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Současná teorie a praxe dějepisného vzdělávání na školách

100%
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.
2
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Historický pramen a badatelsky orientované učení v německých učebnicích dějepisu

88%
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.
3
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Co je (dnes) didaktika dějepisu?

75%
Beneš Z.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 2
193-206
EN
The paper focuses on the status of the discipline of didactics of history, of school history and in a wider context of field didactics of social sciences and humanities. The difference between a piece of information and fact about history as well as the difference of between popularising and didactic depicting of social (historical) reality are discussed. From these differences, one of the basic characteristics of these didactics is induced; an implicit openness to information of the system of their subject matter, which leads to an increase of the importance of interpretation. It is interpretation that must be seen as the central point of noetic and educational function of these didactics and the school subjects that they are connected to.
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