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Role ilustrace na porozumění textu LPDM na 1.st.ZŠ / Role of illustration in understanding a text at primary schoolCimerová, Barbora January 2017 (has links)
The aim of this thesis is to explore the region of illustrations in the books for children and youth not only from the illustration itself, but also in the context of the relationship of illustration and text. The theoretical part deals with the development of the illustrations, visual and reading literacy and areas of reading comprehension. It touch upon topics of the maps of learning progress. The thesis bringing the possibilities of work with illustrations in lessons of literature education at primary school. The practical part of the thesis fucuses on the particular teached hours of literary education in the first, third and fifth grade, in which the work with illustrations with the aim of text comprehension is used. Furthermore, the practical part brings a range of other interesting books suitable for similar work in lessons of literary education to the reader. Keywords: Illustration, books for children and youth, reading comprehension, literary education, reading literacy
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Vztah rodičů současných předškoláků k dětské knize / Relationship between the parents of pre-scholars to the children bookZelinská, Barbora January 2015 (has links)
This thesis deals with pre-reading literacy and focuses on the factors and actors that it develops. The first chapter deals with the theoretical definition and importance of education to the reading. The second chapter outlines the literary form of preschool education and how the literary education is included in the general educational program for preschool education. The third chapter is devoted to the primary and most important factor that the development of a child's reading act, and that is the family. It shows the possibilities of how children can relate to the books in the family to support the role of the relationship of their parents to read and stresses the importance of reading and storytelling in the family circle. The following chapter deals with the cooperation of nursery school and family in the development of a child's reading, closer is about the influence of teacher's personality and it offers opportunities to work with the book in full day kindergarten regime. The last two chapters of the theoretical part characterizes the specifics of children's literature and provide an overview of the typology of literature for preschool children. The research part describes the process of investigation, which is aimed at determining the important criteria in the selection of children's books....
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Dílna čtení v mateřské škole jako podpora rozvoje čtenářské pregramotnosti / Workshop reading in kindergarten to support the development of pre-literacySedláčková, Magdaléna January 2016 (has links)
The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education
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Bible a její adaptace pro děti / Bible and Its Adaptations for ChildrenJečmenová, Kateřina January 2019 (has links)
The diploma thesis The Bible and Its Adaptations for Children addresses the question of the quality of children's Biblical adaptations. It aims to compile a comprehensive set of criteria based on relevant literature which children's adaptations should meet. These criteria should become a practical tool for primary school teachers to make it easier for them to select quality stories for their lessons. The entire first chapter is devoted to the Bible and should serve as a general knowledge base of the book. The second chapter describes children's literature in terms of its specifics and psychological characteristics of young readers. A special place in this chapter belongs to myth (as one of the essential biblical genres) and the Bible itself, and the examination of their place in children's literature. The chapter on children's literature also includes a section the aim of which is to explain the role of illustration in children's books and to remind us of its crucial position in children's literature. The following chapter deals with the term adaptation, first from the general literary point of view, and then it focuses on the child recipient and the peculiarities of adapting the Bible. At the end of this chapter, the planned set of criteria is created on the bases of the previous theoretical part...
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Zahájení hodiny literární výchovy dle zásad pedagogického konstruktivismu / Beginning of a literary education lesson according to principles of the constructivist teachingMinářová, Tereza January 2019 (has links)
The diploma thesis deals with an issue of a teaching process initiation in a literary education. The aim of the thesis is to prove that applying a constructivist approach to the lesson structure arouses pupils' and students' interest, activity and motivation to learn and it also supports the learning process and critical thinking. The thesis verifies a positive effect in using of the E-U-R learning model based on studying scientific literature and author's pedagogical experience. More specifically, the thesis focuses on the first phase, evocation. It presents the criteria and methods of realization and it suggests the possible content of evocation. In the practical part, the author verifies these findings on six lessons. The reflections prove that effective evocation supports the learning process.
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Discurso literário e ensino: caminho para a formação do leitor literárioCappelletti, Emerson 20 May 2010 (has links)
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Previous issue date: 2010-05-20 / Secretaria da Educação do Estado de São Paulo / The publication of the Portuguese Language National Curricular Parameters
(Parâmetros Curriculares Nacionais PCN) (BRASIL, 1998) for primary education
represented a significant stride in reading education in Brazil. Where the underlying
learning methodology had once relied on a compendium of literary excerpts models of
good writing and reading today journalistic and daily life narrative genres constitute the
primary source for the administration of pedagogical activities.
The progress secured through this new approach finds no corresponding
equivalent in literary education, given the apparent decline of literature s centrality within
the curricular parameters of schools and society. Add to the sparse didactic guidance
provided in the official document the scarcity of academic research on literary education
and discourse.
Therein lies the principal objective of this study aimed at corroborating shared
designated reading within the framework of the PCN. To this end, we proposed the full
application of a didactic sequence, the development of which is driven by theoretical
aspects of the Education, Linguistics, and Pragmatics of literary discourse. The strategy
gave rise to undertaking a full reading of the British story Alice in Wonderland, translated
into Portuguese by Ana Maria Machado. Two groups of students were formed, one
which read the story without supervision and another monitored by the researcher as the
story was read out loud.
