{"id":65,"date":"2017-04-20T16:58:53","date_gmt":"2017-04-20T14:58:53","guid":{"rendered":"http:\/\/pages.pedf.cuni.cz\/sc1\/?page_id=65"},"modified":"2019-09-17T09:17:50","modified_gmt":"2019-09-17T07:17:50","slug":"matematicka-pregramotnost","status":"publish","type":"page","link":"https:\/\/pages.pedf.cuni.cz\/sc1\/matematicka-pregramotnost\/","title":{"rendered":"Matematick\u00e1 pregramotnost"},"content":{"rendered":"<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2017\/06\/Anal\u00fdza-RVPPV_Matematika.pdf\">RVP PV s pou\u017eit\u00edm anal\u00fdzy M. Kaslov\u00e9 a H. Li\u0161kov\u00e9<\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2017\/06\/Teoretick\u00e9-vymezen\u00ed-t\u00e9mat-modulu-Matematika.pdf\">Teoretick\u00e9 vymezen\u00ed t\u00e9mat modulu Matematick\u00e1 pregramotnost<\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/files\/2019\/04\/matematicka_pregramotnost.pdf\">Metodika modulu Matematick\u00e1 pregramotnost<\/a><\/li>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/videa-matematicka-pregramotnost\/\">Seznam vide\u00ed k matematick\u00e9 pregramotnosti<\/a><\/li>\n<\/ul>\n<p>Matematick\u00e1 pregramotnost se t\u00fdk\u00e1 p\u0159edmatematick\u00fdch p\u0159edstav v\u00a0p\u0159ed\u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed. Ty prol\u00ednaj\u00ed t\u00e9m\u011b\u0159 v\u0161emi aktivitami a \u010dinnostmi v \u017eivot\u011b d\u00edt\u011bte, v\u00e1\u017ee se jak na b\u011b\u017en\u00fd \u017eivot d\u00edt\u011bte i na jeho \u010dinnosti v M\u0160. Pedagogov\u00e9 by m\u011bli v\u011bd\u011bt, co by m\u011blo d\u00edt\u011b v mate\u0159sk\u00e9 \u0161kole zvl\u00e1dat, kter\u00e9 p\u0159irozen\u00e9 schopnosti by bylo pot\u0159eba s d\u011btmi rozv\u00edjet a jak\u00fdm zp\u016fsobem. D\u016fle\u017eit\u00e9 je<\/p>\n<ul>\n<li>cvi\u010den\u00ed ruky, ale i cvi\u010den\u00ed oka,<\/li>\n<li>rozvoj schopnosti porovn\u00e1vat, rozkl\u00e1dat a kompletovat,<\/li>\n<li>procvi\u010dovat hled\u00e1n\u00ed a vytv\u00e1\u0159en\u00ed shod a rozd\u00edl\u016f jako v\u00fdznamn\u00e9ho n\u00e1stroje rozvoje specifick\u00fdch schopnost\u00ed d\u011bt\u00ed<\/li>\n<li>seznamovat se s pohybov\u00fdmi a manipulativn\u00edmi hrami a d\u011blat si diagnostiku d\u00edt\u011bte z jeho chov\u00e1n\u00ed p\u0159i \u201ematematick\u00fdch\u201c hr\u00e1ch.<\/li>\n<\/ul>\n<p>Mezi z\u00e1kladn\u00ed p\u0159edmatematick\u00e9 p\u0159edstavy lze za\u0159adit t\u0159i z\u00e1kladn\u00ed oblasti \u2013 P\u0159edstavy o kvantit\u011b, geometrick\u00e9 p\u0159edstavy a mno\u017einov\u00e9 p\u0159edstavy (t\u0159\u00edd\u011bn\u00ed, uspo\u0159\u00e1d\u00e1n\u00ed, \u0159e\u0161en\u00ed probl\u00e9m\u016f).<\/p>\n<p>Tyto oblasti jsme pokryli volbou 7 t\u00e9mat.