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THIS CODE WAS CREATED SPECIFICALLY FOR ERASMUS STUDENTS.
If you are and exchange student and you need a grade for this course, you should sign up for this code. For more information about the course, click on the link next to "is provided by" above. The DaF didactics course is designed as one of the most important parts of vocational training for German teachers. It connects the knowledge acquired so far in the field and pedagogical-psychological with the contents of general, but above all field-specific didactic training. The main goal of the course is to prepare the student to be able to understand all aspects of teaching in the context of teaching German as a (second) foreign language in Czech secondary schools and thus be prepared for the daily teaching reality in terms of subject-didactic. At the end of the course, the student should understand the teaching process as a whole about many variables, which must be able to take into account, evaluate, reflect and adapt to them the preparation, implementation and retrospective evaluation of teaching results. The aim is also to form the student to be aware of the specifics of his future role as a teacher, to be able to continue his education even after graduation and to implement teaching according to the latest didactic knowledge. The student should view the teaching as a reflective practice. The aim of the course is also to provide students with space to translate theory into real teaching practice, both in conjunction with the course of continuous pedagogical practice, which takes place in parallel with the didactics course, and other practices, but also in the form of reflected micro-teaching blocks, preparation of various types of tests and discussions. over the possibilities of their evaluation and overall evaluation.<br> All the above-mentioned acquired knowledge and skills are also reflected in the professional portfolio of the student, to the continuous development of which he is guided throughout his studies. The portfolio is designed so that the student stores in it during his studies everything related to his education and preparation for future professions. It thus enables the reflection of one's own professional progress and at the same time enables the access of other participants in teaching and the provision of feedback. The portfolio in the form in which it is created also serves as a basis for the professional development of each student for evaluation at the final state examination.<br> In the winter semester, the course focuses on the more general framework of teaching, on the specifics of the teacher's work, variables related to the pupil, and on the topics of goals, content, methods and means of teaching. In the summer semester, the course focuses on the development of competences enabling a didactically appropriate grasp of the basic components of German teaching with special attention to individual language resources and speech skills. The course thus prepares students for the future career path of a teacher in very specific outlines. Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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become familiar with all relevant didactic topics related to the content and forms of teaching Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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Required literature: Barkowski, H. / Krumm, H.-J.: Fachlexikon Deutsch als Fremdsprache und Zweitsprache, Tübingen/Basel: Narr 2010. Bausch K.-R. / Christ, H. / Krumm, H.-J.: Handbuch Fremdsprachenunterricht, Tübingen 2003. Henrici, G. / Riemer, C.: Einführung in die Didaktik des Unterrichts Deutsch als Fremdsprache mit Videobeispielen., Schneider-Verlag Hohengehren, 2001. Huneke, H.-W. / Steinig, W.: Deutsch als Fremdsprache. Eine Einführung, Erich Schmidt Verlag 2002. Choděra, R. et al: Výuka cizích jazyků na prahu nového století I, II, Praha 1999, 2001. Choděra,R. et al.: Didaktika cizích jazyků na přelomu století, Praha 2001 Storch, G.: Deutsch als Fremdsprache, Tübingen 1999. Strauss, D.: Didaktik und Methodik. Deutsch als Fremdsprache. Eine Einführung, Berlin, München, Wien, Zürich, New York: Langenscheidt 1987.
Recommended literature: Altmayer, C. / Biebighäuser, K. / Haberzettl, S. / Heine A. (eds.): Handbuch Deutsch als Fremd- und Zweitsprache: Kontexte – Themen – Methoden. Metzler: 2021, ISBN: 978-3476048578. Apeltauer, E.: Grundlagen des Erst- und Zweitsprachenerwerbs, Fernstudienprojekt GI, Einheit 15 / 1997 Bimmel, P./ Rampillon, U.: Lernerautonomie und Lernstrategien, Fernstudienbrief 23/2000 Blei, D.: Mnemotechnische Verfahren und ihre Anwendung im Unterricht DaF. In: Zielsprache Deutsch, 3 / 1996, S 118 ff. Bolton, S.: Prüfen und Testen im Unterricht DaF, Berlin 1990 Doyé, P.: Typologie der Testaufgaben für den Unterricht Deutsch als Fremdsprache. Berlin. 1988. Brandi, M.-L.: Video im Deutschunterricht, Fernstudieneinheit 13, 2001 Cink, P.: Jazykova politika v nove Evrope. In H.-J. Krumm (ed.) Die Sprachen unserer Nachbarn - Unsere Sprachen. Vídeň: Eviva. 