(CZ) Vliv výrobní práce žáků středních ekonomických škol na vyučování ekonomickým předmětům
(EN) The Influence of Workshop Practice of Pupils at Secondary Economic Schools on Instruction in Economic Subjects
Autor / Author: Siblík, J.
Klíčová slova / Key words:
In implementing the principle of bringing school close to life the secondary economic schools and economic schools introduced in the year 1960—61 workshop practice in the curriculum in the form of pupils participating in the productive work of industrial and agricultural undertakings. This workshop practice is to be distinguished from the already existing professional training practice of pupils in the 4th year of the secondary economic school and the 2nd year of the economic school at those places of work for which they are being trained (accounting departments, financial, planning, marketing and other departments at various places of work). There are various reasons why workshop practice is important for the pupils: In the first place it is the pupils’ technical skill; in the second place it fulfils a moral and political function (pupils get to know manual work among large groups of workers); finally it pursues the didactic aim of improving instruction in science and facilitating instruction in economic subjects at the secondary economic and economic schools. Factory equipment, things and relationships which pupils get to know during their work in production, present objective material for instruction in economic subjects. A special feature of workshop practice in applying the principle of object teaching is the fact that it is not taking place at school and the process of getting to know the objective material is not guided by the teacher, especially in the beginning. However, the teacher is required to co-operate consciously and actively and to regulate, as far as possible, the observation and evaluation of the pupils so that they can, on the basis of concrete pieces of knowledge acquired in production, better form common economic concepts, about which they learn in specialised subjects at their school. The pedagogical tasks of the teacher of economic subjects are thus facilitated by the pupils’ participation in production, but they acquire a new shape and are enriched by new elements, with which the teacher furthers and enhances the favourable effects of workshop practice.
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