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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

Závislosti a práce s daty v RVP ZV / Dependencies, relations and work with data in the perspective of Framework Education Programme for Elementary Education

SRBOVÁ, Lucie January 2009 (has links)
The aim of the diploma thesis is a to develop materials for teaching the educational content ``Dependencies, relations and work with data{\crqq} in the perspective of Framework Education Programme for Elementary Education. The diploma thesis focuses on an analysis of what mathematical and key competences are developed when going through this topic and on the search for interrelations between cross-sectional topics. The diploma thesis includes a collection of problems for various grades of primary school and samples of model problems.
32

Profesní profil pedagoga pracujícího s dětmi a mládeží ve volném čase / Professional Profile of the Educator Working with Children and Young People in their Free Time

MACHÁČKOVÁ, Lenka January 2008 (has links)
The degree work outlines the professional profile of the educator working with children and young people in their free time. The introductory chapter explains the basic concepts and focuses on the characteristics of the theory of teacher´s profession, personality, values and key competences. The historical development describes education, and the concept of educator in its historical context. The next chapter focuses on the professional possibilities of the free-time educator. His or her educational activities are defined by the brief survey of institutions and facilities where children and young people spend their free time. The final part concentrates on the overall evaluation of the free-time educator. The professional profile contains certain individual qualities as well as theoretical and practical abilities.
33

Komunikační kompetence v kurikulu mateřské školy / Communication competences in kindergarten curriculum

Otiepková, Markéta January 2013 (has links)
The thesis focuses on a concept of communicative competences in the curricula at the stage of pre-school education and introduces the possibilities of development of these competences in kindergarten. The theoretical part outlines issues of curriculum, key competences and communicative competences in the context of pre-primary education. The research is a presentation of qualitative-quantitative research, which aimed to analyze the concept of communicative competences in the curricula of kindergartens and based on direct observation to find out, how kindergarten teachers meet the communicative competences at this stage of education, how to diagnose them and what opportunities provides kindergarten environment to develop pre-school children communication competences. Based on the analysis of curriculum documents of selected kindergartens we found that schools include communicative competences in their conceptual materials and attach great importance to them, even if these documents have different content and formal level. From our observations and interviews with respondents, we concluded that kindergartens and their teachers usually provide good conditions for children to develop their communicative competences (positive communication climate, proper teacher speech pattern, primary prevention,...
34

Pojetí průřezových témat v přírodovědných předmětech na střední škole. / Conception of cross-curricular subjets in natur science subjects at secondary school.

Václavíková, Lenka January 2011 (has links)
The task of contemporary education is not only to equip pupils with skills and knowledge, but to give them postures and values as well. That is one of the goals of the so-called cross-curricular subjects, which were brought by the education reformation accomplished several years ago. This area is as new for many teachers as it is for pupils and that is the reason why this master thesis was created. It provides basic information about cross-curricular subjects and supplies options for their practical implementation in the education. The theoretical section aims at the characterization of Czech and foreign cross-curricular subjects and their mutual comparison. The research section, among others, contains practical suggestions interconnecting the cross-curricular subjects with natural sciences education, and some of them have been verified in practice. Questionnaire survey follows, finding out the position of high school students towards the cross-curricular subjects and towards key-competence developing activities. Students also expressed their opinion on the practical suggestions application during education in this survey. In conclusion of the study, the observed results were evaluated and compared with the literature and author's opinions.
35

Klíčové kompetence pro udržitelné jednání v kurikulu preprimárního vzdělávání / Key competencies for sustainable action in early education curriculum

Vošahlíková, Tereza January 2012 (has links)
Univerzita Karlova v Praze Pedagogická fakulta ABSTRACT KEY COMPETENCIES FOR SUSTAINABLE ACTION IN EARLY EDUCATION CURRICULUM PhDr. Tereza Vošahlíková Vedoucí práce Doc. RNDr. Vasilis Teodoridis, Ph.D. Katedra biologie a environmentálních studií Pedf UK Doktorský studijní program pedagogika Externí konzultantka Prof. dr. Ute Stoltenberg Institut für integrative Studien, Leuphana Universität Lüneburg Praha 2012 The thesis introduces environmentally oriented concepts in early education curriculum with one leading point of view: key competences for sustainable action. Key competences represent new, open ended form of educational goals. Early education curriculum defined broadly as all educational content (planned, realized and hidden) presents a field of study of this thesis. In this field, a new concept, education for sustainable development, should be implemented worldwide. The question is, how far and how successfully can this concept be introduced in the early education curriculum on the level of educational goals. There are many general strategies and models of curriculum revision. In order to structure the empirical study, a hierarchical model of macro-, meso- and micro level of curriculum was established. This model allows examination of two ways of education for sustainable development implementation,...
36

