011bpisu byla obecn\u00e1 t\u00e9mata oslabov\u00e1na, p\u0159\u00edpad\u011b vynech\u00e1na, a to z&nbsp;d\u016fvodu odborn\u00e9 n\u00e1ro\u010dnosti pro neaprobovan\u00e9ho u\u010ditele.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na \u010desk\u00fdch z\u00e1kladn\u00edch \u0161kol\u00e1ch ve v\u00fduce zem\u011bpisu z\u016fstaly obt\u00ed\u017en\u00e9 tematick\u00e9 celky v&nbsp;6. ro\u010dn\u00edku, obt\u00ed\u017en\u00e9 na p\u0159edstavivost, abstraktnost a n\u00e1ro\u010dn\u00e9 na matematick\u00e9 schopnosti. Tato \u010d\u00e1st tak\u00e9 byla podle \u0161et\u0159en\u00ed z&nbsp;90. let, kter\u00e9 prezentoval Pr\u016fcha J. , <em>U\u010debnice: teorie a anal\u00fdza eduka\u010dn\u00edho m\u00e9dia<\/em> (1998) jako velmi obt\u00ed\u017en\u00e1. V&nbsp;n\u00e1sleduj\u00edc\u00edch ro\u010dn\u00edc\u00edch obt\u00ed\u017enost geografick\u00e9ho u\u010diva a\u017e do 9. ro\u010dn\u00edku klesala. Pokles n\u00e1ro\u010dnosti byl pravd\u011bpodobn\u011b d\u00e1n n\u00e1r\u016fstem pam\u011btn\u00edho u\u010den\u00ed geografick\u00e9ho obsahu, kter\u00fd byl zam\u011b\u0159en\u00fd na region\u00e1ln\u00ed zem\u011bpis (st\u00e1ty sv\u011bta a regiony \u010ceska). Pr\u016fcha et al. (1998) poukazuje na sni\u017eov\u00e1n\u00ed obt\u00ed\u017enosti v obsahu od 6. do 9. ro\u010dn\u00edku i v dal\u0161\u00edch p\u0159\u00edrodov\u011bdn\u00fdch v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch p\u0159edm\u011btech. \u0160et\u0159en\u00ed vych\u00e1zelo z&nbsp;obsahu u\u010debnic. Autor tohoto textu m\u00e1 stejnou zku\u0161enost jak ze sv\u00e9 praxe u\u010ditele, tak z&nbsp;pozd\u011bj\u0161\u00edch hospitac\u00ed na 2. stupni \u010desk\u00fdch z\u00e1kladn\u00edch \u0161kol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;v\u00fd\u0161e uveden\u00fdch tabulek vypl\u00fdv\u00e1 i tradi\u010dn\u00ed \u201ep\u0159et\u00ed\u017eenost\u201c zem\u011bpisn\u00e9ho kurikula na 2. stupni Z\u0160&nbsp;region\u00e1ln\u00edm obsahem (sv\u011bt, \u010cesk\u00e1 republika). V&nbsp;n\u011bm se st\u00e1le uplat\u0148uje (ji\u017e od doby Rakousko-Uherska) popisn\u00e1 (deskriptivn\u00ed) mantra: poloha \u2013 rozloha atd. Takto koncipovan\u00e9 OV jsou velmi \u201eko\u0161at\u00e9\u201c a vejde se do nich \u201ev\u0161echno\u201c. P\u0159i popisu se v\u0161ak ztr\u00e1c\u00ed podstata zem\u011bpisn\u00fdch znalost\u00ed \u2013 zam\u011b\u0159en\u00ed na prostorov\u00e9 vztahy.&nbsp; Pro posuzov\u00e1n\u00ed a hodnocen\u00ed jsou takto stanoven\u00e9 OV velmi problematick\u00e9.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;proporc\u00edch obsahu \/ t\u00e9mat podle OV dominuj\u00ed \u201eSpole\u010densk\u00e9 a hospod\u00e1\u0159sk\u00e9 prost\u0159ed\u00ed\u201c a \u201e\u010cesk\u00e1 republika\u201c. Autor tohoto textu poznal v\u00edce do hloubky p\u0159\u00edpravu&nbsp; dokumentu RVP ZV po roce 2000. V\u00fdsledek je&nbsp; mo\u017en\u00e9 hledat ve slo\u017een\u00ed odborn\u00edk\u016f, kte\u0159\u00ed tento dokument koncipovali na jedn\u00e9 stran\u011b, a ve velk\u00e9m tlaku \u010desk\u00fdch u\u010ditel\u016f zem\u011bpisu sm\u011brem k M\u0160MT, kte\u0159\u00ed si nep\u0159\u00e1li&nbsp; zem\u011bpisn\u00fd obsah p\u0159\u00edli\u0161 m\u011bnit.