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Historický pramen a badatelsky orientované učení v německých učebnicích dějepisu

100%
Labischová D.
Historica: revue pro historii a příbuzné vědy (Historica: Review in history and related sciences)
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2015
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vol. 6
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issue 2
196-210
EN
The study is based on the theory of inquiry-based education, which has been used mainly in Science didactics. The author presents the results of qualitative content analysis of German History textbooks for secondary schools. The aim of the research was to find out to what extent and in which way the analysis, criticism and interpretation of historical sources (written and iconic) is guided. The research findings were compared with Czech and foreign (British, French, Swiss and Austrian) textbooks for upper secondary schools. The results of the research can be used in creating modern, up-to-date texts and materials used in teaching.
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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
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2016
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vol. 1
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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.
3
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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.
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