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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
The DaF didactics course is designed as one of the most important parts of vocational training for German teachers. It connects the knowledge acquired so far in the field and pedagogical-psychological with the contents of general, but above all field-specific didactic training. The main goal of the course is to prepare the student to be able to understand all aspects of teaching in the context of teaching German as a (second) foreign language in Czech secondary schools and thus be prepared for the daily teaching reality in terms of subject-didactic. At the end of the course, the student should understand the teaching process as a whole about many variables, which must be able to take into account, evaluate, reflect and adapt to them the preparation, implementation and retrospective evaluation of teaching results. The aim is also to form the student to be aware of the specifics of his future role as a teacher, to be able to continue his education even after graduation and to implement teaching according to the latest didactic knowledge. The student should view the teaching as a reflective practice. The aim of the course is also to provide students with space to translate theory into real teaching practice, both in conjunction with the course of continuous pedagogical practice, which takes place in parallel with the didactics course, and other practices, but also in the form of reflected micro-teaching blocks, preparation of various types of tests and discussions. over the possibilities of their evaluation and overall evaluation.<br> All the above-mentioned acquired knowledge and skills are also reflected in the professional portfolio of the student, to the continuous development of which he is guided throughout his studies. The portfolio is designed so that the student stores in it during his studies everything related to his education and preparation for future professions. It thus enables the reflection of one's own professional progress and at the same time enables the access of other participants in teaching and the provision of feedback. The portfolio in the form in which it is created also serves as a basis for the professional development of each student for evaluation at the final state examination. In the summer semester, the course focuses on the development of competences enabling a didactically appropriate grasp of the basic components of German teaching with special attention to individual language resources and speech skills. The course thus prepares students for the future career path of a teacher in very specific outlines |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
After completing both semesters of the course Didaktik Deutsch als Fremdsprache I and II, the student should be basically equipped with teaching and didactic knowledge and skills for his own teaching in the German subject and is thus prepared for all subsequent types of internships. |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
type of attestation: oral exam (face-to-face on the listed dates) |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
Required literature: Barkowski, H. / Krumm, H.-J.: Fachlexikon Deutsch als Fremdsprache und Zweitsprache, Tübingen/Basel: Narr 2010. Bausch K.-R. / Christ, H. / Krumm, H.-J.: Handbuch Fremdsprachenunterricht, Tübingen 2003. Henrici, G. / Riemer, C.: Einführung in die Didaktik des Unterrichts Deutsch als Fremdsprache mit Videobeispielen., Schneider-Verlag Hohengehren, 2001. Huneke, H.-W. / Steinig, W.: Deutsch als Fremdsprache. Eine Einführung, Erich Schmidt Verlag 2002. Choděra, R. et al: Výuka cizích jazyků na prahu nového století I, II, Praha 1999, 2001. Choděra,R. et al.: Didaktika cizích jazyků na přelomu století, Praha 2001 Storch, G.: Deutsch als Fremdsprache, Tübingen 1999. Strauss, D.: Didaktik und Methodik. Deutsch als Fremdsprache. Eine Einführung, Berlin, München, Wien, Zürich, New York: Langenscheidt 1987.
Recommended literature: Altmayer, C. / Biebighäuser, K. / Haberzettl, S. / Heine A. (eds.): Handbuch Deutsch als Fremd- und Zweitsprache: Kontexte – Themen – Methoden. Metzler: 2021, ISBN: 978-3476048578. Apeltauer, E.: Grundlagen des Erst- und Zweitsprachenerwerbs, Fernstudienprojekt GI, Einheit 15 / 1997 Bimmel, P./ Rampillon, U.: Lernerautonomie und Lernstrategien, Fernstudienbrief 23/2000 Blei, D.: Mnemotechnische Verfahren und ihre Anwendung im Unterricht DaF. In: Zielsprache Deutsch, 3 / 1996, S 118 ff. Bolton, S.: Prüfen und Testen im Unterricht DaF, Berlin 1990 Doyé, P.: Typologie der Testaufgaben für den Unterricht Deutsch als Fremdsprache. Berlin. 1988. Brandi, M.-L.: Video im Deutschunterricht, Fernstudieneinheit 13, 2001 Cink, P.: Jazykova politika v nove Evrope. In H.