<\/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=\"#MT1\">Orientace v prostoru a v\u00a0rovin\u011b <\/a><\/li>\n<li><a href=\"#MT2\"> Vn\u00edm\u00e1n\u00ed a organizace prostoru<\/a><\/li>\n<li><a href=\"#MT3\">M\u00edra<\/a><\/li>\n<li><a href=\"#MT4\"> P\u0159edstavy o kvantit\u011b<\/a><\/li>\n<li><a href=\"#MT5\">Pr\u00e1ce s\u00a0daty<\/a><\/li>\n<li><a href=\"#MT6\">Rytmus<\/a><\/li>\n<li><a href=\"#MT7\">Logika<\/a><\/li>\n<\/ol>\n<h3 id=\"MT1\">T\u00e9ma 1.\u00a0 Orientace v prostoru a v\u00a0rovin\u011b<\/h3>\n<p><strong>TU v\u00a0Liberci, FP \u2013 matematick\u00e1 pregramotnost\u00a0 <\/strong><br \/>\n<em>Jaroslav Pern\u00fd, Helena Pickov\u00e1, Jana Modr\u00e1<\/em><\/p>\n<ol type=\"a\">\n<li><strong>Orientace<\/strong><br \/>\nAktivity: ur\u010dov\u00e1n\u00ed sm\u011bru, prostorov\u00e9 vztahy &#8211; popis polohy p\u0159edm\u011bt\u016f v prostoru \u010di rovin\u011b (v m\u00edstnosti, na obr\u00e1zku apod.), poloha kon\u010detin\/hlavy k trupu, d\u00edt\u011bte vzhledem k okol\u00ed<\/li>\n<li><strong>Prostorov\u00e1 p\u0159edstavivost, pam\u011b\u0165<\/strong><br \/>\nAktivity: pr\u00e1ce s celkem a \u010d\u00e1stmi, zapojen\u00ed pohybu, hledisko percepce, diferenciace s ohledem na inkluzi<\/li>\n<\/ol>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/orientace-v-prostoru-a-v-rovine\/\">Nab\u00edzen\u00e9 aktivity<\/a><\/li>\n<\/ul>\n<h3 id=\"MT2\">T\u00e9ma 2: Vn\u00edm\u00e1n\u00ed a organizace prostoru<\/h3>\n<p><strong>Pedagogick\u00e1 fakulta MU v\u00a0Brn\u011b<\/strong><br \/>\n<em>Eva Nov\u00e1kov\u00e1, Eva Trnov\u00e1<\/em><\/p>\n<h4><strong>Matematick\u00fd obsah t\u00e9matu<\/strong><\/h4>\n<ol type=\"a\">\n<li><strong> Zobrazen\u00ed <\/strong>p\u0159edm\u011bt\u016f v prostoru (p\u0159edm\u011bty zn\u00e1m\u00e9 z okol\u00ed d\u00edt\u011bte, postava, hra\u010dka,\u2026) s <em>vyu\u017eit\u00edm<\/em> model\u00edny a specifick\u00fdch didaktick\u00fdch pom\u016fcek (Magformers, Polydron)\n<ul>\n<li>P\u0159edstavy element\u00e1rn\u00edch<strong> geometrick\u00fdch tvar\u016f<\/strong> prostorov\u00fdch a rovinn\u00fdch, jejich <strong>pozn\u00e1v\u00e1n\u00ed<\/strong> a vz\u00e1jemn\u00e9 <strong>rozli\u0161ov\u00e1n\u00ed<\/strong> na z\u00e1klad\u011b zrakem (vizu\u00e1ln\u00ed) a hmatem (haptick\u00e9, taktiln\u00ed)\u00a0 vn\u00edman\u00e9 odli\u0161nosti (troj\u00faheln\u00edk, kruh, \u010dtverec, obd\u00e9ln\u00edk, obl\u00e1 a hranat\u00e1 t\u011blesa), pouze s u\u017e\u00edv\u00e1n\u00edm minima geometrick\u00e9 terminologie \u2013 nen\u00ed c\u00edlem!<\/li>\n<\/ul>\n<\/li>\n<li><strong> Stavby<\/strong> <strong>3D<\/strong> &#8211; vytv\u00e1\u0159en\u00ed prostorov\u00fdch model\u016f a maket konkr\u00e9tn\u00edch situac\u00ed, podle vlastn\u00ed fantazie, podle p\u0159edlohy s <em>vyu\u017eit\u00edm<\/em> stavebnic (LEGO, konstruk\u010dn\u00ed stavebnice \u2013 SEVA, \u2026), souboru krychl\u00ed, ty\u010dinek, d\u0159\u00edvek,\u2026pom\u016fcky Montessori<\/li>\n<li><strong> Vztah mezi 2D a 3D modely &#8211; <\/strong>\u00a0\u010dinnosti s \u201egeodeskou\u201c, ohrani\u010dov\u00e1n\u00ed a oplocov\u00e1n\u00ed, rozd\u011blov\u00e1n\u00ed a p\u016flen\u00ed \u2013 d\u011blen\u00ed a vypl\u0148ov\u00e1n\u00ed prostoru a roviny &#8211; mozaikov\u00e1n\u00ed, parketov\u00e1n\u00ed \u2026, kreslen\u00ed a\u00a0 dopl\u0148ov\u00e1n\u00ed obr\u00e1zk\u016f s uplatn\u011bn\u00edm prvk\u016f shodnosti, pravidelnosti \u2013 <em>s vyu\u017eit\u00edm<\/em> pr\u00e1ce s pap\u00edrem (origami), a specifick\u00fdm pom\u016fcek a her (tangram, Blokus,\u2026)<\/li>\n<\/ol>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/vnimani-a-organizace-prostoru-aktivity\/\">N\u00e1vrh metodick\u00e9ho postupu<\/a><\/li>\n<\/ul>\n<h3 id=\"MT3\">T\u00e9ma 3: M\u00edra<\/h3>\n<p><strong>UK Praha <\/strong><br \/>\n<em>Jana Slez\u00e1kov\u00e1, Darina Jirotkov\u00e1<\/em><\/p>\n<p>Nab\u00edzen\u00e9 aktivity se t\u00fdkaj\u00ed t\u0159\u00ed oblast\u00ed:<\/p>\n<ol type=\"a\">\n<li><strong>D\u00e9lka, obsah (1D a 2D)<\/strong><br \/>\nAktivity: m\u011b\u0159en\u00ed s vyu\u017eit\u00edm vlastn\u00edho t\u011bla.<br \/>\nMatematika v p\u0159\u00edrod\u011b: Symetrie a tvary; Um\u00edst\u011bn\u00ed, pozice, pohyb;<br \/>\nPorovn\u00e1v\u00e1n\u00ed objekt\u016f k manipulaci jako tkani\u010dka, d\u0159\u00edvka, m\u011b\u0159en\u00ed &#8211; vyu\u017eit\u00edm vlastn\u00edho t\u011bla. Prvn\u00ed argumentace \u2013 tohle je del\u0161\u00ed, ani kousek nen\u00ed nav\u00edc apod.<br \/>\nMatematick\u00e9 hry<\/li>\n<li><strong> Objem (3D) <\/strong><br \/>\nAktivity: velikost n\u00e1doby, porovn\u00e1n\u00ed objemu kapaliny v n\u00e1dob\u011b v r\u016fzn\u00fdch poloh\u00e1ch, porovn\u00e1n\u00ed rozm\u011br\u016f hranolu<\/li>\n<li><strong>Jin\u00e9 veli\u010diny<\/strong> &#8211; s\u00edla, hodnota mince, hmotnost<br \/>\nAktivity: hern\u00ed aktivity<\/li>\n<\/ol>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/mira-ilustrace-nekterych-aktivit\/\">Ilustrace n\u011bkter\u00fdch aktivit<\/a><\/li>\n<\/ul>\n<h3 id=\"MT4\">T\u00e9ma 4: P\u0159edstavy o kvantit\u011b<\/h3>\n<p><strong>J\u010cU \u010cesk\u00e9 Bud\u011bjovice <\/strong><br \/>\n<em>Michaela Kr\u00e1lov\u00e1, Veronika \u0160vejdov\u00e1, Luk\u00e1\u0161 Laibrt, Helena Havlisov\u00e1, Edita Nevoralov\u00e1<\/em><\/p>\n<p>Kvalitu p\u0159edstav ur\u010duje pestrost model\u016f \u010d\u00edsel, se kter\u00fdmi d\u00edt\u011b pracuje, a to jak z pohledu percepce, tak z pohledu komplement\u00e1rn\u00edch pojm\u016f koncept &#8211; proces. Kvantita je d\u00e1na jednak jako po\u010det a jednak jako veli\u010dina.