(CZ) Některé podmínky realizace obsahu vzdělání ve výuce
(EN) How the content of education is being realized in the teaching

The article deals with the examining of the actual teaching at the basic and grammar schools
with the regard to the conditions under which the content of education is being realized in the teacher’s teaching activities, and the pupils’ learning activities. In the first part of the article the approach and the methods of the research of the actual teaching are explained (Ferko, 1986, Fuhrmann, 1980, Leiwo and others, 1987, Fraser 1986. In the second part the methods and the object of the author’s own research are described, an analysis of 110 lessons in three basic school forms, and in two forms of a grammar school including. The results of the research relate to: the basic time dimensions of the teaching (3.1), that is the actual teaching time; the total teaching time, the active learning time in task situations; time dimensions of different educational contents (3.2), that is the time of the learners’ work with old and new teaching materials. Other parts are directed to the learners’ participation, that is to learning activities of individual learners in the course of the teaching (4). Differences in the learners’ participation have been found both among the forms, and in regard to the educational contents or to individual teachers. The existence of different communicative status in classes is being confirmed (Morine — Deshimer, 1983), that is, there are groups of learners in individual classes which are smaller in number but participate in the teaching far more than the much more numerous rest of the pupils. Also the influence of localization of the learners in the classrooms on the degree of their participation in the teaching has been proved.
The last part of the results summarizes the data about the exploiting of different didactic means in the teaching. It is being found that the exploiting is very poor (in 82 lessons only 15 didactic teaching aids were used), while in a big number of lessons (42 % at the basic school, 82 % at the grammar school) just the classic aids were used: the blackboard, the exercisebook, the text-book.
In the final part of the article (6) the author sets forward his suggestions concerning a possible application of these results, and that: a) in the field of planning amount and difficulty of the teaching materials, b) in the field of evaluating the effectivity of the teaching.