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PĹĂ­spAvek pĹinĂĄĹĄĂ­ empirickĂS vĂ˝sledky tĂ˝kajĂ­cĂ­ se vĂ˝zkumnĂSho ĹĄetĹenĂ­ vyuAovacĂ­ch hodin a nabĂ­zĂ­ pohledy na vyuAovĂĄnĂ­ v jednotlivĂ˝ch pĹedmAtech konkrĂStnĂ­ ĹĄkoly. HlavnĂ­ pozornost je zamAĹena na uplatnAnĂ­ aktivizaAnĂ­ch metod vĂ˝uky. AnalĂ˝za procesu vyuAovĂĄnĂ­ se zabĂ˝vĂĄ obecnĂ˝mi didaktickĂ˝mi kategoriemi: vĂ˝ukovĂ˝mi metodami, organizaAnĂ­mi formami a fĂĄzemi vĂ˝uky. ZjiĹĄtAnĂS zĂĄvAry slouĹžĂ­ jako vĂ˝chodisko pro mezipĹedmAtovĂS srovnĂĄnĂ­. PĹĂ­spAvek se zamAĹuje na souAinnost pedagogickĂS teorie a uAitelskĂS praxe s cĂ­lem pĹinĂSst podnAty pro vĂ˝uku prostĹednictvĂ­m jejĂ­ analytickĂS reflexe. Jako hlavnĂ­ metoda bylo pouĹžito pĹĂ­mĂS strukturovanĂS pozorovĂĄnĂ­ vĂ˝uky. Souhrnem lze konstatovat, Ĺže vĂ˝uka na konkrĂStnĂ­ ĹĄkole probĂ­hĂĄ ve dvou odliĹĄnĂ˝ch rovinĂĄch. Rovina vĂ˝uky vĹĄeobecnA vzdAlĂĄvacĂ­ch pĹedmAtĹŻ, kde silnA dominuje frontĂĄlnĂ­ organizaAnĂ­ forma s pĹevahou klasickĂ˝ch vĂ˝ukovĂ˝ch metod a vĂ˝uka pĹedmAtĹŻ odbornĂ˝ch, kde se objevuje vyuĹžitĂ­ komplexnĂ­ch vĂ˝ukovĂ˝ch metod a jinĂ˝ch forem prĂĄce s ĹžĂĄky. ZjiĹĄtAnĂS zĂĄvAry majĂ­ doporuAujĂ­cĂ­ i evaluaAnĂ­ charakter.

Application of Activational Teaching Methods by Teachers of Vocational School - Lesson Analysis