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;analytick\u00e9 tabulce (Tabulka 4) je kvalifikovan\u00e9 p\u0159i\u0159azov\u00e1n\u00ed (hodnocen\u00ed kvality) OV z&nbsp;RVP ZV (2007) autorem tohoto textu.&nbsp; Celkem bylo v&nbsp;RVP ZV 29 OV, co\u017e je vysok\u00fd po\u010det a z\u00e1rove\u0148 jejich kvalitativn\u00ed \u00farove\u0148 \u201em\u011b\u0159en\u00e1\u201c RBT (Anderson &amp; Krathwohl, 2001) je rozd\u00edln\u00e1 &nbsp;a kol\u00edsav\u00e1.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tabulka 4<\/strong> Analytick\u00e1 tabulka OV v RVP ZV (2007)<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Dimenze Z\/K<\/strong><\/td><td><strong>Pamatovat<\/strong><\/td><td><strong>Rozum\u011bt<\/strong><\/td><td><strong>Pou\u017e\u00edvat<\/strong><\/td><td><strong>Analyzovat<\/strong><\/td><td><strong>Hodnotit<\/strong><\/td><td><strong>Tvo\u0159it<\/strong><\/td><td><strong>Celkem<\/strong><\/td><\/tr><tr><td><strong>Fakta<\/strong><\/td><td><strong>7<\/strong><\/td><td><strong>3<\/strong><\/td><td>0<\/td><td>0<\/td><td>0<\/td><td>0<\/td><td><strong>10<\/strong><\/td><\/tr><tr><td><strong>Pojmy<\/strong><\/td><td><strong>0<\/strong><\/td><td><strong>8<\/strong><\/td><td>2<\/td><td>1<\/td><td>2<\/td><td>0<\/td><td><strong>13<\/strong><\/td><\/tr><tr><td><strong>Postupy<\/strong><\/td><td>1<\/td><td>2<\/td><td><strong>1<\/strong><\/td><td><strong>1<\/strong><\/td><td>0<\/td><td>0<\/td><td><strong>5<\/strong><\/td><\/tr><tr><td><strong>Metakognice<\/strong><\/td><td>0<\/td><td>0<\/td><td>1<\/td><td><strong>0<\/strong><\/td><td><strong>0<\/strong><\/td><td>0<\/td><td><strong>1<\/strong><\/td><\/tr><tr><td><strong>Celkem<\/strong><\/td><td><strong>8<\/strong><\/td><td><strong>13<\/strong><\/td><td><strong>4<\/strong><\/td><td><strong>2<\/strong><\/td><td><strong>2<\/strong><\/td><td><strong>0<\/strong><\/td><td><strong>29<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj: <\/strong>V\u00daP (2007), vlastn\u00ed kvalifikovan\u00e9 p\u0159i\u0159azov\u00e1n\u00ed hodnot autorem text podle RBT ( (Anderson &amp; Krathwohl, 2001)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kvalitativn\u00ed struktura OV z&nbsp;RVP ZV 2007 dominuje v&nbsp;ni\u017e\u0161\u00edch \u00farovn\u00edch RBT. Pokud zvol\u00edme strukturu ni\u017e\u0161\u00ed \u2013 st\u0159edn\u00ed \u2013 vy\u0161\u0161\u00ed v&nbsp;obou dimenz\u00edch (vy\u0161\u0161\u00ed kognitivn\u00ed dimenze jde ruku v&nbsp;ruce s vy\u0161\u0161\u00ed dimenzi ve znalostech), pak obdr\u017e\u00edme uspo\u0159\u00e1d\u00e1n\u00ed 18 \u2013 2 \u2013 0.&nbsp;&nbsp; Potvrzuje to nastaven\u00ed \u010desk\u00e9ho zem\u011bpisu na zapamatov\u00e1n\u00ed a memorov\u00e1n\u00ed fakt\u016f, definic a pojm\u016f. Je nutn\u00e9 zd\u016fraznit, \u017ee toto je <strong>z\u00e1m\u011brn\u00e1 podoba OV <\/strong>(dan\u00e1 \u010desk\u00fdm M\u0160MT)<strong>,<\/strong> ve kter\u00e9 v&nbsp;kvalifikovan\u00e9m za\u0159azov\u00e1n\u00ed byla p\u0159i v\u00edcero \u00farovn\u00edch preferovan\u00e1 ta ni\u017e\u0161\u00ed.