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Hledání nového konsensu: Učíme dějepis ve veřejném zájmu?

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Havlůjová H., Najbert J.
Historie – Otázky – Problémy (History, Issues, Problems)
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2018
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vol. 10
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issue 1
15-31
EN
The article aims to stimulate the debate on the need of improvement of the history education in the Czech Republic. First, it explores the public debates on teaching of communist history that includes some criticism of the quality of history education. Then it analyses conceptualizations of history education within the national curriculum. The analysis reveals that teachers need more consistent and elaborated system of history education aims and objectives if they are asked to facilitate effective development of pupils’ historical thinking. Therefore, two inspiring concepts of historical literacy and historical thinking that have been developed and tested very recently at German and Canadian schools are reviewed.
2
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Facebook a dějepis. Potenciál profesních komunit na sociální síti pro podporu inovativní výuky dějepisu

100%
Najbert J.
Historie – Otázky – Problémy (History, Issues, Problems)
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2023
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vol. 15
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issue 2
73-89
EN
The paper presents the results of an analysis of the community life of three Facebook groups that bring together Czech history teachers. By combining content and discourse analysis of the posts and discussions, it seeks to provide information on the functioning of these groups and their potential for the professional development of their members.
3
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Dokolečka dokola. Cyklický model výuky dějepisu pro základní školy

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Fapšo M.
Historie – Otázky – Problémy (History, Issues, Problems)
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2021
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vol. 13
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issue 2
113-128
EN
The study presents a concrete proposal for the modification of the school educational program for history at primary schools. This proposal is based on the cyclical concept of teaching, i.e. that in each school year of the second level (6th to 9th grades) history as a whole be taught thematically from antiquity to the present, but always from a different perspective. The design of the program is an attempt at a specific implementation of modern didactic models (historical literacy, historical thinking) in teaching.
4
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Historická gramotnost v aplikaci HistoryLab: realistický přístup k osvojování didaktické teorie dějepisu

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Činátl K., Najbert J., Ripka V.
Historie – Otázky – Problémy (History, Issues, Problems)
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2021
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vol. 13
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issue 2
50-70
EN
The study summarizes the experience of the team that developed the HistoryLab digital application for working with sources (during 2016–2021) that included authors of this text. Analytical data and experience from the ongoing verification of educational software are used to reflect on a key problem of historical education in the Czech Republic: the tension between didactic theory and pedagogical practice. In conclusion, the authors propose three models of perceptual transmission of theory based on verification in school practice.
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