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Course info
KRF / DIDS3
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Course description
Department/Unit / Abbreviation
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KRF
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DIDS3
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Russian Methodology 3
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Form of course completion
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Exam
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Form of course completion
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Exam
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Accredited / Credits
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Yes,
4
Cred.
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Type of completion
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Oral
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Type of completion
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Oral
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Time requirements
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Lecture
2
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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Yes
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Course credit prior to examination
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Yes
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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YES
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Language of instruction
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Czech
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Occ/max
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / -
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0 / -
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Included in study average
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YES
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Winter semester
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3 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter semester
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Semester taught
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Winter semester
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Minimum (B + C) students
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not determined
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
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Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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Lectures focus on the methodology of teaching language skills (reading, writing, speaking and listening comprehension) in all their aspects (linguistic and psychological bases, classification, typology of language, speech and communication exercises, traditional and activation approaches, motivation, evaluation and testing, processing in the textbook sets for teaching Russian at secondary schools etc.), as well as on the use of translation in teaching Russian and developing textual competence of students in general. They discuss issues of evaluation and testing and an error in traditional and modern concepts. They acquaint with the theory and practical use of ELP and CEFR. They deal with crosscutting themes and key competences of RVP (general educational program) in Russian lessons, the inclusion of interdisciplinary relationships and CLIL methods. They give an overview of the possibilities of the involvement of ICT in teaching foreign languages (the Internet in Russian lessons, WebQuest, e-textbooks, flesh-books, e-learning, m-learning, interactive whiteboards, tablets). They define interculturalism and socio-cultural approach in teaching foreign languages, summarize the use of authentic (versus adapted) materials (work with songs, movies and maps in language classes). They focus on project-based teaching and its use in teaching foreign languages. At least one lecture or a seminar will be led by an expert from a practice as a workshop.
In seminars, students apply knowledge gained in lectures in the activities of varying type and scope with the emphasis on skills to explain and illustratively demonstrate. They practice their presentation skills, especially by presenting their paper on the current topic of MFL with the multimedia support and subsequent (self) evaluation. The seminar includes also an assignment and solution of the group project with its final presentation and evaluation at the end of the semester. Students will learn the rules of project management methodology and project-based teaching via the project. Students continue rehearsing and discussing selected methods and teaching practices. They keep a portfolio of future foreign language teachers (EPOSTL).
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Requirements on student
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Pre-exam credit: Design a paper (innovative approaches and current trends in foreign language teaching) with the presentation in the range of 30 minutes, active cooperation on a common project.
Exam: The oral interpretation and discussion of three sets of Russian Methodology, definition of selected linguodidactical terms, submitting a portfolio for future teachers of foreign languages (EPOSTL).
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Content
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1) Project method in foreign language teaching. Classification of language skills and their place in the teaching of RJ at secondary schools. Study and personal development plan. Learning outcomes in the semester - self-evaluation card. Revision of the EPOSTL portfolio for the first year of study. Assessment in project-based learning.
2) Methodological foundations of teaching reading. Working with the text in the RJ class at secondary school. Evaluation of reading. Gamification.
3) Methodological foundations of teaching listening comprehension in the SHS RJ class. Listening assessment.
4) Methodological foundations of teaching speaking in the RJ lesson at secondary school. Evaluation of speaking. Tasks to develop speaking and the use of experiential pedagogy.
5) Methodological foundations of teaching writing in the SHS RJ lesson. Assessment of writing. Didactic test as an evaluation method.
6) ICT in teaching RJ - summary. ICT applications used in assessment. Evaluation of the course of the semester in the middle of the semester - proposal of corrections, questionnaire, portfolio, evaluation card.
7) Sociocultural competence, intercultural communication. Scales in IKK.
8) The use of authentic materials in teaching RJ in secondary schools. Statistical methods of evaluation.
9) Integration of general education subjects in the teaching of RJ in secondary schools. Action research.
10) Working with artistic text in RJ classes 1. Visualisation of information 1.
11) Working with artistic text in RJ lessons 2. Visualising information 2.
12) Working with art text in RJ lessons 3. Visualising information 3.
13) Workshop with a practicing teacher.
