Čeština a škola - úryvky skrytých dějin: český jazyk a jeho vyučování na středních školách 1918 - 1989
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Czech |
| Veröffentlicht: |
Praha
Univ. Karlova, Nakl. Karolinum
2010
|
| Ausgabe: | 1. vyd. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: Czech language and school - fragments of hidden history |
| Beschreibung: | 517 S. Ill. |
| ISBN: | 9788024616926 |
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| 245 | 1 | 0 | |a Čeština a škola - úryvky skrytých dějin |b český jazyk a jeho vyučování na středních školách 1918 - 1989 |c Martina Šmejkalová |
| 250 | |a 1. vyd. | ||
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| 500 | |a Zsfassung in engl. Sprache u.d.T.: Czech language and school - fragments of hidden history | ||
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Datensatz im Suchindex
| _version_ | 1804143589020663808 |
|---|---|
| adam_text | Obsah
Předmluva
-------11
Historické
předpoklady vyučování
českému jazyku
ve
20.
století
-------15
Za pravo
mateřštiny
-------16
ČÁST PRVNÍ
1918-1938 -------25
1
Čeština a její vyučování v zrcadle doby
-------25
1.1
Vyučováním češtiny
к
vlastenectví a občanskému uvědomění
-------26
1.2
Čechoslovakismus ve školské praxi
-------32
1.2.1
Čeština na Slovensku.
.. -------33
1.2.2 ...
a slovenština v českých zemích
-------38
1.3
Čeština jako jazyk druhý
-------44
2
Lingvistika a vyučování češtiny
-------49
2.1
Školská
jazykovedná
terminologie
-------54
3
Učivo vybere soudný učitel Odborný profil učitele češtiny
-------59
4
Gymnázia a
reálky
-------69
4.1
Latina, nebo čeština?
-------73
4.2
Vývoj názoru na pojetí jazykového vyučování
-------76
4.3
Metodjest tolik, kolik jest lidí. Vývoj názorů na metody vyučování
-------81
4.4
Systém je cílem, ne metodou! Vývoj metodických postupů
-------84
4.5
Vývoj učebních osnov v letech
1910, 1919
a
1927 ------88
4.5.1
Příšera germanismu a škola. Vývoj komunikačních cílů
------90
4.5.2
Vývoj vzdělávacích cílů poznání
------93
4.5.3
Učební osnovy
1927.
Vítězství jazykové praxe
------95
4.5.4
Vyučování slovanských jazyku
------99
4.6
Učební osnovy
1933.
Výsledek Dérerovy reformy
------101
4.7
Non multa,
sed
multum. O
učebnicích
------107
4.7.1
Podle mluvnic Dra Jana Gebauera shžili.
.. -------108
4.7.1.1
...Karel Novák
-------115
4.7.1.2 ..
.Václav
Erti
------116
4.7.1.3
...Jan
Mašín
-------118
4.7.1.4 ...
Alois
Gregor ------
122
4.7.2
Havránek
-
Kopecký
-
Starý
-
Získal: od základů jinak
------124
4.7.3
Jiří
Haller
a Slohová čítanka
------
l4°
4.7.4
Čítanky,
slovesnosti a
poetiky
1*1
5
Učitelské ústavy
------
*45
6
Odborné školství
------! 51
6.1
Obchodní akademie
------152
6.1.1
Josef Pátá, Petr Zenkl, Josef Vycpálek a péče o vyučovací předmět
------156
6.1.2
Jan Kaňka
------159
6.1.3
Pokud možno vystřihejme se vůbec sbv cizích!
------162
6.2
Vyšší průmyslové školy
------
I64
6.2.1
Jan Kabelík
------
l68
6.3
Vyšší hospodářské školy
------171
ČÁST DRUHÁ
1939-1945 ------
I77
1
Každodennost ve vyučování českého jazyka v období druhé světové války
------177
1.1
Ti, kteří zůstali
------179
1.2
Jazyková situace
------185
2
Postavení českého jazyka v učebních plánech
------188
2.1
Předmět utvářející názor
------192
2.2
Reakce, taktiky a strategie
------195
3
Odborné střední školy
------200
4
Cestou
к
sjednocovaní a normalizaci
------203
5
Učebnice českého jazyka
------206
5.1
Varujte se jazykových kazů
------212
5.2
Nová čítanka
------214
6
Výukou češtiny proti zlu
------223
7
Vladimír Šmilauer
------225
ČÁST TŘETÍ
1945-1968 ------229
1 1945-1948.
