Sekce 5Procesy a výsledky výchovy a vzdělávání
Autoři: Tomáš Janík, Petr Najvar, Tereza Češková
Abstrakt: V příspěvku budou prezentovány odpovědi na dvě výzkumné otázky – (1) Jak ve výukových situacích dochází prostřednictvím komunikace a spolupráce mezi učitelem a žáky k obsahové transformaci? (2) Jaké typy didaktických formalismů se ve výukových situacích objevují?
Klíčová slova: didaktický formalismus, kazuistika, výuková situace, metoda 3A, kvalita výuky
Title: Shedding the content: Didactic formalism in instruction
Abstract: The quality of instruction is seen as dependent on the integrity of instruction, i.e. on the quality of functional relationships between (1) teaching and learning content, (2) teaching and learning objectives and (3) the activities of a teacher and students. Interpretation of the individual components within the conceptual structure diagram may unveil potential deficiencies (referred to as didactic formalisms) in the deep structure of the TL situation, which threaten its integrity. The paper addresses two RQ: (1) How is content transformed and meaning created in particular TL situations through communication and collaboration between students and the teacher? (2) What types of didactic formalisms occur and what are their characteristics? A total of 67 case studies of TL situations were carried out. Out of them 44 were selected for a detailed analysis. We have identified several types of didactic formalism (concealed learning, stolen learning, misleading learning, inconcluded learning).
Keywords: didactic formalism, case study, learning situation, 3A procedure, quality of instruction
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