. "1"^^ . "Teachers questions in educational dialogue in secondary school"@en . . "236546" . "Teachers questions in educational dialogue in secondary school"@en . . . "P(GA406/09/0752)" . "\u0160va\u0159\u00ED\u010Dek, Roman" . . . "P\u0159\u00EDsp\u011Bvek p\u0159edstavuje empirickou studii zam\u011B\u0159enou na u\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu. C\u00EDlem je popsat u\u010Ditelsk\u00E9 ot\u00E1zky, kter\u00E9 tvo\u0159\u00ED prvn\u00ED \u010D\u00E1st z\u00E1kladn\u00ED organiza\u010Dn\u00ED struktury v\u00FDukov\u00E9ho dialogu (Mehan 1979) a p\u0159edstavuj\u00ED a\u017E 70 % v\u0161ech interakc\u00ED v hodin\u011B (Parker, Hurry 2007). Jak\u00FDm zp\u016Fsobem u\u010Ditel klade ot\u00E1zky \u017E\u00E1k\u016Fm a t\u00EDm p\u00E1dem iniciuje dialog? P\u0159\u00EDsp\u011Bvek se zam\u011B\u0159\u00ED na otev\u0159en\u00E9 ot\u00E1zky, uzav\u0159en\u00E9 ot\u00E1zky, pseudoot\u00E1zky, iluzivn\u00ED ot\u00E1zky, n\u00E1vodn\u00E9 ot\u00E1zky a ot\u00E1zky typu Pro\u010D. P\u0159\u00EDsp\u011Bvek vych\u00E1z\u00ED z etnografick\u00E9ho v\u00FDzkumu \u0161koly. Data poch\u00E1z\u00ED z ter\u00E9nn\u00EDho v\u00FDzkumu zam\u011B\u0159en\u00E9ho na komunikaci mezi u\u010Ditelem a \u017E\u00E1ky na 2. stupni z\u00E1kladn\u00ED \u0161koly. Sledov\u00E1na byla v\u00FDukov\u00E1 komunikaci v hodin\u00E1ch \u0161estn\u00E1cti r\u016Fzn\u00FDch u\u010Ditel\u016F na \u010Dty\u0159ech r\u016Fzn\u00FDch \u0161kol\u00E1ch. Data byla z\u00EDsk\u00E1na pomoc\u00ED p\u0159\u00EDm\u00E9ho pozorov\u00E1n\u00ED a videonahr\u00E1vek vyu\u010Dovac\u00EDch hodin, d\u00E1le pomoc\u00ED hloubkov\u00FDch rozhovor\u016F s u\u010Diteli a \u017E\u00E1ky a dotazn\u00EDk\u016F pro \u017E\u00E1ky. V r\u00E1mci anal\u00FDzy ot\u00E1zek je u\u017Eito dat p\u0159edev\u0161\u00EDm z videonahr\u00E1vek v\u00FDuky."@cs . . "U\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu na druh\u00E9m stupni z\u00E1kladn\u00ED \u0161koly"@cs . "P\u0159\u00EDsp\u011Bvek p\u0159edstavuje empirickou studii zam\u011B\u0159enou na u\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu. C\u00EDlem je popsat u\u010Ditelsk\u00E9 ot\u00E1zky, kter\u00E9 tvo\u0159\u00ED prvn\u00ED \u010D\u00E1st z\u00E1kladn\u00ED organiza\u010Dn\u00ED struktury v\u00FDukov\u00E9ho dialogu (Mehan 1979) a p\u0159edstavuj\u00ED a\u017E 70 % v\u0161ech interakc\u00ED v hodin\u011B (Parker, Hurry 2007). Jak\u00FDm zp\u016Fsobem u\u010Ditel klade ot\u00E1zky \u017E\u00E1k\u016Fm a t\u00EDm p\u00E1dem iniciuje dialog? P\u0159\u00EDsp\u011Bvek se zam\u011B\u0159\u00ED na otev\u0159en\u00E9 ot\u00E1zky, uzav\u0159en\u00E9 ot\u00E1zky, pseudoot\u00E1zky, iluzivn\u00ED ot\u00E1zky, n\u00E1vodn\u00E9 ot\u00E1zky a ot\u00E1zky typu Pro\u010D. P\u0159\u00EDsp\u011Bvek vych\u00E1z\u00ED z etnografick\u00E9ho v\u00FDzkumu \u0161koly. Data poch\u00E1z\u00ED z ter\u00E9nn\u00EDho v\u00FDzkumu