Od osvobození do února
------229
1.1
Zatínáme napravovat, stavit a budovat
------229
1.1.1
První měsíce
------230
1.1.2
Nová badatelská pracoviště
------234
1.2
Čeština v životě a ve škole
------235
1.2.1
Dotisky učebnic
------240
1.3
Učební osnovy
1945-1948 ------244
2 1948-1953.
Čas po únoru
------249
2.1
Skola
a únorová krize
------250
2.2
Jednotná škola
------253
2.2.1
Nivelizace jazykového vyučování
------255
2.3
Lidé a instituce
------257
2.4
Zlepšujeme vyučováni mateřštině
------260
2.5
Učební osnovy jednotné školy
------265
2.5-1
Gymnázia
-
učební osnovy naposledy
------266
2.6
Zápas o duši
------271
2.6.1
Usnesení o učebnicích
------273
2.6.2
Ideologie v učebních textech
------275
2.6.3
Nové učebnice pro střední školy.
.. ------280
2.6.4 ...
a pro gymnázii
------283
3 1953-1960.
Mezi dvěma školskými zákony
------288
3.1
Hledání příčin poprvé
------289
3.2
Didaktika češtiny
------293
3.3
Další restrukturalizace a změny učiva
------295
3.4
Hledání ideální učebnice
------301
3.4.1
Zrod experimentální učebnice
------303
4 1960-1968.
Pozvolna zpět
к
tradicím
------310
4.1
Návrat gymnázií
------312
4.2
O nové pojetí vyučování českému jazyku a literatuře
------313
4.2.1
Učitelská příprava
------314
4.2.1.1
Filozofická fakulta
------315
4.2.1.2
Vysoká škola pedagogická
------316
4.2.2
Hledání příčin podruhé
------317
4.3
Aktuální problémy didaktiky českého jazyka
------321
4.3.1
Jeden, nebo dva předměty?
------324
4.3.2
Diskuse o racionalizaci pravopisu
------326
4.4
Od střední všeobecně vzdělávací školy zpět ke gymnáziu
------331
4.4.1
Integrované učebnice
------336
5
Další osudy škol negymnazijních
------339
5.1
Po roce
1948 ------343
5.2
Učebnice
------355
ČÁST ČTVRTÁ
1968-1989 ------359
1
Důsledky srpnových událostí
------359
1.1
Za Další rozvoj československé výchovně vzdělávací soustavy
------361
1.2
К
novému pojetí maturitní zkoušky
------364
2
Učitelé
------366
3
Hlavní témata lingvistiky a jejich didaktická aplikace
-------369
3.1
Teorie vyučování českému jazyku
------377
4
Hledání příčin potřetí
------380
4.1
Geneze učebních osnov
------384
5
Normotvorné rámce
-------391
5.1
Učební plány
------391
5.1.1
Nové pojetí výchovně-vzdělávací práce
-
tzv. nová koncepce
------394
5.2
Učební osnovy
- 1982, 1983 -------397
5.3
Učebnice
-------401
6
Odborné školství
-------
405
6.1
Střední školy pro pracující 4U
6.2
Příprava mládeže na dělnická povolání a studijní učební obory
413
7
Mezi proudy. Odvrácená tvář vzdělávání
423
Doslov
-------
429
Seznam zkratek
435
Obrazová příloha
-------
437
Tabulky
-------
467
Soupis užité literatury
481
Summary
515
Summary
Czech Language and School
-
Fragments of Hidden History
Czech Language and its Teaching at Secondary Schools
in die period
1918-1989
In the seventy-year-long history of the independent Czechoslovak state the domain
of education was a venue of numerous reforms, often primarily determined by political
influences. After relative stability in die inter-war period, the Second World War
brought certain unsteadiness into die educational system, which continued after the
war, particularly after the year
1948.
Five basic education laws (passed in the years
1948, 1953, 1960, 1978, 1984)
introduced organizational changes, which were also
manifested in the conception of individual subjects. Naturally, Czech language as one
of the central subjects was also affected by all these changes.
As far as subject matter is concerned, the subject was mainly determined by the
proportions of the teaching of literature and
langue
and (within language) the
teaching of grammar and composition. Before the Second World War, grammar was
not taught in the higher grades of secondary schools, if we do not take occasional
retrospective grammar
excurses
into account. During die war period (after the year
1941)
teaching of the history of Czech literature was banned and so language teaching
was accented in all schools. The accent on die teaching of language provided a model
for the post-WWII period. In the four decades until die year
1989
the proportion
of the teaching of literature and language stayed more or less stable, changes were
mainly in the proportion of teaching of grammar and composition.