Využití dětské literatury jako východiska pro dramaticko-výchovný proces v mateřské škole / Using Children's Literature as a Basis for the Dramatic and Educational Process in Nursery Schools

Kalistová, Ivana January 2011 (has links)
The Framework Education Programme for Preschool Education is a legislative curriculum document which establishes the basic requirements for the state preschool education. The educational objectives and requirements are binding for the teachers. However, the way in which those objectives and requirements are met, is fully in the hands of each nursery school. This diploma thesis illustrates one of the possible ways of educating preschool children, namely the dramatic education. The dramatic education is presented here not only as an educational method but also as a style of pedagogical work. This particular style respects individuality and originality of each child with the intention of developing his/her potentials and with the effort to equip the child with necessary social skills. The practical part of the diploma thesis offers insight into the authentic dramatic and educational process which explores topics of human life. During this process, each child goes through a full-fledged personal and social development by means of dramatic activities, which are based on topics of literary text
37

Integrovaná tematická výuka programu začít spolu / Integrated Thematic Instruction in The Step by Step educational programme

Mašková, Tereza January 2014 (has links)
My theses called "Intergrated thematic instruction" in the "Step by Step programme" describes, analyses and evaluates the usage of Integrated Thematic Instruction (ITI) on the 1st level of the primary school. ITI is considered like one of the possibilities of the realisation of the educational content which is delimited by General Educational Programme which broad interpretation offers to this realisation. My theses is devided into two parts - theoretical and practical. The theoretical part deals with the analysis of the educational content in regard with the schoolwork integration. Besides the integration itself, my theses also deals with thematic teaching and integrated thematic teaching in curriculated documents. My theses also refers to integrated thematic teaching in modification of the "Step by Step programme" and tries to limit ITI in the project teaching background. The integral component of the theoretical part is also a part devoted to the key competences and their acquisition. I focus on the components monitoring of the brain compatible environment during the real practical teaching in the "Step by Step programme". I analyse the above mentioned components within three ITI projects which happen during my classes. The analysis runs based on the Korthagen's cycle where the last phase of the...
38

Dramatická výchova a literární příběh v mateřské škole - v díle Zdeňka Svěráka / Drama in education and literary story in a nursery school - in the works of Zdeněk Svěrák

Čiháková, Julie January 2012 (has links)
This thesis deals with the possibilities of application of Zdenek Sverak's work in a kindergarten drama education. The theoretical section summarizes the information about the life and works of Zdenek Sverak and the findings regarding the possibility of using a literary narrative in a kindergarten, while applying the methods of drama education. There follows a description of the developmental patterns of preschool children and their significance for the drama education. The practical part of the thesis uses the books of Zdenek Sverak to process and reflect upon thematic units, in which the drama education methods were used. At the conclusion of the thesis, there is an evaluation of the research observations, obtained during my implementation of the thematic units.
39

Výchova k podnikavosti žáků SOŠ / Entrepreneurship education at secondary vocational schools

Homolová, Kateřina January 2015 (has links)
This diploma thesis is focused on an enterprise education. There are theoretical outcomes of the particular issue included in the first part of the thesis. This part deals with a basic terminology definition as well as with an explanation of the meaning of an enterprise education and subjects that deal with its development. The first part of the thesis also deals with current enterprise education projects that are being in progress not only in the Czech Republic but also all over the European Union and international organizations. The goal of the empirical part is to analyze a particular educational program and to evaluate up to which level an enterprise issue in general is included. Another aim is to get to know the students attitude towards the enterprise and to check their knowledge about the business skill. For this purpose a didactic test had been created according to an educational program. This test has proven that the business knowledge level is not satisfying. Therefore, the aim of this part is also to design a recommendation of possible modification to improve the educational process that would lead students to a bigger interest in the issue of business, to be more independent, active and creative.
40

Srovnání systémů sociálně - právní ochrany dětí v České republice a ve Finsku / Comparison of Systems of Social and Legal Protection of Children in the Czech Republic and in Finland

Dobešová, Anežka January 2019 (has links)
The thesis briefly describes basic terms, international acts and legislation which relate to the social and legal protection of children. In greater detail, it goes over the individual components of Czech and Finnish systems of social and legal protection of children. Afterwards, both systems and its positives and negatives are compared and the main advantages of Finnish system which could be beneficial four the Czech system are described. To achieve the goals, the information from the literature are used together with the survey in which participated social workers from the Czech Republic and Finland.

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