. "Vztahov\u00E9 normy a vyu\u010Dov\u00E1n\u00ED : \u00FA\u010Dinek na motivaci \u017E\u00E1k\u016F"@cs . . "Sta\u0165 se zab\u00FDv\u00E1 vztahov\u00FDmi normami ve vyu\u010Dov\u00E1n\u00ED. Poznatky z\u00EDskan\u00E9 v r\u016Fzn\u00FDch p\u0159edm\u011Btech v\u010Detn\u011B vyu\u010Dov\u00E1n\u00ED t\u011Blesn\u00E9 v\u00FDchovy mohou b\u00FDt d\u00E1le vyu\u017Eity pro jej\u00ED zkvalitn\u011Bn\u00ED.U\u010Ditel m\u00E1 mo\u017Enost hodnotit sv\u00E9 \u017E\u00E1ky na t\u011Bchto vztahov\u00FDch norm\u00E1ch : individu\u00E1ln\u00ED, soci\u00E1ln\u00ED av\u011Bcn\u00E9 (kriteri\u00E1ln\u00ED).Ka\u017Ed\u00E1 ze zm\u00EDn\u011Bn\u00FDch norem m\u00E1 sv\u00E9 v\u00FDhody i nev\u00FDhody.Chceme-li, aby co nejv\u00EDce \u017E\u00E1k\u016F poci\u0165ovalo ve vyu\u010Dov\u00E1n\u00ED t\u011Blesn\u00E9 v\u00FDchovy pot\u011B\u0161en\u00ED a uspokojen\u00ED, doporu\u010Dujeme pou\u017E\u00EDvat individu\u00E1ln\u00ED vztahovou normu, \u017E\u00E1k/student je hodnocen vzhledem ke s v\u00FDm p\u0159edch\u00E1zej\u00EDc\u00EDcm v\u00FDkon\u016Fm (intraindividu\u00E1ln\u00ED srovn\u00E1v\u00E1n\u00ED v \u010Dasov\u00E9m pr\u016F\u0159ezu). To znamen\u00E1, \u017Ee \u017E\u00E1kovi bez v\u00FDrazn\u00FDch (\u010Di pr\u016Fm\u011Brn\u00FDch) schopnost\u00ED pro t\u011Blesnou v\u00FDchovu jsou nab\u00EDzeny \u00FAkoly snaz\u0161\u00ED, zat\u00EDmso \u017E\u00E1kovi(studentovi s dobr\u00FDmi a\u017E v\u00FDborn\u00FDmi motorick\u00FDmi schopnostmi jsou nab\u00EDzeny \u00FAkoly obt\u00ED\u017En\u011Bj\u0161\u00ED. Takov\u00FDto p\u0159\u00EDstup u\u010Ditele t\u011Blesn\u00E9 v\u00FDchovy umo\u017E\u0148uje optim\u00E1ln\u011B \u00FAkolovat \u017E\u00E1ky s ni\u017E\u0161\u00EDmi p\u0159edpoklady a postupn\u00FDm zvy\u0161ov\u00E1n\u00EDm obt\u00ED\u017Enosti \u00FAkol\u016F je dov\u00E9st a\u017E ke zvl\u00E1dnut\u00ED krit\u00E9rie. Obdobn\u011B zad\u00E1v\u00E1n\u00EDm obt\u00ED\u017En\u011Bj\u0161\u00EDch \u00FAkol\u016F (vzh" . . "9"^^ . . . "1"^^ . "Vztahov\u00E9 normy a vyu\u010Dov\u00E1n\u00ED : \u00FA\u010Dinek na motivaci \u017E\u00E1k\u016F"@cs . "0"^^ . "CZ - \u010Cesk\u00E1 republika" . "1"^^ . . "0"^^ . . . "Z(MSM 124100002)" . . "Vztahov\u00E9 normy a vyu\u010Dov\u00E1n\u00ED : \u00FA\u010Dinek na motivaci \u017E\u00E1k\u016F" . "77-85" . "6" . "670626" . "Teachers reference - norm orientation : Effect on student motivation"@en . "\u0158epka, Emil" . "RIV/60076658:_____/02:00004290!RIV/2003/MSM/120003/N" . "[5099E477861B]" . "Vztahov\u00E9 normy a vyu\u010Dov\u00E1n\u00ED : \u00FA\u010Dinek na motivaci \u017E\u00E1k\u016F" . "reference norm-orientation,enhancing motivation, appropriatness on the part of teachers, motivation in P.E. lessons"@en . . "2" . . . "Teachers reference - norm orientation : Effect on student motivation"@en . "RIV/60076658:_____/02:00004290" . . . "\u010Cesk\u00E1 Kinantropologie" . . . "The article surveys developments in teachers reference norm orientation and its effect on student motivation. Most of the studies use predominantly Questionnaire for Determining Reference - Norm Orientation in different subjects as well as in P.E. The preliminary results could be frther utilized for the higher quality of teaching. Teachers have the opportunity to evaluate their students on the following reference - norms: individual, social, and curricular.Each of the above mentioned reference - norms have both advantages and disadvantages. We recommed using individual reference - norm for satisfaction, enjoyment, and fun in P.E. lessons, i.e. student is evaluated in comparation to his/her previous outcomes (intraindividualy). It means, that the students with low motor ability are offered easier tasks than to students with excellent motor ability. This approach enables the P.E. teacher to utilize appropriate tasks for student (s) with low motor ability and gradualy attain more difficult task(s), so th"@en . "1211-9261" .