Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století
| Title in English | Conception of Literary Education in Czech Curriculum for Primary School in the Second Half of the 20th Century |
|---|---|
| Authors | |
| Year of publication | 2017 |
| Type | Article in Periodical |
| Magazine / Source | Kształcenie Językowe |
| MU Faculty or unit | |
| Citation | |
| Web | http://kj.sjol.eu/category/-614 |
| Doi | http://dx.doi.org/10.19195/1642-5782.15(25).6 |
| Field | Pedagogy and education |
| Keywords | literary education; curriculum; aims; content; methods of literary education; tendencies to stability; changes of curriculum and their specification |
| Description | The article presents the research of historical and comparative character. It is concerned with the analysis and comparatin of 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. |