1999. Dieling H./Hirschfeld, U.: Phonetik lehren und lernen, Langenscheidt, Goethe-Institut 2000. Ehlers, S.: Literarische Texte lesen lernen. München; Klett 1992. Funk, H./ Koenig, M: Grammatik lehren und lernen, Langenscheidt 1991. Westhoff G. J.: Didaktik des Leseverstehens, Mnichov: Hueber 1987. Glück, H.: Zum disziplinären Ort von DaF, in: DaF 1/1998, 3-9. Götze, L.: Der Zweitsprachenerwerb des Deutschen aus der Sicht der Hirnfrorschung, In: DaF 36/1, 1999. Grotjahn, R.: Lernstile und Lernstrategien: Definition, Identifikation, unterrichtliche Relevanz In: Der fremdsprachliche Unterricht Französisch, 4/1998, S. 11 ff. Grzesik, J.: Textverstehen lernen und lehren - Geistige Operationen im Prozeß des Textverstehens und typische Methoden für die Schulung zum kompetenten Leser. 2. Auflage. Stuttgart 1996. Häusermann, U. / Piepho, H.-E.: Aufgaben-Handbuch Deutsch als Fremdsprache: Abriss einer Aufgaben- und Übungstypologie, Iudicium 1996. Heyd, Gertraude, Deutsch lehren. Grundwissen für den Unterricht in Deutsch als Fremdsprache, Diesterweg 1991 Choděra, R.: Meta-Didaktik der Fremdsprachen, Praha 1997; Kast, B.: Fertigkeit Schreiben (Fernstudieneinheit 12), Berlin 1995. Kleppin, K.: Fehler und Fehlerkorrektur, Fernstudieneinheit 19, GI 1998 Lonegran, J.: Fremdsprachenunterricht mit Video. Ein Handbuch mit Materialien, Forum Sprache, Hueber 1987 Menzel, W.: Mögliche konkrete Aufgaben zu Texten , Praxis Deutsch 29 /2002. Müller, B.-D.: Wortschatzarbeit und Bedeutungsvermittlung, Fernstudieneinheit 8, Langenscheidt 1994 Mummert, I.: Nachwuchspoeten. Jugendliche schreiben literarische Texte im FU Deutsch, München 1989 Neuner, G. et al.: Übungstypologie zum kommunikativen Deutschunterricht, Langenscheidt 1994 Neuner, G.: Methoden des fremdsprachlichen Deutschunterrichts: eine Einführung, Langenscheidt 2007 Rug, W. et al.: 50 praktische Tipps zum Deutschlernen. Klett 1991. Solmecke, G.: Texte hören, lesen und verstehen, Langenscheidt 1993. Strauss, D.:Didaktik und Methodik DaF. Eine Einführung
Periodicals: Fremdsprache Deutsch Cizí jazyky Deutsch als Fremdsprache Teaching aids: - webová platforma DAAD k dalšímu vzdělávání učitelů němčiny Dhoch3 - publikace z výukové řady Goethe-Institut: DLL – Deutsch lehren lernen Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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A combined form of lecture and seminar, in which great emphasis is placed on discussion of various topics. Papers and other contributions from the participants are also used, which will enable the confrontation of different opinions, methods and styles and prepare students for their own practice. Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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Credit colloquium - discussion of all topics discussed during the WS. Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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Winter term 1. Didactics of German and its content, delimitation in relation to other disciplines, definition of didactics of foreign languages 2. The position of didactics in the system of sciences, the structure of foreign language didactics; psychological, pedagogical and linguistic prerequisites for teaching foreign languages (German as a foreign language), relation to general didactics 3. Teaching as interaction I: TEACHER in German language teaching, his role, teaching style, competence, communication and use of L1, the difference between DaF and DaZ approaches (German as a foreign language and German as a second language), forms of teaching 4. Teaching as interaction II: TEACHER in German language teaching, his role, teaching style, competence, communication and use of L1, the difference between DaF and DaZ approach (German as a foreign language and German as a second language), forms of teaching 5. Teaching as interactionIII: THE STUDENT and his variables, the pupil's motivation to learn German as a key factor in the effectiveness of teaching, the possibilities of influencing it, the position of German as a taught subject 6. Teaching as interaction IV: THE STUDENT and his variables, the pupil's motivation to learn German as a key factor in the effectiveness of teaching, the possibilities of influencing it, the position of German as a taught subject 7. Learning styles, strategies and learning techniques, mnemonics 8. Learning objectives: Objectives of teaching German as a foreign language (Lehr-, Lernziele), determination of learning objectives, influence of objectives on the personality of the pupil and teacher, competences 9. Teaching content: curriculum documents, European and national language policy (RVP, SVP, Common European Framework of Reference for Languages) 10. Curriculum and lesson plans, thematic plans, lesson construction and preparation for teaching. 11. Teaching methods - general description and historical development (direct, grammar-translation method) 12. Teaching methods - historical development II (audio-lingual, audio-visual method, communicative approach, post-communicative period, alternative methods) 13. Means and social forms Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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https://dl1.cuni.cz/course/view.php?id=7727 Last update: Dogan Barbora, Mgr. et Mgr. (08.07.2025)
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