In this book we present die results of the research dealing with the teaching of Czech
language, mainly grammar and composition, at secondary schools during the period of
1918-1989.
Progressive as well as restrictive influences of the main determinants of the
teaching of Czech language are identified. Among them, the most prominent are:
1)
Educational policy exposures depending on historical situations: the policy of the
Czechoslovak-ism in the inter-war period, the problems of die Czech language
as a second language at schools with other than die so-called Czechoslovak lecture
language , and ideological influences during die eras of totalitarian political systems
(e.g. hyper-grammaticism of die languages curriculum, based on the so-called
Stalin s essays );
-515-
2)
Modification
of the concept of the subject matter depending upon the develop¬
ment of Czech linguistics. In chronological order: the historical comparative
model, the penetration of the functionally structural paradigm and changes in the
understanding of the so-called language correctness and the literary form of the
language, semantic-pragmatic and communicative orientation;
3)
The influence of the main pedagogical directions (e.g. of the structuring of the
curriculum texts, teaching methods and the setting of the educational goals) on
the one hand, and on the other hand a long-term tension between the pedagogical
and the linguistic view of various problematic aspects;
4)
Changes in the position and the functions of Czech language in the system of
subjects in the curriculum, depending upon the restructuring of the school
system, gradual emancipation of the subject but also its overload.
The book is divided into the following four chapters:
The first chapter deals with the era of the so-called First Czechoslovak Republic.
The image of language teaching in the whole secondary school spectrum was
variable, language teaching was differentiated according to the type of school. In the
curriculum during the second half of the
1930s
we can see a fast reflection of
perceiving language as a system of language means used and assessed according to
their adequacy and effectiveness in the communication situation. In practice
however, systematic grammar training was dominant, together with corresponding
accent on thorough mastering of orthography and morphological norm, often
slightly archaistic. A unique type of language teaching was represented at agricultural
colleges: it was orientated communicatively with an accent on the developing of
rhetoric style and professional communication, mainly spoken.
The second chapter focuses on the era of the Nazi Protectorate of Bohemia and
Moravia. The language teaching was stigmatized by deformed educational goals,
predominantly only verbalized rather than actually fulfilled. Language teaching was
understood as expressing resistance against the occupants and acquired distinctively
defensive character, which was manifested in higher amount of cultivating literary
Czech language, perceived as an integral national symbol. The nationally
representative function of literary Czech became fundamental for language attitudes
of both students and teachers. Language textbooks and teaching practice were
marked by language patriotism, which was tolerated by the supervising authorities,
manifestations of language purism were even supported. Cognitive goals of the
language component of the subject remained practically untouched. On the contrary,
the literature component suffered from thorough deformations because literature
was seen as a subject which was forming the attitudes .
The third chapter is devoted to the era of
1945-1968.
From that, the period
between
1948-1953
was completely unique in the development of the Czech/Czecho-
-516-
slovak
educational
system
as far as ideological interventions are concerned. Propaganda
affected not only phraseology of normative materials and text construction of the
textbooks, but also the conception of the subject matter. In the
1950s
the grammatical
approach prevailed, characterized by strong accentuation of the influence of grammar
training on the pupils development of abstract thinking, and supported by maximalist
textbooks. In the
1960s
the reaction came
-
a diversion from teaching based on
systematic grammar. Composition and practical language tasks prevailed in the
curriculum, mainly in connection with complex language analysis. Unifying principle,
one of the fundamentals of socialism, was also a reason why the former individuality
among types of language teaching at different types of secondary schools was wiped
out. Politically motivated intrusions into the subject showed in the alarmingly bad
results of education, repeatedly discussed by political and scientific institutions (e.g.
the Czech Language Institute).
The fourth chapter deals with the period of
1968-1989.
A new approach to some
areas of subject matter penetrated gradually into Czech language textbooks in reaction
to the growing semantic-pragmatic orientation in linguistics. Changes concerned
predominantly syntax and composition, but also morphological subject matter was
updated: bilateralism of grammar categories was accented, as well as functional-
semantic characteristics of parts of speech and the stylistic value of their forms.
Communicative approach to language teaching was gradually becoming important.