<\/p>\n<ol type=\"a\">\n<li><strong>po\u010det<\/strong><br \/>\nAktivity:<\/p>\n<ul>\n<li>\u0158\u00edk\u00e1nky a b\u00e1sni\u010dky na rozvoj rytmick\u00e9ho c\u00edt\u011bn\u00ed<\/li>\n<li>Hry za m\u011b\u0159en\u00e9 na numeraci (do 3, do 5, do 10) \u2013 ur\u010den\u00ed a vymodelov\u00e1n\u00ed ur\u010dit\u00e9ho po\u010dtu<\/li>\n<li>Deskov\u00e9 hry \u2013 propojov\u00e1n\u00ed model\u016f \u010d\u00edsla (vizu\u00e1ln\u00ed \u2013 kinestetick\u00e9, statick\u00e9 \u2013 dynamick\u00e9)<\/li>\n<li>Hry s hrac\u00ed kostkou \u2013 pozorov\u00e1n\u00ed pozic punt\u00edk\u016f na kostce a jejich modifikace<\/li>\n<li>Reprodukce obr\u00e1zku \u2013 m\u016f\u017eeme sledovat po\u010det znak\u016f, strukturu uspo\u0159\u00e1d\u00e1n\u00ed znak\u016f<\/li>\n<li>Hry z hlediska percepc\u00ed \u2013 akustick\u00e9, haptick\u00e9, kinestetick\u00e9, vizu\u00e1ln\u00ed (vn\u00edmat po\u010det objekt\u016f nejen zrakem, ale i hmatem nebo sluchem, hra na t\u011blo, Orffovy n\u00e1stroje, deklamace \u0159\u00edkadel, hra na ozv\u011bnu, tanec ve spojen\u00ed se zp\u011bvem nebo \u0159\u00edkankou)<\/li>\n<li>Poh\u00e1dka \u2013 rozvoj kvantitativn\u00edch p\u0159edstav, uspo\u0159\u00e1d\u00e1n\u00ed d\u011bje podle obr\u00e1zk\u016f, vypr\u00e1v\u011bn\u00ed podle obr\u00e1zk\u016f, uspo\u0159\u00e1d\u00e1n\u00ed postav apod. (T\u0159i medv\u011bdi, Sn\u011bhurka a sedm trpasl\u00edk\u016f, T\u0159i zlat\u00e9 vlasy&#8230;)<\/li>\n<\/ul>\n<p>Vyu\u017eit\u00ed deskov\u00fdch her na propojov\u00e1n\u00ed r\u016fzn\u00fdch model\u016f \u010d\u00edsla: vizu\u00e1ln\u00ed \u2013 kinestetick\u00fd, statick\u00fd \u2013 dynamick\u00fd (pom\u00edjiv\u00fd\/prom\u011bnliv\u00fd v \u010dase) .<\/li>\n<li><strong>veli\u010dina<\/strong><br \/>\nObecn\u00e9 n\u00e1m\u011bty na aktivity rozv\u00edjej\u00edc\u00ed p\u0159edstavu veli\u010diny<\/p>\n<ul>\n<li>Hra na obchod (mince, bankovky)<\/li>\n<li>Badatelsk\u00e1 \u010dinnost (pokusy s v\u00e1hou \u2013 hmotnost, pokusy s m\u011b\u0159en\u00edm \u2013 m\u00edra, pokusy s vodou \u2013 objem)<\/li>\n<li>Vyu\u017eit\u00ed vlastn\u00edho t\u011bla jako m\u011brn\u00e9 jednotky (krokov\u00e1n\u00ed m\u00edstnosti, m\u011b\u0159en\u00ed na lokte, palce apod.)<\/li>\n<li>Vl\u00e1\u010dky (d\u0159ev\u011bn\u00e9 hranoly, barevn\u011b odli\u0161en\u00e9, stavba stejn\u011b dlouh\u00fdch vl\u00e1\u010dk\u016f, v\u00edce mo\u017enost\u00ed pro vytvo\u0159en\u00ed d\u00e9lky vl\u00e1\u010dku apod.)<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/predstavy-o-kvantite-ilustrace-aktivit\/\">Ilustrace aktivit<\/a><\/li>\n<\/ul>\n<h3 id=\"MT5\">T\u00e9ma 5: Pr\u00e1ce s\u00a0daty<\/h3>\n<p><strong>UPOL Olomouc<\/strong><br \/>\n<em>Eva B\u00e1rtkov\u00e1, Jitka Hoda\u0148ov\u00e1<\/em><\/p>\n<p><strong>Aktivita \u010d. 1 P\u0159ed\u0161koln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed \u2013 pr\u00e1ce s pracovn\u00edmi listy <\/strong><br \/>\nUspo\u0159\u00e1d\u00e1n\u00ed<br \/>\nN\u00e1zev aktivity: <strong>INDI\u00c1NI \u2013 <\/strong>Kter\u00fd z indi\u00e1nsk\u00fdch kluk\u016f je nejlep\u0161\u00ed st\u0159elec?