. "6" . "P\u0159ehledov\u00E1 studie zp\u0159\u00EDstup\u0148uje poznatky o komponent\u00E1ch a charakteristik\u00E1ch v\u00FDuky, kter\u00E9 byly v pedagogicko-psychologick\u00FDch a didaktick\u00FDch v\u00FDzkumech shled\u00E1ny jako relevantn\u00ED pro kvalitu v\u00FDuky. Studie je v\u00FDsledkem teoretick\u00E9ho v\u00FDzkumu (modelov\u00E1n\u00ED kvality) a je rozvr\u017Eena do \u010Dty\u0159 \u010D\u00E1st\u00ED \u2013 postupn\u011B jsou rozeb\u00EDr\u00E1ny komponenty a charakteristiky v\u00FDuky zakl\u00E1daj\u00EDc\u00ED jej\u00ED kvalitu sdru\u017Een\u00E9 na z\u00E1klad\u011B v\u011Bcn\u00E9 bl\u00EDzkosti do \u010Dty\u0159 okruh\u016F: (1) organizace a \u0159\u00EDzen\u00ED t\u0159\u00EDdy \u2013 vyu\u017Eit\u00ED \u010Dasu, p\u0159im\u011B\u0159en\u00E9 tempo (pacing), strukturovanost; (2) zprost\u0159edkov\u00E1n\u00ED c\u00EDl\u016F a obsah\u016F \u2013 jasnost, strukturovanost, soudr\u017Enost, (3) u\u010Debn\u00ED \u00FAlohy \u2013 kognitivn\u00ED aktivizace, (4) podp\u016Frn\u00E9 u\u010Debn\u00ED klima \u2013 konstruktivn\u00ED pr\u00E1ce s chybou, adaptivita v\u00FDukov\u00FDch postup\u016F. K jednotliv\u00FDm komponent\u00E1m a charakteristik\u00E1m jsou ve studii prezentov\u00E1na relevantn\u00ED v\u00FDzkumn\u00E1 zji\u0161t\u011Bn\u00ED \u2013 pr\u016Fb\u011B\u017En\u011B se poukazuje na jejich didaktick\u00E9 souvislosti." . . "Components and characteristics of instructional quality: a review of research findings"@en . . . "RIV/00216224:14410/12:00058479!RIV13-GA0-14410___" . . "P(GAP407/11/0262)" . . . . . . . . "[DDFD26BEB70D]" . "RIV/00216224:14410/12:00058479" . . "Janko, Tom\u00E1\u0161" . "Komponenty a charakteristiky zakl\u00E1daj\u00EDc\u00ED kvalitu v\u00FDuky: p\u0159ehled v\u00FDzkumn\u00FDch zji\u0161t\u011Bn\u00ED"@cs . "14410" . "1802-4637" . "145145" . . . "29"^^ . . . "classroom management; clarity; structure; coherence; cognitive activation; supportive learning climate; instructional quality; pacing; learning task; time on task; instruction; research"@en . "Components and characteristics of instructional quality: a review of research findings"@en . "Orbis Scholae" . "3" . "Jan\u00EDk, Tom\u00E1\u0161" . . . . . . . . "3"^^ . "Komponenty a charakteristiky zakl\u00E1daj\u00EDc\u00ED kvalitu v\u00FDuky: p\u0159ehled v\u00FDzkumn\u00FDch zji\u0161t\u011Bn\u00ED" . "Komponenty a charakteristiky zakl\u00E1daj\u00EDc\u00ED kvalitu v\u00FDuky: p\u0159ehled v\u00FDzkumn\u00FDch zji\u0161t\u011Bn\u00ED"@cs . "This review paper presents findings about components and characteristics of instruction that have been shown as relevant for quality of instruction by pedagogical, psychological and didactic research studies. In the paper (theoretical research), components and characteristics of instructional quality are summarized and presented in four areas: (1) classroom organization and management \u2013 timing, pacing, structure, (2) dealing with goals and contents \u2013 clarity, structure, coherence, (3) learning tasks \u2013 cognitive activation, (4) supportive learning climate \u2013 constructive dealing with mistakes, adaptive teaching. Each component and characteristic of instructional quality is highlighted with relevant research findings, which are discussed in didactic context."@en . "P\u0159ehledov\u00E1 studie zp\u0159\u00EDstup\u0148uje poznatky o komponent\u00E1ch a charakteristik\u00E1ch v\u00FDuky, kter\u00E9 byly v pedagogicko-psychologick\u00FDch a didaktick\u00FDch v\u00FDzkumech shled\u00E1ny jako relevantn\u00ED pro kvalitu v\u00FDuky. Studie je v\u00FDsledkem teoretick\u00E9ho v\u00FDzkumu (modelov\u00E1n\u00ED kvality) a je rozvr\u017Eena do \u010Dty\u0159 \u010D\u00E1st\u00ED \u2013 postupn\u011B jsou rozeb\u00EDr\u00E1ny komponenty a charakteristiky v\u00FDuky zakl\u00E1daj\u00EDc\u00ED jej\u00ED kvalitu sdru\u017Een\u00E9 na z\u00E1klad\u011B v\u011Bcn\u00E9 bl\u00EDzkosti do \u010Dty\u0159 okruh\u016F: (1) organizace a \u0159\u00EDzen\u00ED t\u0159\u00EDdy \u2013 vyu\u017Eit\u00ED \u010Dasu, p\u0159im\u011B\u0159en\u00E9 tempo (pacing), strukturovanost; (2) zprost\u0159edkov\u00E1n\u00ED c\u00EDl\u016F a obsah\u016F \u2013 jasnost, strukturovanost, soudr\u017Enost, (3) u\u010Debn\u00ED \u00FAlohy \u2013 kognitivn\u00ED aktivizace, (4) podp\u016Frn\u00E9 u\u010Debn\u00ED klima \u2013 konstruktivn\u00ED pr\u00E1ce s chybou, adaptivita v\u00FDukov\u00FDch postup\u016F. K jednotliv\u00FDm komponent\u00E1m a charakteristik\u00E1m jsou ve studii prezentov\u00E1na relevantn\u00ED v\u00FDzkumn\u00E1 zji\u0161t\u011Bn\u00ED \u2013 pr\u016Fb\u011B\u017En\u011B se poukazuje na jejich didaktick\u00E9 souvislosti."@cs . "Komponenty a charakteristiky zakl\u00E1daj\u00EDc\u00ED kvalitu v\u00FDuky: p\u0159ehled v\u00FDzkumn\u00FDch zji\u0161t\u011Bn\u00ED" . "3"^^ . . "CZ - \u010Cesk\u00E1 republika" . . . "Lokaj\u00ED\u010Dkov\u00E1, Veronika" .