The position of grammar theory in the conception of the subject was restored, but
it was supposed to be the ground for the cardinal, i.e. communicative approach to
language teaching. Unfortunately, time allocation of Czech language reached its
historical minimum since
1918
at grammar schools in this period.
Within each chapter, we also paid attention to the development of teacher
training. Changes in society during the 20th century caused the profile of teacher
training to change, reflecting current linguistic and pedagogical theories. In the times
of the First Czechoslovak Republic, teachers of Czech were educated at universities
(secondary school teachers) or specialized secondary schools (primary school teachers).
The way towards gaining the teachers complete competence consisted of several steps
—
it included not only the required curriculum, but also consequential qualification
examinations. From the late
1940s
till
1960s,
we can observe two antagonist
tendencies
-
institutional raise of teacher education in the form of the establishment
of pedagogical faculties on the one hand, and a downward trend in the quality of
teacher education originating from conceptual instability (operation of pedagogical
faculties was discontinued in the
1950s)
on the other. The
1970s
and
1980s,
on the
contrary, saw a considerably more stable situation
—
faculties of education were
reestablished in
1964
and started qualitatively different lecturing of teachers of Czech
for the second grade (since
1976
also for the third school grade).
-517-
|
| any_adam_object | 1 |
| author | Šmejkalová, Martina 1970- |
| author_GND | (DE-588)1072112701 |
| author_facet | Šmejkalová, Martina 1970- |
| author_role | aut |
| author_sort | Šmejkalová, Martina 1970- |
| author_variant | m š mš |
| building | Verbundindex |
| bvnumber | BV036880621 |
| classification_rvk | KR 1295 |
| ctrlnum | (OCoLC)706851613 (DE-599)BVBBV036880621 |
| discipline | Slavistik |
| edition | 1. vyd. |
| era | Geschichte 1918-1989 gnd |
| era_facet | Geschichte 1918-1989 |
| format | Book |
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| geographic | Tschechoslowakei (DE-588)4078435-6 gnd |
| geographic_facet | Tschechoslowakei |
| id | DE-604.BV036880621 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:50:03Z |
| institution | BVB |
| isbn | 9788024616926 |
| language | Czech |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020796013 |
| oclc_num | 706851613 |
| open_access_boolean | |
| owner | DE-12 DE-355 DE-BY-UBR DE-11 DE-M457 |
| owner_facet | DE-12 DE-355 DE-BY-UBR DE-11 DE-M457 |
| physical | 517 S. Ill. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Univ. Karlova, Nakl. Karolinum |
| record_format | marc |
| spelling | Šmejkalová, Martina 1970- Verfasser (DE-588)1072112701 aut Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 Martina Šmejkalová 1. vyd. Praha Univ. Karlova, Nakl. Karolinum 2010 517 S. Ill. txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. Sprache u.d.T.: Czech language and school - fragments of hidden history Geschichte 1918-1989 gnd rswk-swf Tschechischunterricht (DE-588)4374491-6 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf Tschechoslowakei (DE-588)4078435-6 gnd rswk-swf Tschechoslowakei (DE-588)4078435-6 g Tschechischunterricht (DE-588)4374491-6 s Sekundarstufe (DE-588)4077347-4 s Geschichte 1918-1989 z DE-604 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020796013&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020796013&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Šmejkalová, Martina 1970- Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 Tschechischunterricht (DE-588)4374491-6 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| subject_GND | (DE-588)4374491-6 (DE-588)4077347-4 (DE-588)4078435-6 |
| title | Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 |
| title_auth | Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 |
| title_exact_search | Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 |
| title_full | Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 Martina Šmejkalová |
| title_fullStr | Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 Martina Šmejkalová |
| title_full_unstemmed | Čeština a škola - úryvky skrytých dějin český jazyk a jeho vyučování na středních školách 1918 - 1989 Martina Šmejkalová |
| title_short | Čeština a škola - úryvky skrytých dějin |
| title_sort | cestina a skola uryvky skrytych dejin cesky jazyk a jeho vyucovani na strednich skolach 1918 1989 |
| title_sub | český jazyk a jeho vyučování na středních školách 1918 - 1989 |
| topic | Tschechischunterricht (DE-588)4374491-6 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| topic_facet | Tschechischunterricht Sekundarstufe Tschechoslowakei |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020796013&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020796013&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT smejkalovamartina cestinaaskolauryvkyskrytychdejinceskyjazykajehovyucovaninastrednichskolach19181989 |