<br \/>\nPom\u016fcky: Obr\u00e1zek s indi\u00e1nsk\u00fdmi kluky, bizonem a \u0161\u00edpy<br \/>\nPopis aktivity: Ka\u017ed\u00fd indi\u00e1nsk\u00fd kluk na obr\u00e1zku st\u0159\u00edlel do ter\u010de na bizona \u0161\u00edpy stejn\u00e9 barvy, jakou maj\u00ed jeho p\u00e9ra na \u010delence. D\u011bti ur\u010d\u00ed po\u010det \u010derven\u00fdch \u0161\u00edp\u016f, kter\u00e9 zas\u00e1hly bizona, po\u010det modr\u00fdch \u0161\u00edp\u016f, kter\u00e9 zas\u00e1hly bizona a po\u010det zelen\u00fdch \u0161\u00edp\u016f, kter\u00e9 zas\u00e1hly bizona. D\u011bti uspo\u0159\u00e1daj\u00ed barevn\u00e9 \u0161\u00edpy podle jejich po\u010dtu a ur\u010d\u00ed indi\u00e1nsk\u00e9ho kluka, kter\u00fd zas\u00e1hl bizona nejv\u011bt\u0161\u00edm po\u010dtem \u0161\u00edp\u016f.<br \/>\nV\u011bk: 5 \u2013 6 rok\u016f<br \/>\nModifikace aktivity: Indi\u00e1ni mohou lovit ryby v \u0159ece atd.<\/p>\n<p><strong>Aktivita \u010d. 2 P\u0159ed\u0161koln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed \u2013 pr\u00e1ce s pracovn\u00edmi listy <\/strong><br \/>\nKategorie: Uspo\u0159\u00e1d\u00e1n\u00ed<br \/>\nN\u00e1zev aktivity: INDI\u00c1NSK\u00dd TOTEM<br \/>\nNa stavbu totemu pou\u017eili indi\u00e1ni troj\u00faheln\u00edky, \u010dtverce, kruhy a obd\u00e9ln\u00edky. Ur\u010dete po\u010det d\u00edlk\u016f, kter\u00fdch pou\u017eili indi\u00e1ni na stavbu totemu nejv\u00edce? Zjist\u011bte pomoc\u00ed tabulky.<br \/>\nPom\u016fcky: Obr\u00e1zek s indi\u00e1nsk\u00fdmi kluky, totemem a bizonem<br \/>\nPopis aktivity: D\u011bti spo\u010d\u00edtaj\u00ed po\u010det troj\u00faheln\u00edk\u016f, kter\u00e9 pou\u017eili indi\u00e1ni na stavbu totemu. \u010c\u00edslo zap\u00ed\u0161\u00ed do tabulky. D\u00e1le d\u011bti spo\u010d\u00edtaj\u00ed po\u010det \u010dtverc\u016f, kruh\u016f a obd\u00e9ln\u00edk\u016f, kter\u00e9 pou\u017eili indi\u00e1ni na stavbu totemu a po\u010dty zap\u00ed\u0161\u00ed do tabulky. D\u011bti z tabulky zjist\u00ed, kter\u00fdch d\u00edlk\u016f pou\u017eili indi\u00e1ni na stavbu totemu nejv\u00edce.<br \/>\nV\u011bk: 5 \u2013 6 rok\u016f<\/p>\n<p><strong>Aktivita \u010d. 3 \u2013 Pohybov\u00e9 hry <\/strong><br \/>\nKategorie: T\u0159\u00edd\u011bn\u00ed<br \/>\nPom\u016fcky: Z\u00e1kladn\u00ed geometrick\u00e9 tvary (kruh, \u010dtverec, troj\u00faheln\u00edk) vyroben\u00e9 z kartonu ve t\u0159ech barv\u00e1ch ve dvou velikostech.<br \/>\nPopis aktivity: D\u011bti voln\u011b b\u011bhaj\u00ed po t\u0159\u00edd\u011b, kartony s tvary dr\u017e\u00ed p\u0159ed sebou ob\u011bma rukama. P\u0159i vysloven\u00ed krit\u00e9ria pro t\u0159\u00edd\u011bn\u00ed se rozd\u011bl\u00ed do skupinek (t\u0159\u00edd).<br \/>\nKrit\u00e9ria: barva, tvar, velikost<\/p>\n<p>Modifikace aktivity: Mo\u017eno pracovat se z\u00e1kladn\u00edmi t\u011blesy vhodn\u00e9 stavebnice (koule, v\u00e1lec, krychle, ku\u017eel, jehlan, kv\u00e1dr). D\u011bti si na za\u010d\u00e1tku vylosuj\u00ed t\u011bleso, s n\u00edm pak po celou dobu pracuj\u00ed.