The Use of Activating Teaching Methods which Contribute to the Development of the Reading Literacy of Pupils at the Czech Elementary Schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73598382" target="_blank" >RIV/61989592:15410/19:73598382 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2019.1648" target="_blank" >http://dx.doi.org/10.21125/iceri.2019.1648</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2019.1648" target="_blank" >10.21125/iceri.2019.1648</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Use of Activating Teaching Methods which Contribute to the Development of the Reading Literacy of Pupils at the Czech Elementary Schools

Popis výsledku v původním jazyce

Nowadays Czech education system is oriented to the activation of the pupils at the classes. This is the reaction not only to the actual condition of the Czech curricular documents, but also to the requests of the education of pupils within the European Union context. In this article we will focus on the application of the activating methods to the classes of the Czech elementary schools in the Olomouc region. The purpose of the application of these methods to the Czech language and foreign language classes at the Czech schools is to lead the pupils to a higher participation in the lessons. Thanks to these methods pupils gains more active competencies in the field of the reading literacy. Functional literacy creates the firm grounds for the development of the reading literacy and together they creates firm grounds for all other literacies like is for example mathematical literacy or biological literacy. All these literacies are monitored by the international researches PISA (Programme for International Student Assessment) and PIRLS (Progress in International Reading Literacy Study). According to the results of the international research PISA from the 2015, are the Czech pupils in the comparison with other countries between average and slightly below average in the field of the reading literacy. The opportunities that are given to the pupils to participate more actively in the classes enables them to acquire knowledge more quickly and permanently. The choice of the right teaching strategies and methods like brainstorming, interviews, double-entry reading journal etc. is also important to support activation of pupils. The aim of this article is to find out within the qualitative research if the Czech teachers know and use activating methods in their lessons of the Czech and English language in the contemporary Czech elementary schools. The main research problem was formulated and by means of methods of the qualitative research as analysis of preparation documents of teachers for their lessons, direct observation during the classes and interview with the Czech teachers we will be decoding these results to find out if the teachers use methods which develop reading literacy by pupils. This research follows on from the doctoral thesis with the name The detection of reading literacy level of elementary reading and writing in which we will deal with the reading literacy at Czech elementary schools as well. For that reason the results from the research will be presented both at the international conferences and within the Czech setting to serve Czech teachers.

Název v anglickém jazyce

The Use of Activating Teaching Methods which Contribute to the Development of the Reading Literacy of Pupils at the Czech Elementary Schools

Popis výsledku anglicky

Nowadays Czech education system is oriented to the activation of the pupils at the classes. This is the reaction not only to the actual condition of the Czech curricular documents, but also to the requests of the education of pupils within the European Union context. In this article we will focus on the application of the activating methods to the classes of the Czech elementary schools in the Olomouc region. The purpose of the application of these methods to the Czech language and foreign language classes at the Czech schools is to lead the pupils to a higher participation in the lessons. Thanks to these methods pupils gains more active competencies in the field of the reading literacy. Functional literacy creates the firm grounds for the development of the reading literacy and together they creates firm grounds for all other literacies like is for example mathematical literacy or biological literacy. All these literacies are monitored by the international researches PISA (Programme for International Student Assessment) and PIRLS (Progress in International Reading Literacy Study). According to the results of the international research PISA from the 2015, are the Czech pupils in the comparison with other countries between average and slightly below average in the field of the reading literacy. The opportunities that are given to the pupils to participate more actively in the classes enables them to acquire knowledge more quickly and permanently. The choice of the right teaching strategies and methods like brainstorming, interviews, double-entry reading journal etc. is also important to support activation of pupils. The aim of this article is to find out within the qualitative research if the Czech teachers know and use activating methods in their lessons of the Czech and English language in the contemporary Czech elementary schools. The main research problem was formulated and by means of methods of the qualitative research as analysis of preparation documents of teachers for their lessons, direct observation during the classes and interview with the Czech teachers we will be decoding these results to find out if the teachers use methods which develop reading literacy by pupils. This research follows on from the doctoral thesis with the name The detection of reading literacy level of elementary reading and writing in which we will deal with the reading literacy at Czech elementary schools as well. For that reason the results from the research will be presented both at the international conferences and within the Czech setting to serve Czech teachers.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2019 Proceedings

ISBN

978-84-09-14755-7

ISSN

2340-1095

e-ISSN

2340-1095

Počet stran výsledku

4

Strana od-do

6910-6913

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Seville

Datum konání akce

11. 11. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—