zam\u011B\u0159en\u00E9ho na komunikaci mezi u\u010Ditelem a \u017E\u00E1ky na 2. stupni z\u00E1kladn\u00ED \u0161koly. Sledov\u00E1na byla v\u00FDukov\u00E1 komunikaci v hodin\u00E1ch \u0161estn\u00E1cti r\u016Fzn\u00FDch u\u010Ditel\u016F na \u010Dty\u0159ech r\u016Fzn\u00FDch \u0161kol\u00E1ch. Data byla z\u00EDsk\u00E1na pomoc\u00ED p\u0159\u00EDm\u00E9ho pozorov\u00E1n\u00ED a videonahr\u00E1vek vyu\u010Dovac\u00EDch hodin, d\u00E1le pomoc\u00ED hloubkov\u00FDch rozhovor\u016F s u\u010Diteli a \u017E\u00E1ky a dotazn\u00EDk\u016F pro \u017E\u00E1ky. V r\u00E1mci anal\u00FDzy ot\u00E1zek je u\u017Eito dat p\u0159edev\u0161\u00EDm z videonahr\u00E1vek v\u00FDuky." . "RIV/00216224:14210/11:00049690!RIV12-GA0-14210___" . "U\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu na druh\u00E9m stupni z\u00E1kladn\u00ED \u0161koly"@cs . "ethnography; educational communication; dialog; teachers questions"@en . "P\u0159\u00EDsp\u011Bvek p\u0159edstavuje empirickou studii zam\u011B\u0159enou na u\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu. C\u00EDlem je popsat u\u010Ditelsk\u00E9 ot\u00E1zky, kter\u00E9 tvo\u0159\u00ED prvn\u00ED \u010D\u00E1st z\u00E1kladn\u00ED organiza\u010Dn\u00ED struktury v\u00FDukov\u00E9ho dialogu (Mehan 1979) a p\u0159edstavuj\u00ED a\u017E 70 % v\u0161ech interakc\u00ED v hodin\u011B (Parker, Hurry 2007). Jak\u00FDm zp\u016Fsobem u\u010Ditel klade ot\u00E1zky \u017E\u00E1k\u016Fm a t\u00EDm p\u00E1dem iniciuje dialog? P\u0159\u00EDsp\u011Bvek se zam\u011B\u0159\u00ED na otev\u0159en\u00E9 ot\u00E1zky, uzav\u0159en\u00E9 ot\u00E1zky, pseudoot\u00E1zky, iluzivn\u00ED ot\u00E1zky, n\u00E1vodn\u00E9 ot\u00E1zky a ot\u00E1zky typu pro\u010D. N\u00E1zev p\u0159\u00EDsp\u011Bvku odkazuje k nej\u010Dast\u011Bji pou\u017E\u00EDvan\u00FDm u\u010Ditelsk\u00FDm ot\u00E1zk\u00E1m ve v\u00FDzkumn\u00E9m vzorku. P\u0159\u00EDsp\u011Bvek vych\u00E1z\u00ED z etnografick\u00E9ho v\u00FDzkumu \u0161koly. Data poch\u00E1z\u00ED z ter\u00E9nn\u00EDho v\u00FDzkumu zam\u011B\u0159en\u00E9ho na komunikaci mezi u\u010Ditelem a \u017E\u00E1ky na 2. stupni z\u00E1kladn\u00ED \u0161koly. Sledov\u00E1na byla v\u00FDukov\u00E1 komunikaci v hodin\u00E1ch \u0161estn\u00E1cti r\u016Fzn\u00FDch u\u010Ditel\u016F na \u010Dty\u0159ech r\u016Fzn\u00FDch \u0161kol\u00E1ch. Data byla z\u00EDsk\u00E1na pomoc\u00ED p\u0159\u00EDm\u00E9ho pozorov\u00E1n\u00ED a videonahr\u00E1vek vyu\u010Dovac\u00EDch hodin, d\u00E1le pomoc\u00ED hloubkov\u00FDch rozhovor\u016F s u\u010Diteli a \u017E\u00E1ky a dotazn\u00EDk\u016F pro \u017E\u00E1ky."@en . . . "RIV/00216224:14210/11:00049690" . . . . . . "U\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu na druh\u00E9m stupni z\u00E1kladn\u00ED \u0161koly" . . "U\u010Ditelsk\u00E9 ot\u00E1zky ve v\u00FDukov\u00E9m dialogu na druh\u00E9m stupni z\u00E1kladn\u00ED \u0161koly" . "[D20EA956AFD2]" . "14210" . "1"^^ . . .