{"id":61,"date":"2017-04-20T16:56:24","date_gmt":"2017-04-20T14:56:24","guid":{"rendered":"http:\/\/pages.pedf.cuni.cz\/sc1\/?page_id=61"},"modified":"2020-01-08T17:47:25","modified_gmt":"2020-01-08T16:47:25","slug":"ctenarska-pregramotnost","status":"publish","type":"page","link":"https:\/\/pages.pedf.cuni.cz\/sc1\/ctenarska-pregramotnost\/","title":{"rendered":"\u010cten\u00e1\u0159sk\u00e1 pregramotnost"},"content":{"rendered":"<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2017\/05\/AnalyzaRVPRyb.pdf\">Anal\u00fdza RVP PV \u010cten\u00e1\u0159sk\u00e1 pregramotnost<\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2017\/05\/TeoretickeVymezeniTematModuluCpreg3.pdf\">Teoretick\u00e9 vymezen\u00ed t\u00e9mat modulu \u010cten\u00e1\u0159sk\u00e1 pregramotnost<\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2019\/10\/Metodika_OPVVV_SC1.pdf\">Metodika k aktivit\u00e1m &#8211; Podpora pregramotnost\u00ed v p\u0159ed\u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed<\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2020\/01\/Publikace-ctenarske-strategie_print.pdf\">Rozvoj \u010dten\u00e1\u0159sk\u00e9 pregramotnosti prost\u0159ednictv\u00edm \u010dten\u00e1\u0159sk\u00fdch strategi\u00ed<br \/>\n<em>Metodick\u00e1 p\u0159\u00edru\u010dka pro u\u010ditele mate\u0159sk\u00fdch \u0161kol pro pr\u00e1ci s poh\u00e1dkou a pov\u011bst\u00ed<\/em><\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/videa-ctenarska-pregramotnost\/\">Seznam vide\u00ed ke \u010dten\u00e1\u0159sk\u00e9 pregramotnosti\u00a0<\/a><\/li>\n<\/ul>\n<p>T\u00fdm pedagogick\u00fdch pracovn\u00edk\u016f partnersk\u00fdch univerzit (Univerzita Karlova, Praha, Jiho\u010desk\u00e1 univerzita v \u010cesk\u00fdch Bud\u011bjovic\u00edch, Masarykova univerzita, Brno, Technick\u00e1 univerzita v Liberci, Univerzita Palack\u00e9ho v Olomouci) a spole\u010dnost META o. p. s. zab\u00fdvaj\u00edc\u00ed se psychologi\u00ed, obecnou didaktikou, psychodidaktikou a speci\u00e1ln\u00ed pedagogikou, p\u0159ipravil seznam tematick\u00fdch okruh\u016f vzd\u011bl\u00e1vac\u00edho modulu \u010cten\u00e1\u0159sk\u00e1 pregramotnost a spole\u010dn\u011b navrhli pro u\u010ditele n\u00e1m\u011bty pro praxi s c\u00edlem zv\u00fd\u0161it kvalitu pregramotnosti v p\u0159ed\u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed. N\u00e1m\u011bty odr\u00e1\u017eej\u00ed po\u017eadavky jak odborn\u011b-teoretick\u00e9, tak tak\u00e9 reflektuj\u00ed konkr\u00e9tn\u00ed pot\u0159eby u\u010ditel\u016f z praxe, kter\u00e9 se diskutovaly na spole\u010dn\u00e9m prvn\u00edm setk\u00e1n\u00ed Spole\u010denstv\u00ed praxe. Pedagogi\u010dt\u00ed pracovn\u00edci mate\u0159sk\u00fdch \u0161kol vyj\u00e1d\u0159ili sv\u00e9 c\u00edle pro pedagogick\u00e9 sm\u011b\u0159ov\u00e1n\u00ed v r\u00e1mci modulu, zohlednili nabyt\u00e9 informace od akademick\u00fdch pracovn\u00edk\u016f, prostudovali teoretick\u00e1 v\u00fdchodiska, zpracovanou <a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2017\/05\/AnalyzaRVPRyb.pdf\">anal\u00fdzu RVPPV<\/a> a vyslovili vlastn\u00ed n\u00e1m\u011bty, kter\u00e9 jsou v tomto seznamu zohledn\u011bny. Do\u0161lo k propojen\u00ed \u010dinnosti kateder a partner\u016f p\u0159i spolupr\u00e1ci s pedagogy ve spole\u010denstv\u00ed praxe. Do realizace jsou na \u00farovni p\u0159\u00edjemce zapojeny katedry prim\u00e1rn\u00ed pedagogiky, katedry \u010desk\u00e9ho jazyka a literatury, didaktiky p\u0159ed\u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed, z\u00e1stupci katedry psychologie, speci\u00e1ln\u00ed pedagogiky, z\u00e1stupci \u00dastavu v\u00fdzkumu rozvoje vzd\u011bl\u00e1v\u00e1n\u00ed a \u00dastavu \u010desk\u00e9ho jazyka a teorie komunikace FF UK.