&nbsp; <strong>Realizovan\u00e1 podoba OV<\/strong> v&nbsp;konkr\u00e9tn\u00ed t\u0159\u00edd\u011b m\u016f\u017ee b\u00fdt a mohla b\u00fdt a byla&nbsp; odli\u0161n\u00e1 (mohla b\u00fdt ve vy\u0161\u0161\u00edch patrech RBT), z\u00e1le\u017eelo na jednotliv\u00fdch u\u010ditel\u00edch i na typu \u0161koly (nap\u0159. v\u00fdb\u011brov\u00e1 vs sp\u00e1dov\u00e1).&nbsp; V&nbsp;kognitivn\u00ed a znalostn\u00ed dimenzi&nbsp; \u00farovn\u011b \u201epou\u017e\u00edvat\u201c a \u201epostupy\u201c bylo mo\u017en\u00e9 ch\u00e1pat jednotliv\u00e9 \u00farovn\u011b jako&nbsp; \u201ep\u0159echod\u201c mezi \u201eni\u017e\u0161\u00ed\u201c a \u201est\u0159edn\u00ed\u201c \u00farovn\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Za dal\u0161\u00ed postup v&nbsp;hodnocen\u00ed OV by st\u00e1lo posouzen\u00ed \u201efakt\u016f\u201c a \u201epojm\u016f\u201c do logicky uspo\u0159\u00e1dan\u00e9ho celku \u010di jak se objevuje v&nbsp;teori\u00edch vzd\u011bl\u00e1v\u00e1n\u00ed \u201evelk\u00fdch idej\u00ed\u201c \u010di \u201evelk\u00fdch my\u0161lenek\u201c. (nap\u0159\u00edklad US koncept p\u011bti t\u00e9mat geografie in: Bednarz, et al., 1994). Takov\u00fdm \u010dresk\u00fdm pokusem byla \u201emodr\u00e1 metodika\u201c, viz (Marada, a dal\u0161\u00ed, 2017) a jej\u00ed kritika (V\u00e1vra, Modr\u00e1 je dobr\u00e1? Recenze Koncepce geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Certifikovan\u00e1 metodika, 2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Za jin\u00fd p\u0159\u00edklad vybereme OV \u010d. 13 v&nbsp;\u010desk\u00e9m RVP ZV: (14 let\u00fd student) \u201e<strong><em>posoud\u00ed <\/em><\/strong><em>na p\u0159im\u011b\u0159en\u00e9 \u00farovni <u>prostorovou organizaci sv\u011btov\u00e9 populace<\/u>, jej\u00ed rozlo\u017een\u00ed, strukturu, r\u016fst, pohyby a&nbsp;dynamiku r\u016fstu a pohyb\u016f, <strong>zhodnot\u00ed<\/strong> na vybran\u00fdch p\u0159\u00edkladech mozaiku multikulturn\u00edho sv\u011bta<\/em>\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z takto formulov\u00e9ho OV mohl \u010desk\u00fd u\u010ditel vyvodil model \u201edemografick\u00e9 revoluce a demografick\u00e9 p\u0159echody\u201c a aplikovat je do prostorov\u00e9ho uspo\u0159\u00e1d\u00e1n\u00ed (v\u00edce nap\u0159. V\u00e1vra, <em>Demografick\u00fd model, spir\u00e1lov\u00e9 kurikulum a SOLO taxonomie. Libereck\u00fd p\u0159\u00edklad<\/em>, 2018) a uspo\u0159\u00e1dat toto t\u00e9ma do spir\u00e1lov\u00e9ho vzd\u011bl\u00e1vac\u00edho obsahu. Pokud u\u010ditel u\u010d\u00ed toto t\u00e9ma jako&nbsp; generalizaci, vyhne se tup\u00e9mu u\u010den\u00ed st\u00e1t\u016f podle po\u010dtu obyvatel (mantra: poloha \u2013 rozloha \u2013 po\u010det obyvatel, atd.).