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Activities
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Fields of study
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Kurz je k dispozici v moodle.zcu.cz
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Guarantors and lecturers
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Guarantors:
Doc. Liudmila Valova, CSc. (100%),
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Lecturer:
Mgr. Michaela Pešková, Ph.D. (100%),
Doc. Liudmila Valova, CSc. (100%),
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Seminar lecturer:
Mgr. Michaela Pešková, Ph.D. (100%),
Doc. Liudmila Valova, CSc. (100%),
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Literature
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Basic:
RIES, L., KOLLÁROVÁ, E. (eds.); HANZLÍKOVÁ, M.. [et al.]. .]. Svět cizích jazyků dnes: inovační trendy v cizojazyčné výuce = Svet cudzích jazykov dnes: inovačné trendy v cudzojazyčnej výučbe. Bratislava : Didaktis, 2004. ISBN 80-89160-11-5.
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Basic:
HENDRICH, J. Didaktika cizích jazyků: Celost. vysokošk. učebnice pro stud. filozof. a pedagog. fakult. Praha : SPN, 1988.
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Basic:
PEŠKOVÁ, M. Didaktika RJ 3. Plzeň : Západočeská univerzita, 2011.
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Basic:
Jelínek, Stanislav; Purm, Radko. Didaktika ruského jazyka : Vybrané kapitoly pro posl fak. pedag.. 1. vyd. Praha : Státní pedagogické nakladatelství, 1991. ISBN 80-7066-373-1.
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Basic:
Little, David; Perclová, Radka. Evropské jazykové portfolio : příručka pro učitele a školitele. Praha : Ústav pro informace ve vzdělávání, 2005. ISBN 80-211-0490-2.
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Basic:
KALENIČ, J. I. Chudožestvennyj tekst na zanjatijach po russkomu jazyku.. Hradec Králové, 2015. ISBN 978-80-7435-621-6.
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Basic:
Kyloušková. H. Jak využít literární text ve výuce cizích jazyků. Brno : Masarykova univerzita, 2007. ISBN 978-80-210-4.
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Basic:
Ščukin, A. N. Metodika obučenija rečevomu obščeniju na inostrannom jazyke. Učebnoje posobije dlja prepodavatelej i studentov jazykovych vuzov. Moskva: Izdatel´stvo Ikar, 2011. ISBN 978-5-7974-0259-6.
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Basic:
LEBEDINSKIJ, S. I., GERBIK, L. F. Metodika prepodavanija russkogo jazyka kak inostrannogo.. Minsk, 2011.
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Basic:
Nová maturita.
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Basic:
Ščukin, A. N. Obučenije rečevomu obščeniju na russkom jazyke kak inostrannom. Metody. Prijemy. Rezul´taty.. Moskva: Russkij jazyk. Kursy, 2012. ISBN 978-5-88337-285-7.
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Basic:
Russkij jazyk za rubežom.
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Basic:
Společný evropský referenční rámec pro jazyky : jak se učíme jazykům, jak je vyučujeme a jak v jazycích hodnotíme. Olomouc : Univerzita Palackého, 2002. ISBN 80-244-0404-4.
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Basic:
Ščukin, A. N. Teorija obučenija inostrannym jazykam (lingvodidaktičeskie osnovy). Učebnoje posobije dlja prepodavatelej i studentov jazykovych vuzov.. Moskva: VK, 2012. ISBN 978-5-98405-109-5.
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Basic:
Beránková, Eva. Tvořivá hra jako cesta k pochopení literárního díla. Plzeň : Fraus, 2002. ISBN 80-7238-182-2.
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Basic:
AKIŠKINA, A. A., KAGAN, O. E. Učimsja učiť. Dlja prepodavatelja russkogo jazyka kak inostrannogo. Moskva : Russkij jazyk, Kursy, 2012. ISBN 978-5-88337-.
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Basic:
Janíková, Věra. Výuka cizích jazyků. Vyd. 1. Praha : Grada, 2011. ISBN 978-80-247-3512-2.
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Basic:
CHODĚRA, R.; RIES, L. Výuka cizích jazyků: na prahu nového století II.. Ostrava : Ostravská univerzita, 2000. ISBN 80-7290-281-4.
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Recommended:
Slavík, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Praha : Portál, 1999. ISBN 80-7178-262-9.
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Recommended:
Lapid, B.A. Intansifikacija processa obučenija ustnoj reči (puti i prijomy). Moskva, Vysšaja škola, 1970.
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Recommended:
Průcha, Jan. Multikulturní výchova : teorie-praxe-výzkum. Praha : ISV nakladatelství, 2001. ISBN 80-85866-72-2.
