VIEW OF PRIMARY EDUCATION IN TERMS OF THE APPLICATION OF TEACHING METHODS IN THE EDUCATIONAL PROCESS FOCUSING ON PROJECT BASED TEACHING

Martin Skutil

ICERI 2014, Seville, Spain

THEORETICAL BACKGROUNDS I Teaching method

provides knowledge and skills to pupils and therefore leads them to the creation of basic attitudes

represents a dynamic element that compared with the content and organizational forms is relatively rapidly changing and adapting to new circumstances and objectives

a structured system of teaching activities of a teacher and learning activities of a pupil, which aims to achieve educational goals

Classifications of teaching methods • Classic (e.g. verbal, illustrated demonstration,

practical) • Activation (e.g. discussion, heuristic method,

didactic game) • All-embracing (e.g. project teaching, brainstorming,

learning supported by computer)

THEORETICAL BACKGROUNDS II

Project-Based Method is the most comprehensive teaching method which

can absorb a wide range of more simple teaching methods

is an alternative to traditional teaching based on the alternation of different subjects in time-restricted units that do not connect by content nor thematically

students are engaged in one area in detail and consult it from different sides

Length of the projects Short-term - lasting several hours Medium-term - which are implemented within one to

two days Long-term - implemented within a few weeks,

months to a year

METHODOLOGY OF THE RESEARCH

Aims the primary objective of the research survey was

to determine what teaching methods are used by teachers in primary schools in their practice

The second objective paid attention to the use of project-based method/project teaching

Research sample teachers of primary schools operating in the first to

third grade - teaching experience is 10,4 years 45 teachers from the Hradec Králové region,

selection of the study sample was random Research method

a quantitative approach a participant structured observation was used

RESEARCH RESULTS I - THE USE OF TEACHING METHODS IN PRACTICE

RESEARCH RESULTS II - SELECTION OF COMPREHENSIVE TEACHING METHODS IN PRACTICE

RESEARCH RESULTS III - THE WAY OF USING PROJECT METHOD IN TEACHING

RESEARCH RESULTS IV - THE USE OF PROJECTS IN TEACHING IN TERMS OF LENGTH

CONCLUSIONS

teachers more and more often use the classical teaching methods, which they however very strongly combine with the activation and comprehensive methods

teachers increasingly use group and co-operative activities in teaching as well as project teaching

the most common used project in teaching is the medium-term project, which is followed by the so-called Project week

the surprising result is the finding that teachers almost twice as often use only the projects related to a single subject for the task of inter-disciplinary approach, which is preferred in the current education system

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THANK YOU FOR YOUR ATTENTION

Martin Skutil, Ph.D.

Institute of Primary and Preprimary EducationFaculty of Education, University of Hradec KrálovéCzech Republic

martin.skutil@uhk.cz