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pozd\u011bji v&nbsp;roce 2016 se ve V\u00daP v&nbsp;Praze vytv\u00e1\u0159ely ilustrativn\u00ed p\u0159\u00edklady pro jednotliv\u00e9 vzd\u011bl\u00e1vac\u00ed obory, na kter\u00fdch se demonstrovala <strong>kvalitativn\u00ed \u00farove\u0148 OV: minim\u00e1ln\u00ed \u2013 optim\u00e1ln\u00ed \u2013 excelentn\u00ed<\/strong>. Pro \u010desk\u00fd zem\u011bpis jsou tyto p\u0159\u00edklady uv\u00e1d\u011bn\u00e9 v<em> Metodick\u00fdch koment\u00e1\u0159\u00edch a \u00faloh\u00e1ch ke Standard\u016fm ZV \u2013 Zem\u011bpis<\/em> (Herink ed., 2016), V&nbsp;uveden\u00e9 metodice nejsou uvedeny p\u0159\u00edklady pro v\u0161echny OV v&nbsp;\u010desk\u00e9 \u0161koln\u00ed geografii na 2. stupni Z\u0160 a zahrnuj\u00ed p\u0159\u00edbli\u017en\u011b polovinu z&nbsp;nich. Jako p\u0159edloha t\u011bmto kvalitativn\u00edm \u00farovn\u00edm znalosti m\u016f\u017ee poslou\u017eit n\u011bmeck\u00fd model (Kulke, 2007) a (Gamerith, Hemmer, &amp; Czapek, 2014) s&nbsp;t\u0159emi v\u00fdkonov\u00fdmi \u00farovn\u011bmi.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\">Shrnut\u00ed pro geografick\u00e9 znalosti mezi lety 1989 do vzniku a aplikov\u00e1n\u00ed RVP ZV v&nbsp;roce 2007<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Cel\u00e9 obdob\u00ed bylo hled\u00e1n\u00edm, jak\u00e9 geografick\u00e9 znalost volit, uspo\u0159\u00e1dat a strukturovat ve spir\u00e1le. Hlavn\u00ed t\u00edha byl p\u0159enesena na samotn\u00e9 u\u010ditele, kter\u00fdm ministerstvo \u0161kolstv\u00ed nebylo n\u00e1pomocno \u2013 metodicky, organiza\u010dn\u011b a ani finan\u010dn\u011b. Kvalita nau\u010den\u00fdch znalost\u00ed byla zna\u010dn\u011b rozkol\u00edsan\u00e1 a z\u00e1le\u017eelo na jednotliv\u00fdch u\u010ditel\u00edch.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kvalita v\u00fduky nebyla st\u00e1tem (\u010c\u0160I) sledov\u00e1na a byla tak neform\u00e1ln\u011b \u201estanovov\u00e1na\u201c hlavn\u011b rodi\u010di podle \u00fasp\u011b\u0161nost\u00ed v&nbsp;p\u0159ijet\u00ed \u017e\u00e1ka na st\u0159edn\u00ed \u0161kolu \u010di na vysokou \u0161kolu, p\u0159\u00edpadn\u011b \u00fasp\u011b\u0161nost\u00ed na trhu pr\u00e1ce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;p\u0159\u00edprav\u011b nov\u00fdch u\u010ditel\u016f zem\u011bpisu existovala zna\u010dn\u00e1 autonomie jednotliv\u00fdch univerzitn\u00edch pracovi\u0161\u0165. Z\u00e1le\u017eelo na jednotliv\u00fdch \u010dlenech kateder, jak zav\u00e1d\u011bli nejnov\u011bj\u0161\u00ed poznatky do koncepce p\u0159\u00edpravy sv\u00fdch student\u016f.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\">Celkov\u00e9 shrnut\u00ed a z\u00e1v\u011br pro geografick\u00e9 znalosti mezi lety 1980 a\u017e 2020<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Text pokr\u00fdv\u00e1 p\u0159ibli\u017en\u011b 40 let geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;\u010ceskoslovensku \/ v \u010cesku s&nbsp;reflex\u00ed na zahrani\u010dn\u00ed literaturu.&nbsp; Zam\u011b\u0159uje se na geografick\u00e9 znalosti v&nbsp;\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00e9 se v&nbsp;tomto \u010dase kvalitativn\u011b m\u011bnily. Autor textu vyu\u017e\u00edv\u00e1 odbornou literaturu, osobn\u00ed data, osobn\u00ed rozhovory s kolegy a osobn\u00ed zku\u0161enost, kter\u00e9 z\u00edskal jako u\u010ditel na gymn\u00e1ziu a n\u00e1sledn\u011b jako vzd\u011blavatel, kter\u00fd p\u0159ipravuje \u010desk\u00e9 studenty, budouc\u00ed u\u010ditele zem\u011bpisu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1kladn\u00ed kvalitativn\u00ed zm\u011bna v&nbsp;\u010cesku&nbsp; v&nbsp;geografick\u00fdch znalostech u 12 a\u017e 19 let\u00fdch \u017e\u00e1k\u016f, kter\u00e1 se odehr\u00e1la po roce 1989 byla v posunu od zapamatov\u00e1n\u00ed a memorov\u00e1n\u00ed geografick\u00fdch znalost\u00ed k&nbsp;aplikaci a anal\u00fdze a pozd\u011bji pomal\u00fdm a povrchn\u00edm vstupem do metakognice.