Proměny výuky dějepisu pohledem analýzy školních vzdělávacích programů
| Title in English | Changes in the teaching of history through the lens of school curricula |
|---|---|
| Authors | |
| Year of publication | 2023 |
| Type | Article in Periodical |
| Magazine / Source | Historie - Otázky - Problémy |
| MU Faculty or unit | |
| Citation | |
| Web | https://historieotazkyproblemy.ff.cuni.cz/wp-content/uploads/sites/11/2023/12/Miroslav-Jirecek_17-38.pdf |
| Keywords | history; school subjects; lower secondary school; autonomy; integration; time allocation; modern history |
| Description | The paper offers an analysis of history curricula in Czech elementary schools (ISCED 2). It explores its independence (vs. integration), and the inclusion of modern history in present-day classes. The results have been compared with previous findings. The paper thus presents the situation after some changes to the national curriculum (the framework curriculum for elementary education) made to strengthen ICT classes (known as “small revision”). It is evident that history is taught as a separate subject in the vast majority of schools. With the change in the national curriculum, the time allocated to history fell in a number of schools, although it is still taught for a total of eight weekly classes for the second level of elementary school (grades 6–9) in about seven out of ten schools (which was the time allocated for history at the end of the previous curriculum version). However, the number of schools with a lower allocation is increasing. The amount of time devoted to modern history in Czech schools seems problematic, since covering more than 100 years of history in the school subject in the last year of elementary school seems overwhelming and the time constrains are becoming stricter. Schools have a large degree of curricular autonomy, as a result changes in some areas are very slow, probably slower than if the centre had more decision-making powers. |