Contents
Academic literature on the topic 'Projektové učení'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Projektové učení.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Dissertations / Theses on the topic "Projektové učení"
1
Škarková, Barbora. "Projektová výuka, její realizace a vliv na žákovo učení." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405716.
Full textAbstract:
The goal of the diploma thesis was to find out how teachers realize project based education with the main focus on grammar school and biology teaching and also explore the influence of project based education on pupil's learning. Data were obtained by the method of semi -structured interviews, which were conducted with twelve teachers and fifty pupils at six grammar schools in three regions of the Czech Republic. The grounded theory method was used for data processing. Teacher's realization of project based education and the influence of project based education on pupil's learning are influenced by various aspects discussed in the thesis. Part of the diploma thesis is an analysis of selected Czech literary and internet sources of information dealing with project based education. Key words: project based education, realization of project based education, grounded theory, grammar school, biology
2
Minakova, Irina. "Autonomní učení anglickému jazyku v kontextu české střední odborné školy." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-341973.
Full textAbstract:
This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...
3
Vilímová, Ivana. "Projektová metoda na 1.stupni základní školy." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325537.
Full textAbstract:
The diploma thesis: "Project method at primary school" deals with the development of new knowledge and skills through the project method, analysis of the quality of its use and possibilities of its application in practice. The work discusses how teachers work on projects with new information, how they develop new knowledge and skills of their students when using the project method. Furthermore it brings author's own project the purpose of which was to allow students to invent new knowledge on their own. The project method at the first school can be carried out by either short-term or long-term projects. Effectivity and quality of teaching is influenced by versatile development of personality of each student. Results of the questionnaire survey proves that the teachers are trying to ensure students enough opportunities for development of key competencies. They strive to put students in the working mood and try to build rich information background. Teachers knowingly consider these aspects however they are not convinced whether it is sufficient for the students. Results of student questionnaire captures how students perceive the work with new information acquired during the project. The project awakens students' interest in these information even for the future. When working on the project students...
4
KUBÍČKOVÁ, Eva. "Diagnostika vybraných didaktických pojmů v sémantickém prostoru studentů učitelství a učitelů na 1. stupni ZŠ." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-45473.
Full textAbstract:
This diploma work raises the issues and subsequently the diagnostics of preconcepts for didactic concepts of students of teaching and primary school teachers. The aim of this work was to find out to what extent the perception of some chosen didactic concepts are related comparing students of pedagogical faculty and primary school teachers. The theoretical part aims to the technical definition of the semantic differential research method and definition of the concepts involved in the research. In the practical part the data relating to chosen didactic concepts were found and processed by method of semantic differential.
5
Olšanská, Lenka. "Využití Montessori pedagogické metody na základní škole." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404716.
Full textAbstract:
The thesis is focused on the use of the Marie Montessori method at the second stage of the primary school. The first part explains the principles of Montessori education and training, including the introduction of appropriate didactic recommendations. There are mentioned possibilities of project teaching and description of the cooking project that is the subject of the research. The aim of this work was to find out what changes pupils perceive after completing the annual cooking project. The results showed that pupils learned how to cook, work in a team and how to resolve conflicts. They started eating more vegetables. Cooking is fun. In the future, pupils want to choose whether or not to participate in the project.
6
Tomanová, Kamila. "Práce s pamětníky ve výuce historie na primární škole." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396889.
Full textAbstract:
The aim of the thesis is the support and the development of the relationship among different generations and learning among pupils of younger age and elderly people. Teaching national history in a traditional way brings two main problems. Firstly, children learn history through abstract terms, which they are not acquainted with. It is followed by another problem, when the presentation for pupils is not in detail and they cannot imagine most of the historical situations. Memories of contemporary witnesses can help us to solve these problems, because thanks to these memories pupils can better understand historical situations. Therefore, it is necessary to find and use such a way of teaching history in the current education, which would be interesting for pupils. Such a way would encourage an interest of pupils about history and further education. Thanks to this, they can gain different points of view about the background of their family, the place of birth and also about the Czech history. Inner motivation is what we want to achieve. By using activities which stimulate pupils we can develop critical thinking while teaching history. The first part of my thesis deals with theoretical knowledge of the authors who concern with the themes of the concept of memory with all its aspects, historical thinking...
7
Gajdová, Magdalena. "Hudební činnosti v mezinárodních mateřských školách v Praze." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446300.
Full textAbstract:
This work analyses music activities of English-speaking children of pre-school age, attending international schools in Prague, following the British Curricula. The goal of this work is to develop and to validate teaching materials of musical activities, supporting children with different native languages from the language of the teaching material, those in transition period, and those with communication barriers, and to offer concrete implementation strategies for teachers of music in both Czech and international schools. The theoretical part compares Czech and British music curricula for pre-school children. It defines terms such as transition period and describes its course in Czech and international environments. Furthermore, it addresses the role of music during this stage of development and explains the concepts of project-based learning and music integration project. As theoretical underpinning for the practical portion, the work offers detailed discussion of musical factors, syllabic structure both in English and Czech language, and the variations in interpretation of musical fairy tales. The practical part describes the goals, methods, and procedures of the action research focused on the implementation of the musical fairy tale in Czech and English, as well as reflection and evaluation of...
8
Vaňková, Pavla. "Nové výzvy pro ředitele středních škol v ČR a ve Francii - Projektový management ve sféře školství." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-323011.
Full textAbstract:
This diploma thesis explores the issue of project activity which has become a new challenge for school directors in EU member states for the last few years. The projects not only contribute to the fulfillment of the tasks of the educational process, but also to the development of the school environment. The aim of this thesis is to compare the use of project possibilities within the research sample of directors of secondary schools in the Czech Republic and France. Theoretical background specifies the project and its cycle together with the strategy, tools and subsidy opportunities within the educational and regional policy of the European Union. The empirical part investigates the differences between the activity and success in the use of grant funds within the sample of directors of Czech and French schools and views on the form of international cooperation in the Comenius sub-program of lifelong learning.
9
ROUBÍČKOVÁ, Žaneta. "Webquest ve výuce německého jazyka." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-135721.
Full textAbstract:
This diploma thesis deals with the method of webquest and its use in the German language teaching. The theoretical part gives the characteristics of this method, its definition, structure and various kinds of webquest. Then the thesis studies the didactical contribution of the webquest. And finally the thesis is focused on the using of the webquest in the foreign language teaching. The practical part contains the examples of the own created webquests in the German language teaching and it evaluates the lessons where the method of webquest was introduced and implemented (it also evaluates the response of the learners). In conclusion, there are given the links to the completed webquests that can be used in the German language teaching.
10
Šalamounová, Klára. "Využití metod dramatické výchovy ve vlastivědném vzdělávání na prvním stupni ZŠ." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307923.
Full textAbstract:
This thesis examines the possibilities of linking historiographical education and drama curriculum in primary school using action research. The theoretical part examines various educational and psychological bases that support the idea of linking drama and historiographical education and defines the possibilities of the involvement of drama as a teaching method in the primary school. The practical part contains specific proposal of two lessons with historiographical themes and also includes evaluation of their implementation in 4th and 5th class. Both lessons are designed and implemented in accordance with the teachings of Three-phase, respecting the psychological aspects of the target group. Lessons use mainly drama methods, marginally methods of curriculum Reading and writing to critical thinking, Experiential learning, Project teaching and Cooperative learning are used. Action research is evaluated through observation and detailed description of teacher reflection.