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Recommended:
DENISOVA, G. V. Na izlome vekov: russkij jazyk v zerkale sovremennoj prozy. Naučnoje izdanije.. Moskva: Azbukovnik, 2012. ISBN 978-5-91172-059-9.
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Recommended:
Skalková, Jarmila. Obecná didaktika. Praha : ISV, 1999. ISBN 80-85866-33-1.
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Recommended:
Źuravleva, L.S. Zinovjeva, M.D. Obučenije čteniju (na materiale chudožestvennych tekstov). Moskva : Russkij jazyk, 1984.
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Recommended:
Beránková, Eva; Kostečka, Jiří. Přečtěte si s námi : Literární interpretace pro vyučovací praxi. Praha : Státní pedagogické nakladatelství, 1992. ISBN 80-04-24573-0.
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Recommended:
"Russkij jazyk v sovremennom mire: tradicii i innovacii v prepodavanii russkogo jazyka kak inostrannogo i v perevode": materialy II meždunarodnoj naučno-praktičeskoj konferencii.. Moskva: Vysšaja škola perevoda MGU, 2011. ISBN 978-5-91366-271-2.
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Recommended:
Russkij jazyk za rubežom.
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Recommended:
Petriková, A., Kuprina, T., Gallo, J. Vvedennie v didaktiku i mežkul´turnuju kommunikaciju.. Prešov: FF, 2013. ISBN 978-80-555-9766-8.
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Recommended:
Choděra, Radomír; Ries, Lumír. Výuka cizích jazyků : na prahu nového století. Ostrava : Ostravská univerzita. Pedagogická fakulta, 1999.
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Recommended:
JANÍKOVÁ, V.; PÍŠOVÁ, M.; HANUŠOVÁ, S. (eds.). Výzkum výuky cizích jazyků. Brno : Masarykova univerzita, 2011. ISBN 978-80-210-5719-7.
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Recommended:
Moree, D. Základy interkulturního soužití. Praha, 2015. ISBN 978-80-262-0915-7.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Contact hours
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38
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Individual project (40)
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40
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Preparation for an examination (30-60)
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30
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Total
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108
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
use basic terms of didactic discourse in both Czech and Russian |
explain the theory of textbooks, determine the criteria for the selection of textbooks and describe current trends in the creation of foreign language textbooks |
characterize the input factors of the teaching process and the scientific environment of the field didactics |
summarize the findings from the observation and block practice |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
take into account the role of the mother tongue in teaching foreign language |
plan, execute and evaluate the whole teaching unit and evaluate the teaching unit implemented by classmates |
propose effective strategies and specific exercises (from the textbook and own) to language skills training and comparative exercises to eliminate inter-language interference using ICT tools |
use different organizational forms of teaching |
use materials from online databases for teaching Russian |
apply procedures of different methodological directions in foreign language teaching |
communicate in Russian at C1 level |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
differentiate the methodology of teaching language resources and speech skills |
describe the basis of project teaching in foreign language teaching |
clarify the theory of error and testing in foreign language teaching |
explain the specifics of extra-class teaching in Russian language teaching at secondary schools |
describe the course of the Russian language school-leaving examination |
explain the concept of intercultural competence, authentic and adapted material |
combine knowledge of subject didactics, pedagogy, psychology and summarize knowledge from observation and block practice |
Skills - skills resulting from the course: |
propose effective strategies and concrete exercises (from textbook and own materials) after practicing speech skills and translation |
include project teaching in Russian language teaching |
apply different assessment tools in teaching |
use authentic materials in RJ teaching at secondary schools |
show presentation skills |
choose effective tools for managing the multicultural situation in the classroom |
use different possibilities for further self-education |
discuss pedagogical practice |
Competences - competences resulting from the course: |
N/A |
N/A |
N/A |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Oral exam |
Portfolio |
Individual presentation at a seminar |
Skills - skills achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Project |
Portfolio |
Competences - competence achieved by taking this course are verified by the following means: |
Peer evaluation of students |
Continuous assessment |
Project |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture |
Lecture with visual aids |
Lecture with a video analysis |
Lecture supplemented with a discussion |
Interactive lecture |
Skills - the following training methods are used to achieve the required skills: |
Seminar |
Task-based study method |
Skills demonstration |
Project-based instruction |
Students' portfolio |
Competences - the following training methods are used to achieve the required competences: |
Project-based instruction |
Cooperative instruction |
Self-study of literature |
Students' portfolio |
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