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;Liberci se v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed vych\u00e1z\u00ed z&nbsp;osobn\u00ed zku\u0161enosti jednotliv\u00fdch student\u016f budouc\u00edch u\u010ditel\u016f zem\u011bpisu, kte\u0159\u00ed jsou vedeni k&nbsp;tomu, aby geograficky mysleli v&nbsp;\u017eit\u00e9m sv\u011bt\u011b. Nejde jen o znalosti, ale i dovednosti, jak znalosti vyu\u017e\u00edvat, jak s&nbsp;nimi pracovat a jak tyto znalosti transferovat a internalizovat do hodnot a postoj\u016f student\u016f, budouc\u00edch u\u010ditel\u016f zem\u011bpisu. A tak\u00e9 jak v&nbsp;praxi tito studenti geografick\u00e9 znalosti&nbsp; p\u0159ed\u00e1vaj\u00ed \u017e\u00e1k\u016fm na 2. stupni Z\u0160 a vy\u0161\u0161\u00edch ro\u010dn\u00edc\u00edch gymn\u00e1zia. V&nbsp;t\u00e9to koncepci se libereck\u00fd koncept p\u0159ibli\u017euje britsk\u00e9 koncepci <em>powerful knowledge<\/em> (Young, 2007) a tomuto konceptu v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed (Young M. , <em>&#8218;Powerful Knowledge&#8216;: to what extent is this idea appllicable to school geography? Bringing Knowledge Back in<\/em>, 2013; Young, Lambert, Roberts, &amp; Roberts, 2014; Maude A. , 2013; Maude A. , 2018). <em>Powerful knowledge<\/em> a \u201eobjektivn\u00ed a subjektivn\u00ed\u201c znalosti v&nbsp;libereck\u00e9 koncepci maj\u00ed spole\u010dn\u00e9 to, \u017ee vych\u00e1zej\u00ed z&nbsp;osobn\u00ed zku\u0161enosti jedince a individualizov\u00e1n\u00ed znalost\u00ed jedince \/ studenta.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;Liberci&nbsp; se vyu\u017e\u00edvaj\u00ed koncepty&nbsp; geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed od americk\u00e9ho odborn\u00edka Gersmehla (2008).&nbsp; Kvalita znalost\u00ed, kter\u00e9 jsou stanoveny n\u00e1rodn\u00edm kurikulem,&nbsp; se posuzuj\u00ed dvoudimenzion\u00e1ln\u00ed revidovanou taxonomi\u00ed vzd\u011bl\u00e1vac\u00edch c\u00edl\u016f &nbsp;podle Andersona &amp; Krathwohla (2001), viz Tabulka 4&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 5 <\/strong>Prvotn\u00ed n\u00e1vrh koncepce geografick\u00fdch znalost\u00ed v p\u0159\u00edrav\u011b budouc\u00edch u\u010ditel\u016f zem\u011bpisu v KGE TU v Liberci z roku 2013<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"770\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-5-800x770.png\" alt=\"\" class=\"wp-image-1895\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-5-800x770.png 800w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-5-300x289.png 300w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-5-768x739.png 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-5.png 