We proceeded to compare the results of the study with a view to demonstrating
our hypothesis that those students supervised by the researcher and teacher and
guided by the didactic sequence displayed greater progress in respect of the literary
work s key textual and intertextual elements. We concluded that our hypothesis holds,
insofar as shared reading guided by the didactic sequence emerged as an important
tool for literary teaching and learning in schools / A publicação dos PCN de Língua Portuguesa (BRASIL, 1998) para o ensino fundamental marcou um considerável avanço no tocante ao ensino da leitura no país. Se antes esse ensino estava centrado na análise de um compêndio de excertos literários modelos para o bem escrever e ler -, hoje encontra nos gêneros textuais jornalísticos e cotidianos sua principal fonte para a elaboração de intervenções pedagógicas..
Os avanços empreendidos por essa mudança não encontram correspondentes no ensino da leitura literária, já que a literatura parece ter perdido sua importância dentro dos parâmetros curriculares, da escola e da própria sociedade. Some-se, às poucas orientações didáticas encontradas no documento oficial, o fato da existência de uma também escassa pesquisa acadêmica sobre ensino e discurso literário.
Daí surge o principal objetivo deste trabalho ligado à corroboração de uma estratégia de leitura denominada compartilhada pelos PCN. Para tanto, propusemos a aplicação integral de uma sequência didática cuja elaboração nos foi guiada pelos aspectos teóricos da Educação, da Linguística e da Pragmática do discurso literário. Essa sequência trouxe a proposta de leitura integral do conto inglês Alice no País das Maravilhas cuja tradução foi realizada por Ana Maria Machado. Dois grupos de alunos foram formados, um que leu a obra proposta autonomamente e o outro que foi acompanhado pelo pesquisador enquanto a leitura integral do conto era realizada em voz alta.
Partimos, depois, para a comparação dos resultados com a finalidade de comprovar a nossa hipótese de que os alunos, que tiveram a supervisão do pesquisador e professor e foram guiados pela sequência didática, apresentaram maior aproveitamento dos dados contextuais e intertextuais da obra literária. Concluímos que nossa hipótese é verdadeira, já que a leitura compartilhada orientada pela sequência didática - revelou-se como importante ferramenta de ensino e aprendizagem da leitura literária na escola
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Drama v didaktice literární výchovy na 2. stupni ZŠ / Drama in the Didactics of Literary Education at the Upper Primary SchoolRAICHLOVÁ, Denisa January 2017 (has links)
The presented dissertation deals with education of drama in literary lessons on the second grade of primary schools. The theoretic part is dedicated to the definition of literary and dramatic education, what their goals in education are in general and how to achieve these goals. Secondly, it describes drama, its elements and history. The second part is practical. We focus on reading-books and how the discussed topic is reflected in them. We present the "By Reading and Writing to Critical Thinking" programme methods which we then use in concrete preparations for lessons. We afterwards evaluate these lessons based on the extent to which the lessons were successful within the education itself.
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Využití literární výchovy v pedagogice volného času / The use of literary education in pedagogy of leisure timePĚNIČKOVÁ, Dominika January 2018 (has links)
The thesis deals with possibilities of using literary text under the pedagogy of leisure time when mainly working with children in the elementary school. The theoretical part deals with key concepts of the research particularly in literary education, literary text, choice of text and literary education in leisure time. This part presents also the suitable methodical procedures when working with literary text in the school environment and leisure time activities focused on achieving esthetical experiences and development of key competencies. The practical part includes characteristics of chosen standard and activating educational methods. These methods represent the practical side of specific examples of children's and youth literature. The other part of thesis is also anthology of literary works, which can be used by leisure time teachers in educational process.
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Kreativní využití digitálních aplikací v literární výchově / Creative use of digital technologies in literary educationZajíčková, Kateřina January 2021 (has links)
Digital applications may serve as tools for making the content of literary education more attractive and for developing pupils' competences, creativity and flexible thinking. Therefore, the aim of this mainly practically oriented work is to explore the didactic potential of selected digital applications in literary education and literary communication. In the theoretical part, we first present both the disciplinary background of our work and the existing knowledge on the use of digital technologies in education, including the main opportunities and risks that these technologies can bring to the educational environment. The practical, more extensive part contains a description of selected specific digital applications suitable for use in literary education classes, for which we evaluate both their didactic potential and the demands on the digital competence level of the user-educator. Finally, the creation of our own digital resources with sample methodologies is also included in the thesis.
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Analýza úkolů v čítankách pro 9.ročník ZŠ / Analysis of exercises in reading-books for 9th class of primary schoolProcházková, Jana January 2013 (has links)
RESUMÉ The essence of this thesis is to compare selected reading books or workbooks in terms of the accompanying questions and issues. The work is theoretically based on the characteristics of the pubescent reader and also Bloom's taxonomy, classification and results in international tests like PISA etc. The thesis is also examining the readers' literacy. Its definition is changing in time. Literacy is not only focusing on the knowledge, but also plays an important role in integrating into society. It is a complex of several dimensions (relationship to reading, literal understanding, deduction, metacognition, sharing and application). Each of the components is indispensable. Five reading books of the 9th year of elementary school from different publishers (SPN, New School, Fraus, Alter) were analyzed. Two reading books are published by SPN, but each represents a different approach (the older one is based on the school curriculum, newer relates to teaching according to the RVP ZV). It was not a representative analysis of the whole supply of current reading books, but only a selected sample. Analysis of particular reading books is devoted to the general characteristics and context (author, declared associations with RVP ZV, illustrations, general structure of reading book, etc). In addition the reading books...
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