<\/p>\n<p>Kategorie: Uspo\u0159\u00e1d\u00e1n\u00ed<br \/>\nPom\u016fcky: Z\u00e1kladn\u00ed geometrick\u00e9 tvary (kruh, \u010dtverec, troj\u00faheln\u00edk, obd\u00e9ln\u00edk) vyroben\u00e9 z kartonu ve t\u0159ech velikostech.<br \/>\nPopis aktivity: Uspo\u0159\u00e1d\u00e1n\u00ed p\u0159edch\u00e1z\u00ed t\u0159\u00edd\u011bn\u00ed. D\u011bti voln\u011b b\u011bhaj\u00ed po t\u0159\u00edd\u011b, kartony s tvary dr\u017e\u00ed p\u0159ed sebou ob\u011bma rukama. P\u0159i vysloven\u00ed krit\u00e9ria tvar se rozd\u011bl\u00ed do skupinek (t\u0159\u00edd) a v t\u011bch pak pracuj\u00ed. Nech\u00e1me je uspo\u0159\u00e1dat se ve skupin\u011b podle velikosti &#8211; vzestupn\u011b, sestupn\u011b.<br \/>\nModifikace aktivity: Mo\u017eno pracovat se z\u00e1kladn\u00edmi t\u011blesy (koule, krychle, kv\u00e1dr) r\u016fzn\u00fdch velikost\u00ed.<\/p>\n<p>Kategorie: P\u00e1rov\u00e1n\u00ed<br \/>\nPom\u016fcky: Z\u00e1kladn\u00ed geometrick\u00e9 tvary (kruh, \u010dtverec, troj\u00faheln\u00edk, obd\u00e9ln\u00edk) vyrob\u00edme z kartonu ve t\u0159ech r\u016fzn\u00fdch velikostech. Ka\u017ed\u00fd z tvar\u016f rozst\u0159ihneme na dv\u011b \u010d\u00e1sti.<br \/>\nPopis aktivity: Na za\u010d\u00e1tku si d\u011bti vylosuj\u00ed \u010d\u00e1st tvaru. B\u011bhem p\u00edsni\u010dky d\u011bti b\u011bhaj\u00ed, prohl\u00ed\u017e\u00ed si ostatn\u00ed a na pokyn hledaj\u00ed kamar\u00e1da, kter\u00fd m\u00e1 odpov\u00eddaj\u00edc\u00ed druhou \u010d\u00e1st jejich tvaru.<br \/>\nModifikace aktivity: Obt\u00ed\u017enej\u0161\u00ed variantou m\u016f\u017ee b\u00fdt, kdy\u017e rozst\u0159\u00edh\u00e1me nap\u0159. pouze obd\u00e9ln\u00edky (v\u00fd\u0159ezy budou r\u016fzn\u00e9).<\/p>\n<p><strong>Aktivita \u010d. 4 <\/strong><br \/>\nKategorie: P\u00e1rov\u00e1n\u00ed<br \/>\nPom\u016fcky: N\u011bkolik krychl\u00ed o r\u016fzn\u00e9 d\u00e9lce hrany. Karti\u010dky se \u010dtverci odpov\u00eddaj\u00edc\u00edmi podstav\u00e1m krychl\u00ed.<br \/>\nPopis aktivity: Nejprve m\u016f\u017eeme d\u00edt\u011b nechat uspo\u0159\u00e1dat karti\u010dky dle d\u00e9lky stran \u010dtverc\u016f. Dal\u0161\u00edm \u00fakolem d\u00edt\u011bte je p\u0159i\u0159adit krychli karti\u010dku s odpov\u00eddaj\u00edc\u00edm \u010dtvercem. \u017d\u00e1ci vyu\u017e\u00edvaj\u00ed odhad.<br \/>\nModifikace aktivity: Mo\u017eno pracovat s r\u016fzn\u00fdmi t\u011blesy dohromady (krychle, kv\u00e1dr, v\u00e1lec, trojbok\u00fd hranol apod.) \u2013 lze vyu\u017e\u00edt vhodnou stavebnici.<\/p>\n<p><strong>Aktivita \u010d. 5 \u2013 Vyu\u017eit\u00ed hmatu <\/strong><br \/>\nKategorie: T\u0159\u00edd\u011bn\u00ed<br \/>\nPom\u016fcky: Sada t\u011bles \u2013 vybran\u00e9 d\u0159ev\u011bn\u00e9 kostky Woody (krychle, v\u00e1lec, kv\u00e1dr) nebo jin\u00e1 vhodn\u00e1 stavebnice<br \/>\nPopis aktivity: D\u011bti t\u0159\u00edd\u00ed t\u011blesa se zav\u00e1zan\u00fdma o\u010dima jen pomoc\u00ed hmatu.