945w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj:<\/strong> V\u00e1vra, <em>Cramming Facts and Thinking Concepts: Instance of Preparation of Student Geography Teachers in Liberec<\/em>, 2014<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;Liberci byla do koncepc\u00ed geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed zapojena <strong>koncepce m\u00edsta<\/strong> (V\u00e1vra, <em>Jedinec a m\u00edsto, jedinec v m\u00edst\u011b, jedinec prost\u0159ednictv\u00edm m\u00edsta<\/em>, 2010), kter\u00e1 jedince ukotvuje ve znalostech a ve vlastn\u00ed osobn\u00ed zku\u0161enosti. Tato koncepce umo\u017e\u0148uje&nbsp; vyu\u017e\u00edvat jak v\u011bdeck\u00fd p\u0159\u00edstup v&nbsp;geografick\u00e9m pozn\u00e1v\u00e1n\u00ed (v\u011bdeck\u00e9 poznatky z&nbsp;fyzick\u00e9 a z hum\u00e1nn\u00ed geografie) tak i poznatky zalo\u017een\u00e9 na znalostech jedince z humanistick\u00e9 geografie (osobn\u00ed a sd\u00edlen\u00e1 zku\u0161enost, identita, zvnit\u0159\u0148ov\u00e1n\u00ed &lt;internalizace, <em>embodied \/ embedded&gt;<\/em>) geografick\u00fdch znalost\u00ed jak u budouc\u00edch u\u010ditel\u016f zem\u011bpisu tak i p\u0159en\u00e1\u0161en\u00ed geografick\u00fdch znalost\u00ed v&nbsp;t\u00e9to kvalit\u011b na \u017e\u00e1ky Z\u0160 a G. Tento p\u0159\u00edstup umo\u017e\u0148uje u\u017eivateli i rozli\u0161ovat mezi analytick\u00fdm (v\u011bdeck\u00fdm, objektivn\u00edm) a intuitivn\u00edm (individu\u00e1ln\u00edm, subjektivn\u00edm) my\u0161len\u00edm a dok\u00e1\u017ee t\u011bm, kte\u0159\u00ed s&nbsp;t\u00edmto konceptem pracuj\u00ed, pochopit odli\u0161n\u00e9 n\u00e1zory druh\u00fdch na hodnocen\u00e9 m\u00edsto, p\u0159\u00edpadn\u011b prostor. P\u0159\u00edkladem mohou b\u00fdt jedine\u010dn\u00e9 \/ unik\u00e1tn\u00ed ment\u00e1ln\u00ed \/ kognitivn\u00ed mapy ka\u017ed\u00e9ho jedince.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Koncepce m\u00edsta v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed je intimn\u00edm obrazem jedince a ne ka\u017ed\u00fd je ochotn\u00fd intimn\u00ed \u010d\u00e1st sv\u00e9 osobnosti sd\u00edlet. Pokud se jedinec rozhodne nevpustit jin\u00e9 do sv\u00e9 priv\u00e1tn\u00ed (diskr\u00e9tn\u00ed) \u010d\u00e1sti sv\u00fdch znalost\u00ed, je toto v&nbsp;libereck\u00e9 koncepci respektovan\u00e9, a jedince rozv\u00edj\u00ed pouze ve v\u011bdeck\u00fdch (objektivn\u00edch) geografick\u00fdch znalostech.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jeden ze student\u016f napsal anonymn\u011b k hodnocen\u00ed p\u0159edm\u011btu \u201eKoncepce m\u00edsta v&nbsp;geografii\u201c:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>P\u0159edm\u011bt m\u011b velmi zaujal a po celou dobu v\u00fduky m\u011b bavil. Mysl\u00edm si, \u017ee velkou roli hr\u00e1lo i to, \u017ee jsem se mohla zam\u011b\u0159it na sv\u00e9 rodn\u00e9 m\u00edsto, o kter\u00e9m se mi dob\u0159e pracovalo i mluvilo.<br>\u00dakoly v r\u00e1mci p\u0159edm\u011btu mi p\u0159i\u0161ly zaj\u00edmav\u011b vymy\u0161len\u00e9 a vedly k zamy\u0161len\u00ed nad m\u00edstem z r\u016fzn\u00fdch pohled\u016f. Nejv\u00edce m\u011b bavila pr\u00e1ce s ment\u00e1ln\u00edmi mapami, kter\u00e1 byla origin\u00e1ln\u00ed a z\u00e1rove\u0148 p\u0159\u00ednosn\u00e1. [\u2026].