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Historické prameny ve školní výuce dějepisu ve světle empirických šetření

100%
Gracová B.
Historica: revue pro historii a příbuzné vědy (Historica: Review in history and related sciences)
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2014
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vol. 5
|
issue 2
150-160
EN
The study examines the means by which historical sources are used in the school teaching of history (all within a historical context), as well as the transformation of student activities associated with these sources of information. It also touches on the state of research aimed at the teaching practice of history within German history didactics, which is the most advanced in this region, in the Czech and Polish milieu. Furthermore, it presents certain findings from the latest empirical investigations of this topic (2011–2014), in which the author either took part or initiated them. The text focuses on the analysis of three questionnaires that inquired about the sources which history teachers use most often in their lessons, information sources used for the selection of specific questions, the frequency of their inclusion and the level of assigned activities, with emphasis on modern media.
2
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Současná teorie a praxe dějepisného vzdělávání na školách

63%
Gracová B., Labischová D.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 4
516-543
EN
The study presents selected findings of mixed research on historical consciousness and the current state of history education in 2011, concerning the relationship between the most current theoretical knowledge of history didactics and the current history teaching in Czech secondary schools. The focus is on the preference and emphasis of thematic, geographical, and chronological perspectives on history, the prevailing methods of content presentation in history teaching, and methods of teaching with historical sources. The authors refer to empirical experience abroad and the research results are being compared with the results of previous studies, including international studies.
3
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OCTOBER 28, 1918 AND THE CIRCUMSTANCES SURROUNDING THE ORIGIN OF CZECHOSLOVAKIA IN HISTORY TEXTBOOKS OF THE CZECHS’ NEIGHBOURS

63%
Labischová D., Gracová B.
Historia@Teoria
|
2016
|
vol. 1
|
issue 2
31-52
EN
October 28, 1918 represents one of the most important milestones of the Czech collective memory. Th e aim of the study is to capture the main traits of the explanatory refl ection of the events related to the formation of the fi rst Czechoslovak Republic in history textbooks of the selected neighbouring countries (Poland, Slovakia, Austria, and Hungary as a “historical neighbour”) and to compare them with the Czech approach, as well as mutually with each other focusing on the characteristics of educational texts which are typical for historical narration in each of the given countries. We focused in particular on the secondary school textbooks and a specifi c interpretation of the concrete themes which are accentuated in the national explanatory texts, on the one hand, or suppressed, on the other. Th e content analysis shows that there is an apparent eff ort for an objective approach, however, we can fi nd there also stereotypical views which the authors of textbooks oft en repeatedly adopt or derive from the same specialized publications. Th e objectivity of their elaboration could be achieved by the elimination of inaccuracies, the simplifying characteristics leaving aside some essential facets of the problem and by overcoming a one-sided view focused only on one situation or event and neglecting other essential historical information.
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