(CZ) Výchovný plán třídního učitele jako prostředek cílevědomé a soustavné výchovy
(EN) The Educational Plan of Class-Master
Autor / Author: Blížkovský, B.
Klíčová slova / Key words:
The three-year research, organised by the Pedagogy and Psychology Department of the Regional Institute for Further Education of Teachers at Liberec, proceeds from the need for a better planning in bringing up a new, socialist man. The main purpose of the research was to find out under what conditions a classteacher’s educational plan may become a device for achieving purposeful and systematic education.
Methods applied in the research were the following: indirect observation (mainly the study of educational plans and written contributions from teachers), the method of discussions and talks with individual teachers as well as groups of educationalists at District and Regional Theoretico-Practical Conferences, besides direct observation and experimental method.
The research has brought certain results. The most suitable conception of educational work is the conception which dialectically connects the complex view with concentration on the main link in the development of the educational situation, and thus on the principal educational task. This conception combines the advantages of educational influence all along the educational front with the advantage of concentrated pressure being brought to bear on the decisive sector. The choice of the main concrete educational task is determined on the one hand by the result of the analysis of the original, concrete educational situation in the class, i. e. finding out the moral and political profile of the class, and on the other hand by the whole set of tasks of socialist education for the respective age.
Universal and correct use of the class-teacher’s educational plan as an instrument of purposeful and systematic education, depends, above all, on the following conditions. 1. the elaboration of concrete educational curriculum to outline a system of basic educational tasks for a certain age; 2. the personality of the class-teacher and his pedagogical art; 3. the guidance and control of the classteacher’s work by the headmaster.
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