<br>[\u2026] Celkov\u011b mi p\u0159edm\u011bt p\u0159inesl nov\u00fd pohled na m\u00edsto, kter\u00e9 dob\u0159e zn\u00e1m.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 6<\/strong> Koncept geografick\u00fdch znalost\u00ed v \u017eit\u00e9m sv\u011bt\u011b v Technick\u00e9 univerzit\u011b v Liberci<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"456\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-6-800x456.png\" alt=\"\" class=\"wp-image-1897\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-6-800x456.png 800w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-6-300x171.png 300w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-6-768x438.png 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2026\/05\/image-6.png 945w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroj:<\/strong> V\u00e1vra 2024, prezentov\u00e1no v&nbsp;p\u0159\u00edsp\u011bvku <em>Place- and Community-based Geographical Education, &nbsp;Case Study <\/em>na <em>35th IGC 2024, 24-30 August, Dublin IE.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159\u00edkladem pokra\u010dov\u00e1n\u00ed v&nbsp;p\u0159\u00edprav\u011b budouc\u00edch u\u010ditel\u016f s&nbsp;vyu\u017eit\u00edm konceptu m\u00edsta je \u010dl\u00e1nek a odborn\u00e1 pr\u00e1ce Dominika Rub\u00e1\u0161e (2024), kter\u00fd se v\u011bnuje spojen\u00ed fyzick\u00e9 geografie s&nbsp;kulturn\u00edmi jevy ve zkouman\u00e9m m\u00edst\u011b s&nbsp;vyu\u017eit\u00edm konceptu \u201e<em>Sense of Place<\/em>\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dal\u0161\u00edm p\u0159\u00edkladem je bakal\u00e1\u0159sk\u00e1 pr\u00e1ce Jakuba \u0160\u00edna (2026), kter\u00fd aplikoval koncept m\u00edsta na \u00fazem\u00ed \u010d\u00e1sti m\u011bsta Ostrava-Hrab\u016fvka. Bakal\u00e1\u0159sk\u00fd program, kter\u00fd studuje, p\u0159ipravuje budouc\u00ed u\u010ditele zem\u011bpisu.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Pou\u017eit\u00e1 literatura<\/h3>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>Anderson, L. W., &amp; Krathwohl, D. R. (2001). <em>A Taxonomy for Learning, Teaching and Assessing<\/em> (Abridged Edition ed.). New York: Addison Wesley Longman, Inc.<\/li><li>Armstrong, D. G., &amp; Hunkins, F. P. (1989). <em>World Geography. People and Places. Teacher Annotated Edition.<\/em> Columbus, Ohio: Merrill Publishing Company.<\/li><li>Armstrong, H. E. (1903). <em>The Teaching of Scientific Method and other Papers on Education.<\/em> New York: Macmillan and Co. Ltd.<\/li><li>Bednarz, S. W., Bettis, N. C., Boehm, R. G., de Souza, A. R., Downs, R. M., Marran, J. F., . . . Slater, C. L. (1994). <em>Geography for Life. National Geography Standards 1994<\/em> (1st ed.). Washington D.C., USA: National Geographic Research &amp; Exploration.<\/li><li>Biggs, J., &amp; Tang, C. (2011). <em>Teaching for Quality Learning at University.<\/em> Maidenhead: Open University Press.