"N\u00E1b\u011Blkov\u00E1, Jitka" . "15410" . "The application of activating teaching methods by teachers on the secondary vocational school - analysis of the lesson"@en . "24"^^ . . "The application of activating teaching methods by teachers on the secondary vocational school - analysis of the lesson"@en . "2013" . "CZ - \u010Cesk\u00E1 republika" . "The paper shows empirical results related to the investigation of the teaching lessons and gives a view on the teaching of each individual school subject in a concrete school. The main aim is focused on the using activational methods of the teaching. The analysis of the teaching process deals with the general didactic categories: teaching methods, organisational forms and teaching phase. The report focuses on the cooperation of the pedagogical theory and the teaching practice with the aim to bring some motivations to the lessons. Overall, we can say that the teaching in a concrete school occur in two different ways. For the teaching of the general educational subjects dominate clasical teaching methods and for the teaching of the special subjects dominates using of the comprehensive teaching methods. The established conclusions gives recommended and evaluating character."@en . . "RIV/61989592:15410/13:33145136" . "2"^^ . . . "1"^^ . . . . . "112741" . "1213-7758" . "e-Pedagogium (print)" . "Sabov\u00E1, Marcela" . . . "Uplatn\u011Bn\u00ED aktiviza\u010Dn\u00EDch metod u\u010Diteli st\u0159edn\u00ED odborn\u00E9 \u0161koly - anal\u00FDza vyu\u010Dovac\u00ED hodiny" . . . "N" . . . . "methodology of the research.; activational methods of education; structural observation; modes of classroom organisation; lesson phases; teaching methods; school subjects; research on instruction; Teaching"@en . "Uplatn\u011Bn\u00ED aktiviza\u010Dn\u00EDch metod u\u010Diteli st\u0159edn\u00ED odborn\u00E9 \u0161koly - anal\u00FDza vyu\u010Dovac\u00ED hodiny"@cs . "[A4BAC5E4E3AC]" . "P\u0159\u00EDsp\u011Bvek p\u0159in\u00E1\u0161\u00ED empirick\u00E9 v\u00FDsledky t\u00FDkaj\u00EDc\u00ED se v\u00FDzkumn\u00E9ho \u0161et\u0159en\u00ED vyu\u010Dovac\u00EDch hodin a nab\u00EDz\u00ED pohledy na vyu\u010Dov\u00E1n\u00ED v jednotliv\u00FDch p\u0159edm\u011Btech konkr\u00E9tn\u00ED \u0161koly. Hlavn\u00ED pozornost je zam\u011B\u0159ena na uplatn\u011Bn\u00ED aktiviza\u010Dn\u00EDch metod v\u00FDuky. Anal\u00FDza procesu vyu\u010Dov\u00E1n\u00ED se zab\u00FDv\u00E1 obecn\u00FDmi didaktick\u00FDmi kategoriemi: v\u00FDukov\u00FDmi metodami, organiza\u010Dn\u00EDmi formami a f\u00E1zemi v\u00FDuky. Zji\u0161t\u011Bn\u00E9 z\u00E1v\u011Bry slou\u017E\u00ED jako v\u00FDchodisko pro mezip\u0159edm\u011Btov\u00E9 srovn\u00E1n\u00ED. P\u0159\u00EDsp\u011Bvek se zam\u011B\u0159uje na sou\u010Dinnost pedagogick\u00E9 teorie a u\u010Ditelsk\u00E9 praxe s c\u00EDlem p\u0159in\u00E9st podn\u011Bty pro v\u00FDuku prost\u0159ednictv\u00EDm jej\u00ED analytick\u00E9 