<\/p>\n<p><strong>Aktivita \u010d. 6 \u2013 Hr\u00e1tky s punt\u00edky <\/strong><br \/>\nKategorie: P\u0159i\u0159azov\u00e1n\u00ed, t\u0159\u00edd\u011bn\u00ed<br \/>\nPom\u016fcky: Kel\u00edmky ozna\u010den\u00e9 \u010d\u00edsly 1, 2, 3. Karti\u010dky s 1, 2 nebo 3 punt\u00edky.<br \/>\nPopis aktivity: \u00dakolem d\u011bt\u00ed je rozt\u0159\u00eddit v\u0161echny karti\u010dky do p\u0159\u00edslu\u0161n\u00fdch kel\u00edmk\u016f (skupin\u00e1m symbol\u016f na karti\u010dk\u00e1ch p\u0159i\u0159azujeme \u010d\u00edslo).<br \/>\nModifikace aktivity: Na rozm\u00edst\u011bn\u00ed punt\u00edk\u016f na karti\u010dk\u00e1ch nebude z\u00e1le\u017eet (mohou b\u00fdt i diagon\u00e1ln\u011b apod.)<\/p>\n<p><strong>Aktivita \u010d. 7 \u2013 Zdoben\u00ed drak\u016f <\/strong><br \/>\nKategorie: T\u0159\u00edd\u011bn\u00ed (Klasifikace)<br \/>\nPom\u016fcky: 3 draci z pap\u00edru, ma\u0161le t\u0159\u00ed barev, t\u0159\u00ed velikost\u00ed, t\u0159\u00ed tvar\u016f<br \/>\n\u00dakoly: Nech\u00e1me d\u00edt\u011b samotn\u00e9 zvolit si kriterium, podle kter\u00e9ho ma\u0161le drak\u016fm rozd\u011bl\u00ed.<\/p>\n<h3 id=\"MT6\">T\u00e9ma 6: Rytmus<\/h3>\n<p><strong>UK Praha<\/strong><br \/>\n<em>Jana Slez\u00e1kov\u00e1<\/em><\/p>\n<p>Jednou z\u00a0mo\u017enost\u00ed, jak se s d\u011btmi posunout d\u00e1le v prost\u0159ed\u00ed Krokov\u00e1n\u00ed(tedy za p\u0159edpokladu, \u017ee u\u017e si vyzkou\u0161ely krokovat s\u00a0p\u00edsni\u010dkou podle sebe), je vyzkou\u0161et s\u00a0d\u011btmi rytmizovanou ch\u016fzi.<\/p>\n<p>Nejprve si uk\u00e1\u017eeme krok s\u00a0p\u0159\u00edsunem a ov\u011b\u0159\u00edme, zda ho d\u011bti zvl\u00e1daj\u00ed. Krok s\u00a0p\u0159\u00edsunem se n\u00e1m bude v\u00a0budoucnu hodit, nebo\u0165 pokyn: \u201eUd\u011blej 1 krok dop\u0159edu, pak 1 kroku dop\u0159edu, za\u010dni, te\u010f!\u201c bude v\u017edy reprezentov\u00e1n stejn\u00fdmi kroky. Kdy\u017e se nohy p\u0159i krokov\u00e1n\u00ed st\u0159\u00eddaj\u00ed, tak kdy\u017e ud\u011bl\u00e1me prvn\u00ed krok, vykra\u010dujeme pravou a u druh\u00e9ho kroku vykra\u010dujeme levou nohou, co\u017e m\u016f\u017ee b\u00fdt matouc\u00ed jev. Tedy krokujeme s\u00a0p\u0159\u00edsunem na voln\u00e9 plo\u0161e bez p\u00e1su, za\u010d\u00edn\u00e1me na stejn\u00e9 startovn\u00ed \u010d\u00e1\u0159e, zp\u00edv\u00e1me a vytlesk\u00e1v\u00e1me rytmus p\u00edsn\u011b \u201ePec n\u00e1m spadla\u201c nebo \u201eM\u011bla babka\u201c (v\u00a0p\u0159\u00edloze I. p\u0159ikl\u00e1d\u00e1me n\u00e1m\u011bty p\u00edsni\u010dek a \u0159\u00edkanek, kter\u00e9 je mo\u017en\u00e9 pro tuto \u010dinnost za\u0159adit). Tlesknut\u00ed do rytmu odpov\u00edd\u00e1 jednomu kroku. Po dozp\u00edvan\u00e9 sloce uvid\u00edme, jestli v\u0161ichni dokrokuj\u00ed stejn\u011b daleko, diskutujeme s\u00a0d\u011btmi, pro\u010d n\u011bkdo u\u0161el b\u011bhem p\u00edsni\u010dky del\u0161\u00ed nebo krat\u0161\u00ed \u00fasek. Dok\u00e1\u017e\u00ed d\u011bti pojmenovat d\u016fvod, pro\u010d jeden do\u0161el d\u00e1l ne\u017e jin\u00fd? Pokou\u0161\u00edme se pozorov\u00e1n\u00edm zachytit, kter\u00e9 d\u00edt\u011b synchronizuje rytmus p\u00edsn\u011b se sv\u00fdmi kroky a kter\u00e9 to nedok\u00e1\u017ee.