<\/p>\n<p><strong>Seznam tematick\u00fdch okruh\u016f zam\u011b\u0159en\u00fdch na podporu rozvoje pregramotnosti v p\u0159ed\u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed <\/strong><em>(U\u010ditel si vyb\u00edr\u00e1 3 z nab\u00edzen\u00fdch t\u00e9mat)<\/em><strong>:<\/strong><\/p>\n<ol>\n<li><a href=\"#RC1\"> Rozvoj p\u0159ed\u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed<\/a><\/li>\n<li><a href=\"#RC2\"> Pedagogick\u00e1 diagnostika a ran\u00e9 odhalen\u00ed rizik<\/a><\/li>\n<li><a href=\"#RC3\">Rozvoj \u010dten\u00e1\u0159sk\u00e9 pregramotnosti d\u011bt\u00ed s OMJ (odli\u0161n\u00fdm mate\u0159sk\u00fdm jazykem)<\/a><\/li>\n<li><a href=\"#RC4\"> Podpora \u010dten\u00e1\u0159sk\u00fdch strategi\u00ed se specifick\u00fdm z\u0159etelem k porozum\u011bn\u00ed<\/a><\/li>\n<li><a href=\"#RC5\">Motivace pro \u010dten\u00e1\u0159stv\u00ed (pr\u00e1ce s knihou, divadlo, vlastn\u00ed tvorba, projekty)<\/a><\/li>\n<li><a href=\"#RC6\">Spolupr\u00e1ce rodiny a p\u0159ed\u0161koln\u00edch za\u0159\u00edzen\u00ed pro rozvoj p\u0159ed\u010dten\u00e1\u0159sk\u00fdch a ran\u00fdch \u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed<\/a><\/li>\n<\/ol>\n<h3 id=\"RC1\">1. Rozvoj p\u0159ed\u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed<\/h3>\n<p>P\u0159i rozvoji p\u0159ed\u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed se zam\u011b\u0159ujeme na v\u0161echny \u010dty\u0159i jazykov\u00e9 roviny v\u00a0ontogenezi d\u011btsk\u00e9 \u0159e\u010di, tedy na rovinu foneticko-fonologickou, morfologicko-syntaktickou, lexik\u00e1ln\u011b-s\u00e9mantickou a pragmatickou. V\u00a0oblasti rozvoje p\u0159ed\u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed jde zejm\u00e9na o podporu rozvoje oblast\u00ed, kter\u00e9 jsou pot\u0159ebn\u00e9 pro v\u00fduku \u010dten\u00ed, nejde o v\u00fduku samotn\u00e9ho \u010dten\u00ed. C\u00edlem je sezn\u00e1mit d\u00edt\u011b s\u00a0psan\u00fdm jazykem a vybudovat u n\u011bj pozitivn\u00ed vztah k\u00a0psan\u00e9mu jazyku, stimulovat u n\u011bj schopnosti a dovednosti, kter\u00e9 mu umo\u017en\u00ed se ve \u010dten\u00ed a psan\u00ed v budoucnu optim\u00e1ln\u011b rozv\u00edjet. D\u016fle\u017eit\u00e9 je zam\u011b\u0159it se na komunikaci a na rozvoj pozitivn\u00ed motivace pro \u010dten\u00ed a psan\u00ed. Zv\u00fd\u0161enou pozornost v\u00a0oblasti receptivn\u00edch dovednost\u00ed zasluhuje zejm\u00e9na vn\u00edm\u00e1n\u00ed a porozum\u011bn\u00ed vyslechnut\u00e9ho textu, v\u00a0oblasti produktivn\u00edch dovednost\u00ed n\u00e1cvik spr\u00e1vn\u00e9 v\u00fdslovnosti, celkov\u00fd mluven\u00fd projev a souvisl\u00e9 vyjad\u0159ov\u00e1n\u00ed ve v\u011bt\u00e1ch.