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Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století

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Zítková J.

Kształcenie Językowe

2017

vol. 15 (25)

67-79

The article has a historical and comparative character. It is concerned with the conception of literary education as a part of the Czech language as a school subject in the primary school curriculum. The author pays attention mainly to the period of the second half of the 20th century but she takes account of the previous and the present curriculum, too. The aims, content and methods of literary education in the curriculum are studied separately in each period of its development there. The main tendencies in their conception are defined. A few concepts are described as tendencies to stability, e.g. the presence of customary aims, the presence of three basic sections of content without their further inner hierarchy, and the presence of methodical crux within the direct work with texts. As one of the most distinct changes and movements, we can classify the decrease and then expire of ideological stress on the curriculum, making terminology more and more accurate (but without needful definitions) and shortening of newer curriculum. The changes of curriculum have always reflected both the social and political transformations and their results.

Jazyková gramotnost romských žáků základních škol praktických v psaném projevu

51%

Bedřichová Z., Šormová K.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

2013

vol. 4

issue 2

38-56

The first part of this paper tries to contribute to the illustration of the formal language literacy presented by sample of text written by young Roma people. Those people attend special schools and their education program is limited comparing to the ordinary schools. The paper introduces new term — the stigmatize error/mistake. The second part of the presented paper illustrates main reasons of those mistakes (sociocultural, language, educational) and tries to suggest some solutions for school training. It can be orthography practicing, focus on phonetics, relations between speaking and writing, communication practices, vocabulary practicing, etc. The paper shows examples taken from databank ROMi, which was constructed as a sample of Czech language spoken/written by young Roma people.

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1 Kształcenie Językowe

1 Studie z aplikované lingvistiky - Studies in Applied Linguistics

1 Bedřichová Z.

1 Zítková J.

1 Šormová K.

1 2017

1 2013

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Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století

Jazyková gramotnost romských žáků základních škol praktických v psaném projevu