<\/li><li>Brenner, C. (prosinec 2018). Mnoho odst\u00edn\u016f zelen\u00e9: Hnut\u00ed Brontosaurus v Socialistick\u00e9m svazu ml\u00e1de\u017ee \u010ceskoslovenska. <em>HISTORIE &#8211; OT\u00c1ZKY &#8211; PROBL\u00c9MY, 10<\/em>(2), str\u00e1nky 72-84. Z\u00edsk\u00e1no 19. b\u0159ezen 2023, z https:\/\/historieotazkyproblemy.ff.cuni.cz\/wp-content\/uploads\/sites\/11\/2019\/02\/Christiane_Brenner_72-84.pdf<\/li><li>Bruner, J. (1960, 1977). <em>The Process of Education. A Landmark in Educational Theory<\/em> (Twenty-seventh printing, 2003 ed.). Harvard University Press.<\/li><li>Casey, E. S. (1997). <em>The Fate of Place. A Philosophical History.<\/em> London: University of California Press.<\/li><li>\u010cesk\u00e1.televize. 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Zem\u011b Koruny \u010desk\u00e9). Velk\u00e9 Mezi\u0159\u00ed\u010d\u00ed: Nakladatestv\u00ed Alois \u0160a\u0161ek.<\/li><li>Dewey, J. (1938). <em>Experience and Education.<\/em> New York: Collier Books. Z\u00edsk\u00e1no 21. February 2026, z https:\/\/ia600400.us.archive.org\/20\/items\/experienceeducat00dewe_0\/experienceeducat00dewe_0.pdf<\/li><li>Eaglestone, R. (2021). \u2018Powerful knowledge\u2019, \u2018cultural literacy\u2019 and the study of literature in schools. <em>IMPACT. Philosophical Perspectives on Education Policy<\/em>(26), pp. 5-40. Retrieved August 25, 2021, from https:\/\/onlinelibrary.wiley.com\/doi\/epdf\/10.1111\/2048-416X.2020.12006.x<\/li><li>Gamerith, W., Hemmer, I., &amp; Czapek, F. (2014). <em>Educational Standards in Geography for the Intermediate School Certificate with sample assignments<\/em> (3 ed.). Bonn: German Geographical Society. 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Curriculum and Social Justice.<\/em> London: BLOOMSBURY.<\/li><\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Po Sametov\u00e9 revoluci v \u010ceskoslovensku si mnoho \u010desk\u00fdch u\u010ditel\u016f uv\u011bdomovalo, \u017ee je pot\u0159eba u\u010dit geografick\u00e9 znalosti tak, aby jim \u017e\u00e1ci rozum\u011bli a ne aby si je jen zapamatovali. V 90. letech se u maturitn\u00edch zkou\u0161ek v \u010cesku objevovaly dv\u011b tendence \u2013 d\u016fraz na zapamatov\u00e1n\u00ed fakt\u016f a dat a vysv\u011btlov\u00e1n\u00ed na z\u00e1klad\u011b nau\u010den\u00fdch znalost\u00ed spolu s kritick\u00fdm my\u0161len\u00edm, tedy ne jen CO a KDE, ale d\u016fraz na PRO\u010c tomu tak je. <\/p>\n","protected":false},"author":1425,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[4652,4656],"class_list":["post-1890","post","type-post","status-publish","format-standard","hentry","category-jaroslav-vavra","tag-geograficke-vzdelavani","tag-geograficke-znalosti"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1890","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=1890"}],"version-history":[{"count":23,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1890\/revisions"}],"predecessor-version":[{"id":1939,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1890\/revisions\/1939"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1890"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1890"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1890"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}