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Last update: PaedDr. Zdeňka Hanková, Ph.D. (29.12.2023)
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Last update: PaedDr. Zdeňka Hanková, Ph.D. (29.12.2023)
Students will explain the possibilities of implementing the concept of personality and social education in the context of the field of health education. They use terminology in a didactic context (Valenta, operationalized goal/core activity, OSV principles: practical, personified, accompanying; Jirásek, experience/experience, holistic education; Jonassen, Land, Mareš, Pelikán, Jirásek, Holec, Neuman, learning environment emphasizing the pupil pedagogy of the environment - direct and indirect educational effects; Vygotský, Křivohlavý, zone of immediate development; Csikszentmihalyi, Flow/stress/boredom; Kolb, Hanuš, Drahanská, experiential learning, reflection, formative assessment, constructivism in teaching, Cáp, Mareš, Kalhous). They interpret the activity/game/core activity as a teaching situation in relation to an operationalized goal so that the experience activates the learning process in personality and social education. They argue the meaning of the group's pedagogical diagnostics for the setting of personality and social education in the context of the field of health education as a safe learning space for the learner (situation for learning at the eustress level). They compare the possibilities of social motivation (needs of the group; reference frame of the group) of the individual with the situation of group dynamics (also in connection with the goals of developing the competence to cooperate) They formulate activity goals in connection with pedagogical diagnosis. Can assign to the curriculum of personality and social education in the context of the field of health education the possibilities of learning in an experiential situation, or identify topics with the affective domain of goals. They apply the principles of OSV: practical, personified, accompanying and reflection (review) as a didactic support of the OSV learning process. Based on their own experience from the seminar, they will compare the differences in didactic regularity when working with play as a means of development in the concept of dramatic education, artephyletics and experiential pedagogy. |
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Last update: PaedDr. Zdeňka Hanková, Ph.D. (29.12.2023)
Předmět má 5 kreditů dle ECTS, celková časová zátěž studenta odpovídá 150 hodinám. Doba očekávané přípravy na seminář a seminář 48 minut, práce se studijními materiály (za celý semestr) 52 hodin, plnění průběžných úkolů (za celý semestr) 20 hodin, seminární práce 30 hodin. |
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Last update: PaedDr. Zdeňka Hanková, Ph.D. (02.01.2024)
Aktivní účast v seminářích - nelze nahradit samostudiem. Úloha v seminární práci jako podklad pro hodnocení. V podmínkách distanční výuky bude předmět realizován kombinací on-line výuky a reflektovaných úkolů, které budou východiskem seminární práce. On-line výuka v ZOOM, aktuální komunikace a materiály v MOODLe tohoto předmětu včetně odkazů a přístupu na on-line setkání v ZOOM. |
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Last update: PaedDr. Zdeňka Hanková, Ph.D. (29.12.2023)
1. The concept of Personality and social education in the curriculum with regard to the field of health education in connection with general didactics (theoretical foundations, terminology). 2. Goals in the area of self-knowledge, personal development, social skills, attitudes and values (affective domain; operationalized goal) 3. Pedagogical diagnostics (reference frame of the group; group needs; psychological safety, eustress) 4. Didactics of Personal and Social Education (the relationship between the situational concept of education and the core activity as an opportunity for learning; OSV principles: practical, personified, accompanying/reflection). Didactic procedures with play (specifics of experiential pedagogy, dramatic education and artephyletics). 5. Group dynamics and class work. |