reflexe. Jako hlavn\u00ED metoda bylo pou\u017Eito p\u0159\u00EDm\u00E9 strukturovan\u00E9 pozorov\u00E1n\u00ED v\u00FDuky. Souhrnem lze konstatovat, \u017Ee v\u00FDuka na konkr\u00E9tn\u00ED \u0161kole prob\u00EDh\u00E1 ve dvou odli\u0161n\u00FDch rovin\u00E1ch. Rovina v\u00FDuky v\u0161eobecn\u011B vzd\u011Bl\u00E1vac\u00EDch p\u0159edm\u011Bt\u016F, kde siln\u011B dominuje front\u00E1ln\u00ED organiza\u010Dn\u00ED forma s p\u0159evahou klasick\u00FDch v\u00FDukov\u00FDch metod a v\u00FDuka p\u0159edm\u011Bt\u016F odborn\u00FDch, kde se objevuje vyu\u017Eit\u00ED komplexn\u00EDch v\u00FDukov\u00FDch metod a jin\u00FDch forem pr\u00E1ce s \u017E\u00E1ky. Zji\u0161t\u011Bn\u00E9 z\u00E1v\u011Bry maj\u00ED doporu\u010Duj\u00EDc\u00ED i evalua\u010Dn\u00ED charakter." . "Uplatn\u011Bn\u00ED aktiviza\u010Dn\u00EDch metod u\u010Diteli st\u0159edn\u00ED odborn\u00E9 \u0161koly - anal\u00FDza vyu\u010Dovac\u00ED hodiny" . . . "3" . "Uplatn\u011Bn\u00ED aktiviza\u010Dn\u00EDch metod u\u010Diteli st\u0159edn\u00ED odborn\u00E9 \u0161koly - anal\u00FDza vyu\u010Dovac\u00ED hodiny"@cs . . "P\u0159\u00EDsp\u011Bvek p\u0159in\u00E1\u0161\u00ED empirick\u00E9 v\u00FDsledky t\u00FDkaj\u00EDc\u00ED se v\u00FDzkumn\u00E9ho \u0161et\u0159en\u00ED vyu\u010Dovac\u00EDch hodin a nab\u00EDz\u00ED pohledy na vyu\u010Dov\u00E1n\u00ED v jednotliv\u00FDch p\u0159edm\u011Btech konkr\u00E9tn\u00ED \u0161koly. Hlavn\u00ED pozornost je zam\u011B\u0159ena na uplatn\u011Bn\u00ED aktiviza\u010Dn\u00EDch metod v\u00FDuky. Anal\u00FDza procesu vyu\u010Dov\u00E1n\u00ED se zab\u00FDv\u00E1 obecn\u00FDmi didaktick\u00FDmi kategoriemi: v\u00FDukov\u00FDmi metodami, organiza\u010Dn\u00EDmi formami a f\u00E1zemi v\u00FDuky. Zji\u0161t\u011Bn\u00E9 z\u00E1v\u011Bry slou\u017E\u00ED jako v\u00FDchodisko pro mezip\u0159edm\u011Btov\u00E9 srovn\u00E1n\u00ED. P\u0159\u00EDsp\u011Bvek se zam\u011B\u0159uje na sou\u010Dinnost pedagogick\u00E9 teorie a u\u010Ditelsk\u00E9 praxe s c\u00EDlem p\u0159in\u00E9st podn\u011Bty pro v\u00FDuku prost\u0159ednictv\u00EDm jej\u00ED analytick\u00E9 reflexe. Jako hlavn\u00ED metoda bylo pou\u017Eito p\u0159\u00EDm\u00E9 strukturovan\u00E9 pozorov\u00E1n\u00ED v\u00FDuky. Souhrnem lze konstatovat, \u017Ee v\u00FDuka na konkr\u00E9tn\u00ED \u0161kole prob\u00EDh\u00E1 ve dvou odli\u0161n\u00FDch rovin\u00E1ch. Rovina v\u00FDuky v\u0161eobecn\u011B vzd\u011Bl\u00E1vac\u00EDch p\u0159edm\u011Bt\u016F, kde siln\u011B dominuje front\u00E1ln\u00ED organiza\u010Dn\u00ED forma s p\u0159evahou klasick\u00FDch v\u00FDukov\u00FDch metod a v\u00FDuka p\u0159edm\u011Bt\u016F odborn\u00FDch, kde se objevuje vyu\u017Eit\u00ED komplexn\u00EDch v\u00FDukov\u00FDch metod a jin\u00FDch forem pr\u00E1ce s \u017E\u00E1ky. Zji\u0161t\u011Bn\u00E9 z\u00E1v\u011Bry maj\u00ED doporu\u010Duj\u00EDc\u00ED i evalua\u010Dn\u00ED charakter."@cs . . . "RIV/61989592:15410/13:33145136!RIV14-MSM-15410___" . .