. "Jednou z nejv\u00FDznamn\u011Bj\u0161\u00EDch mo\u017Enost\u00ED, jak \u017E\u00E1ky p\u0159im\u011Bt k aktivn\u00ED \u00FA\u010Dasti na hodin\u011B, je z\u00EDsk\u00E1n\u00ED jejich spolu\u00FA\u010Dasti na rozhovoru, kter\u00FD vedeme nad pozn\u00E1vanou problematikou. Veden\u00ED takov\u00E9ho rozhovoru, ozna\u010Dovan\u00E9ho v pedagogicky orientovan\u00E9 literatu\u0159e jako %22heuristick\u00FD%22, je z\u00E1visl\u00E9 na technice kladen\u00ED vhodn\u00FDch ot\u00E1zek. Tato v\u00FDznamn\u00E1 sou\u010D\u00E1st komunikativn\u00ED slo\u017Eky vyu\u010Dovac\u00ED hodiny, rozhoduje o \u00FArovni z\u00E1v\u011Br\u016F vyvozovan\u00FDch pozn\u00E1vaj\u00EDc\u00EDmi subjekty, stoj\u00ED za napl\u0148ov\u00E1n\u00EDm vymezen\u00FDch funkc\u00ED v\u00FDuky chemii i realizac\u00ED stanoven\u00FDch c\u00EDl\u016F. Je v\u0161eobecn\u011B zn\u00E1mo, \u017Ee ot\u00E1zky zastoupen\u00E9 paradigmatem %22jak%22 p\u0159\u00EDpadn\u011B %22co%22 vedou k pouh\u00E9mu popisu zkouman\u00FDch jev\u016F, ot\u00E1zky typu %22pro\u010D%22 zpravidla napom\u00E1haj\u00ED odhalov\u00E1n\u00ED jejich podstaty p\u0159\u00EDpadn\u011B princip\u016F analyzovan\u00FDch proces\u016F."@cs . "teacher's questions; acquisition; data processing and evaluation"@en . . "2"^^ . . . . "Jednou z nejv\u00FDznamn\u011Bj\u0161\u00EDch mo\u017Enost\u00ED, jak \u017E\u00E1ky p\u0159im\u011Bt k aktivn\u00ED \u00FA\u010Dasti na hodin\u011B, je z\u00EDsk\u00E1n\u00ED jejich spolu\u00FA\u010Dasti na rozhovoru, kter\u00FD vedeme nad pozn\u00E1vanou problematikou. Veden\u00ED takov\u00E9ho rozhovoru, ozna\u010Dovan\u00E9ho v pedagogicky orientovan\u00E9 literatu\u0159e jako %22heuristick\u00FD%22, je z\u00E1visl\u00E9 na technice kladen\u00ED vhodn\u00FDch ot\u00E1zek. Tato v\u00FDznamn\u00E1 sou\u010D\u00E1st komunikativn\u00ED slo\u017Eky vyu\u010Dovac\u00ED hodiny, rozhoduje o \u00FArovni z\u00E1v\u011Br\u016F vyvozovan\u00FDch pozn\u00E1vaj\u00EDc\u00EDmi subjekty, stoj\u00ED za napl\u0148ov\u00E1n\u00EDm vymezen\u00FDch funkc\u00ED v\u00FDuky chemii i realizac\u00ED stanoven\u00FDch c\u00EDl\u016F. Je v\u0161eobecn\u011B zn\u00E1mo, \u017Ee ot\u00E1zky zastoupen\u00E9 paradigmatem %22jak%22 p\u0159\u00EDpadn\u011B %22co%22 vedou k pouh\u00E9mu popisu zkouman\u00FDch jev\u016F, ot\u00E1zky typu %22pro\u010D%22 zpravidla napom\u00E1haj\u00ED odhalov\u00E1n\u00ED jejich podstaty p\u0159\u00EDpadn\u011B princip\u016F analyzovan\u00FDch proces\u016F." . "P(GA406/09/0359), S" . "272504" . . "RIV/62690094:18470/10:00002969" . "Monitoring ot\u00E1zek u\u010Ditele p\u0159i vyu\u010Dov\u00E1n\u00ED chemii"@cs . "1214-9187" . "Monitoring ot\u00E1zek u\u010Ditele p\u0159i vyu\u010Dov\u00E1n\u00ED chemii" . "7" . . "One of the most important ways to encourage pupils to participate actively in the class, asking the appropriate questions. In fulfilling the specified functions of teaching chemistry and the realization of the objectives are evident in teachers' skills - that is who bears responsibility for the conduct of a teaching unit. The quality of teaching units bear a significant proportion of constituent communication, which means suitably selected issues teacher decides on the level of conclusions to be drawn knowing subject. It is well known that the issues represented by the paradigm of %22how%22 or %22what%22 usually leads to a mere description of phenomena to be investigated, while the question %22why%22 helps identify the nature or principles of the analyzed processes."@en . . "Monitoring issues in teaching chemistry teacher"@en . . "Hlav\u00E1\u010Dkov\u00E1, Jana" . . . "Monitoring ot\u00E1zek u\u010Ditele p\u0159i vyu\u010Dov\u00E1n\u00ED chemii" . . "RIV/62690094:18470/10:00002969!RIV11-GA0-18470___" . . "18470" . "[FE57BFB765BD]" . . "CZ - \u010Cesk\u00E1 republika" . "5"^^ . "B\u00EDlek, Martin" . "X3" . . "Media4u magazine" . "Monitoring issues in teaching chemistry teacher"@en . "Rychtera, Ji\u0159\u00ED" . "3"^^ . . . "Monitoring ot\u00E1zek u\u010Ditele p\u0159i vyu\u010Dov\u00E1n\u00ED chemii"@cs .