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/1-rozvoj-predctenarskych-dovednosti\/\">V\u00edce<\/a><\/li>\n<\/ul>\n<h3 id=\"RC2\">2. Pedagogick\u00e1 diagnostika a ran\u00e9 odhalen\u00ed rizik<\/h3>\n<p>Do t\u00e9matu Pedagogick\u00e1 diagnostika a ran\u00e9 odhalen\u00ed rizik pat\u0159\u00ed identifikace rizik v oblasti kognice a percepce- tzv. prediktory, opo\u017ed\u011bn\u00fd v\u00fdvoj \u0159e\u010di, chud\u0161\u00ed slovn\u00ed z\u00e1soba, deficit ve v\u00fdvoji jemn\u00e9 a hrub\u00e9 motoriky,probl\u00e9my ve zrakov\u00e9 a sluchov\u00e9 percepci, oslaben\u00e9 fonematick\u00e9 pov\u011bdom\u00ed, oslaben\u00ed pravo-lev\u00e9 orientace, deficity v kr\u00e1tkodob\u00e9 verb\u00e1ln\u00ed pam\u011bti, poruchy v procesu automatizace, seriality, deficity v oblasti koncentrace pozornosti, sociokulturn\u00ed prediktory, apod.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/2-pedagogicka-diagnostika-a-rane-odhaleni-rizik\/\">V\u00edce<\/a><\/li>\n<\/ul>\n<h3 id=\"RC3\">3. Rozvoj \u010dten\u00e1\u0159sk\u00e9 pregramotnosti d\u011bt\u00ed s OMJ (odli\u0161n\u00fdm mate\u0159sk\u00fdm jazykem)<\/h3>\n<p>Toto t\u00e9ma p\u0159edstavuje META, o.p.s. je neziskov\u00e1 organizace, kter\u00e1 od roku 2004 podporuje cizince ve vzd\u011bl\u00e1v\u00e1n\u00ed a pracovn\u00ed integraci. Cizinc\u016fm nab\u00edz\u00ed poradenstv\u00ed, organizuje jazykov\u00e9 kurzy \u010de\u0161tiny a d\u00edky dobrovoln\u00edk\u016fm i dou\u010dov\u00e1n\u00ed. Pro pedagogy vytv\u00e1\u0159\u00ed metodick\u00e9 a v\u00fdukov\u00e9 materi\u00e1ly, spravuje informa\u010dn\u00ed port\u00e1l <a href=\"http:\/\/www.inkluzivniskola.cz\/\">www.inkluzivniskola.cz<\/a> a po\u0159\u00e1d\u00e1 akreditovan\u00e9 semin\u00e1\u0159e. Vych\u00e1z\u00ed z p\u0159esv\u011bd\u010den\u00ed, \u017ee vzd\u011blan\u00ed lid\u00e9 jsou pro spole\u010dnost p\u0159\u00ednosem, a\u0165 u\u017e poch\u00e1zej\u00ed odkudkoliv.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/rozvoj-ctenarske-pregramotnosti-deti-s-omj-odlisnym-materskym-jazykem\/\">V\u00edce<\/a><\/li>\n<\/ul>\n<h3 id=\"RC4\">4. Podpora \u010dten\u00e1\u0159sk\u00fdch strategi\u00ed se specifick\u00fdm z\u0159etelem k porozum\u011bn\u00ed<\/h3>\n<p>Toto t\u00e9ma se zab\u00fdv\u00e1 p\u0159ed\u010dten\u00e1\u0159sk\u00fdmi strategiemi porozum\u011bn\u00ed text\u016fm v\u010detn\u011b sly\u0161en\u00fdch. Zahrnuje roviny porozum\u011bn\u00ed napom\u00e1haj\u00edc\u00ed emergentn\u00ed gramotnosti. Strategie mohou b\u00fdt nap\u0159. shrnov\u00e1n\u00ed, pokl\u00e1d\u00e1n\u00ed ot\u00e1zek, vizualizaci textu, p\u0159edv\u00edd\u00e1n\u00ed, modelov\u00e1n\u00ed. K rovin\u00e1m \u010dten\u00e1\u0159sk\u00e9 pregramotnosti \u0159ad\u00edme vztah ke \u010dten\u00ed, porozum\u011bn\u00ed obsahu, vysuzov\u00e1n\u00ed \u2013 d\u00edt\u011b dok\u00e1\u017ee vyvozovat na z\u00e1klad\u011b textu z\u00e1v\u011bry, text hodnotit, odhadovat, jak situace bude pokra\u010dovat. Dok\u00e1\u017ee odpov\u011bd\u011bt na ot\u00e1zky, na kter\u00e9 nen\u00ed v textu jednozna\u010dn\u00e1 odpov\u011b\u010f, ale d\u00e1 se odvodit z ur\u010dit\u00fdch indici\u00ed.