(CZ) O stavu a perspektivách rozvoje československé didaktiky
(EN) About the Present State and Perspectives of Development of Czechoslovak Didactics

This article is a reprint of a paper read at the conference of the Czechoslovak Pedagogical Society held in December 1968. It gives a critical assessment of the development of the Czechoslovak didactic thought in the past period, the results achieved being confronted with the level of world pedagogy, and future tasks are discussed. The first part of the paper deals with the concept and the system of didactics as well as with methodological works. It is pointed out that certain significant studies do concentrate on these problems but there are no comprehensive monographs dealing with the complex of problems involved. On the whole, however, the standard of didactic papers is constantly rising, which is apparent, among other things, in the quality of some papers written by schoolteachers. The second part of the paper contains an analysis of the works which have considerably influenced the didactic theory and practice. Highly appreciated is especially Chlup’s contribution to the problem of basic subject-matter, and then the researches made by J. Skalková and E. Stračár in the field of the teaching process. In a number of other questions didactic has also achieved remarkable results, e. g. in the works of M. Cipro, A. M. Dostál, J. Kopecký, J. Kotásek, V. Pařízek, D. Tollingerová, V. Václavík, J. Velikanič and others. Even though the achievements of the Czechoslovak didactics in recent years have been in clear-cut contrast with the unhappy state of affairs in the fifties, there are still a number of problems awaiting their scientific solution. In conclusion the author outlines further perspectives of didactics in Czechoslovakia. He underlines, above all, the necessity of creating a comprehensive scientific didactic theory, strengthening the experimental aspect of didactic researches, working out the concept of personality formation and from this point of view solving the question of the content of education and giving a clear-cut idea of the model of the teaching process.