-J. Krumm (ed.) Die Sprachen unserer Nachbarn - Unsere Sprachen. Vídeň: Eviva. 1999. Dieling H./Hirschfeld, U.: Phonetik lehren und lernen, Langenscheidt, Goethe-Institut 2000. Ehlers, S.: Literarische Texte lesen lernen. München; Klett 1992. Funk, H./ Koenig, M: Grammatik lehren und lernen, Langenscheidt 1991. Westhoff G. J.: Didaktik des Leseverstehens, Mnichov: Hueber 1987. Glück, H.: Zum disziplinären Ort von DaF, in: DaF 1/1998, 3-9. Götze, L.: Der Zweitsprachenerwerb des Deutschen aus der Sicht der Hirnfrorschung, In: DaF 36/1, 1999. Grotjahn, R.: Lernstile und Lernstrategien: Definition, Identifikation, unterrichtliche Relevanz In: Der fremdsprachliche Unterricht Französisch, 4/1998, S. 11 ff. Grzesik, J.: Textverstehen lernen und lehren - Geistige Operationen im Prozeß des Textverstehens und typische Methoden für die Schulung zum kompetenten Leser. 2. Auflage. Stuttgart 1996. Häusermann, U. / Piepho, H.-E.: Aufgaben-Handbuch Deutsch als Fremdsprache: Abriss einer Aufgaben- und Übungstypologie, Iudicium 1996. Heyd, Gertraude, Deutsch lehren. Grundwissen für den Unterricht in Deutsch als Fremdsprache, Diesterweg 1991 Choděra, R.: Meta-Didaktik der Fremdsprachen, Praha 1997; Kast, B.: Fertigkeit Schreiben (Fernstudieneinheit 12), Berlin 1995. Kleppin, K.: Fehler und Fehlerkorrektur, Fernstudieneinheit 19, GI 1998 Lonegran, J.: Fremdsprachenunterricht mit Video. Ein Handbuch mit Materialien, Forum Sprache, Hueber 1987 Menzel, W.: Mögliche konkrete Aufgaben zu Texten , Praxis Deutsch 29 /2002. Müller, B.-D.: Wortschatzarbeit und Bedeutungsvermittlung, Fernstudieneinheit 8, Langenscheidt 1994 Mummert, I.: Nachwuchspoeten. Jugendliche schreiben literarische Texte im FU Deutsch, München 1989 Neuner, G. et al.: Übungstypologie zum kommunikativen Deutschunterricht, Langenscheidt 1994 Neuner, G.: Methoden des fremdsprachlichen Deutschunterrichts: eine Einführung, Langenscheidt 2007 Rug, W. et al.: 50 praktische Tipps zum Deutschlernen. Klett 1991. Solmecke, G.: Texte hören, lesen und verstehen, Langenscheidt 1993. Strauss, D.:Didaktik und Methodik DaF. Eine Einführung
Periodicals: Fremdsprache Deutsch Cizí jazyky Deutsch als Fremdsprache Teaching aids: - webová platforma DAAD k dalšímu vzdělávání učitelů němčiny Dhoch3 - publikace z výukové řady Goethe-Institut: DLL – Deutsch lehren lernen |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
The course is conducted mainly in the form of a seminar. Students prepare for the seminar according to the teacher's instructions, they process the assigned materials (in particular, secondary literature on the topic as well as arguments for the questions asked. In the seminar, sufficient space is also devoted to explaining any ambiguities arising from the study of secondary literature. In the seminar, students actively participate, discuss on selected topics, they prepare teaching materials, evaluate and provide feedback to their classmates. Part of the requirements for attestation is also the preparation of micro-teaching and its implementation as part of a seminar, where the student receives feedback from the teacher and classmates. In the event of the introduction of anti-epidemic measures that would make face-to-face teaching impossible, the teaching will be moved to an online form (via MS Teams or Zoom) and will be implemented during the regularly scheduled teaching time on Monday 8:20-10:40), the seminar will be conducted in the same format ( assignments, discussions) as in face-to-face teaching, only in the digital space. |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
Summer semester Topic 1 (seminar 1) – Language resources and speaking skills, other teaching contents Topic 2 (seminar 1 and 2) - vocabulary, word formation Topic 3 (seminar 3) – Grammar Topic 4 (seminar 4) – Pronunciation Topic 5 (seminar 5) – Spelling Topic 6 (seminar 6) – Reading comprehension Topic 7 (Seminar 7) – Listening with comprehension Topic 8 (Seminar 8) – Free Speaking + Free writing Topic 9 (seminar 9) –Reality, intercultural competence + Resources and materials, textbooks, teaching media Topic 10 (seminar 10) – Testing, fixing, evaluating, working with errors The syllabus is being updated as part of the project "Support for undergraduate education of future teachers at the UK" reg. no. CZ.02.3.68/0.0/0.0/19_068/0016093, implemented as part of OP VVV. https://opvvv.msmt.cz/media/msmt/uploads/OP_VVV/Pravidla_pro_publicitu/logolinky/Logolink_OP_VVV_hor_barva_cz.jpg |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
Moodle course: https://dl1.cuni.cz/course/view.php?id=7727 |
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Last update: Mgr. Štěpán Zbytovský, Ph.D. (21.09.2023)
Successful completion of the Didaktik Deutsch als Fremdsprache I course |