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/4-podpora-ctenarskych-strategii-se-specifickym-zretelem-k-porozumeni\/\">V\u00edce<\/a><\/li>\n<\/ul>\n<h3 id=\"RC5\">5. Motivace pro \u010dten\u00e1\u0159stv\u00ed (pr\u00e1ce s knihou, divadlo, vlastn\u00ed tvorba, projekty)<\/h3>\n<p>Toto t\u00e9ma nab\u00edz\u00ed aktivity, kter\u00e9 napom\u00e1haj\u00ed k vytvo\u0159en\u00ed pozitivn\u00edho vztahu ke \u010dten\u00e1\u0159stv\u00ed, takovou aktivitou m\u016f\u017ee b\u00fdt \u010dten\u00e1\u0159sk\u00fd koutek, beseda, p\u0159ed\u010d\u00edt\u00e1n\u00ed rodi\u010d\u016f, u\u010ditel\u016f, zn\u00e1m\u00fdch osobnost\u00ed, projekty Noc s Andersenem, Rosteme s knihou, Magnesia Litera, pravideln\u00e9 n\u00e1v\u0161t\u011bvy a akce knihoven hra, p\u0159irozen\u00e1 situace, osobn\u00ed p\u0159\u00edklad, d\u011btsk\u00e9 hra\u010dky, kter\u00e9 vedou d\u011bti k rozli\u0161ov\u00e1n\u00ed tvar\u016f, barev, skl\u00e1danky obr\u00e1zk\u016f, pracovn\u00ed listy, d\u011btsk\u00e9 knihy a \u010dasopisy, r\u016fzn\u00fd didakticky zpracovan\u00fd software.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/5-motivace-pro-ctenarstvi-prace-s-knihou-divadlo-vlastni-tvorba-projekty\/\">V\u00edce<\/a><\/li>\n<\/ul>\n<h3 id=\"RC6\">6. Spolupr\u00e1ce rodiny a p\u0159ed\u0161koln\u00edch za\u0159\u00edzen\u00ed pro rozvoj p\u0159ed\u010dten\u00e1\u0159sk\u00fdch a ran\u00fdch \u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed<\/h3>\n<p>Toto t\u00e9ma nab\u00edz\u00ed aktivity, kter\u00e9 napom\u00e1haj\u00ed k vytvo\u0159en\u00ed pozitivn\u00edho vztahu rodiny a p\u0159ed\u0161koln\u00edch za\u0159\u00edzen\u00ed a veyb\u00edz\u00ed ke spolupr\u00e1ci pro rozvoj p\u0159ed\u010dten\u00e1\u0159sk\u00fdch a ran\u00fdch \u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed. Takov\u00fdmi aktivitami m\u016f\u017ee b\u00fdt \u010dten\u00e1\u0159sk\u00fd koutek, p\u0159ed\u010d\u00edt\u00e1n\u00ed rodi\u010d\u016f, p\u0159ed\u010d\u00edt\u00e1n\u00ed prarodi\u010d\u016f, dramatizace, bes\u00eddky s rodi\u010di, besedy se spisovateli, n\u00e1v\u0161t\u011bva knihoven, spole\u010dn\u00e9 workshopy nebo d\u00edlny \u010dten\u00ed.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/6-spoluprace-rodiny-a-predskolnich-zarizeni-pro-rozvoj-predctenarskych-a-ranych-ctenarskych-dovednosti\/\">V\u00edce<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Anal\u00fdza RVP PV \u010cten\u00e1\u0159sk\u00e1 pregramotnost Teoretick\u00e9 vymezen\u00ed t\u00e9mat modulu \u010cten\u00e1\u0159sk\u00e1 pregramotnost Metodika k aktivit\u00e1m &#8211; Podpora pregramotnost\u00ed v p\u0159ed\u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed Rozvoj \u010dten\u00e1\u0159sk\u00e9 pregramotnosti prost\u0159ednictv\u00edm \u010dten\u00e1\u0159sk\u00fdch strategi\u00ed Metodick\u00e1 p\u0159\u00edru\u010dka pro u\u010ditele&#8230; <\/p>\n","protected":false},"author":464,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-61","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages\/61","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/users\/464"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/comments?post=61"}],"version-history":[{"count":25,"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages\/61\/revisions"}],"predecessor-version":[{"id":599,"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages\/61\/revisions\/599"}],"wp:attachment":[{"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/media?parent=61"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}