<\/p>\n<p>Domn\u00edv\u00e1me se, \u017ee je d\u016fle\u017eit\u00e9 po\u0159ad\u00ed zvolen\u00fdch p\u00edsni\u010dek a \u0159\u00edkanek. D\u016fle\u017eit\u00e1 je rovn\u011b\u017e formulace slovn\u00edho pokynu, kter\u00fd u\u010ditel\/ka k\u00a0aktivit\u011b vyd\u00e1. Stalo se, \u017ee bylo nepromy\u0161len\u011b \u0159e\u010deno: \u201eP\u016fjdeme v\u0161ichni stejn\u011b,\u201c co\u017e n\u011bkter\u00e9 d\u011bti pochopily tak, \u017ee se maj\u00ed dr\u017eet v\u0161ichni v\u00a0jedn\u00e9 \u0159ad\u011b. Tomu pak pod\u0159\u00eddily sv\u016fj pohyb, tak\u017ee pokyn \u201ejedno tlesknut\u00ed = jeden krok\u201c \u0161el stranou. D\u011bti nebyly schopn\u00e9 splnit oba po\u017eadavky najednou. V\u016fd\u010d\u00ed osobnosti d\u011btsk\u00e9 skupiny suver\u00e9nn\u011b krokovaly a ostatn\u00ed d\u011bti cupitaly tak, aby se p\u0159izp\u016fsobily jejich poloze.<\/p>\n<p>Tut\u00e9\u017e aktivitu m\u016f\u017eeme brzy p\u0159en\u00e9st na krokovac\u00ed p\u00e1s. V\u00a0\u010dem bude rozd\u00edl? Bude krokovat dvojice (pozd\u011bji i trojice a\u017e p\u011btice d\u011bt\u00ed) a ostatn\u00ed d\u011bti budou posuzovat, jak se jim da\u0159\u00ed synchron tlesknut\u00ed a kroku. D\u011bti uvid\u00ed, \u017ee pokud je d\u00e1na d\u00e9lka kroku (odstupem pol\u00ed\u010dek krokovac\u00edho p\u00e1su), u\u017e nehraje roli, jak dlouh\u00e9 m\u00e1 kdo nohy.<\/p>\n<p>M\u016f\u017eeme p\u0159ipravit jednoduchou \u00falohu (pops\u00e1na v\u00a0kap. 4.1.1), kdy dv\u011b d\u011bti p\u016fjdou st\u0159\u00eddav\u011b v\u017edy na jednu strofu p\u00edsn\u011b vp\u0159ed a na druhou vzad. Ostatn\u00ed d\u011bti pro n\u011b budou zp\u00edvat a vytlesk\u00e1vat a p\u0159itom sledovat, jak jejich kamar\u00e1di krokuj\u00ed, jestli se trefuj\u00ed do rytmu, jestli si nep\u0159id\u00e1vaj\u00ed kroky apod., zda dojdou zp\u011bt na startovn\u00ed pol\u00ed\u010dko.<\/p>\n<p><em>Pozn\u00e1mka: Pokud si k\u00a0t\u00e9to aktivit\u011b p\u0159ibereme kameru a po\u0159\u00edd\u00edme z\u00e1znam, z\u00edsk\u00e1me cenn\u00fd materi\u00e1l pro didaktick\u00fd rozbor cel\u00e9 situace, nahl\u00e9dneme na interakce d\u011bt\u00ed, kter\u00e9 v\u00a0re\u00e1ln\u00e9m \u010dase nem\u00e1me \u0161anci post\u0159ehnout a vid\u00edme i svou roli v\u00a0cel\u00e9m procesu, sv\u00e9 vlastn\u00ed chyby, kter\u00e9 m\u00e1me mo\u017enost p\u0159\u00ed\u0161t\u011b neopakovat. Toto bychom mohly ps\u00e1t u v\u0161ech aktivit. Ale zde to plat\u00ed dvojn\u00e1sobn\u011b, nebo\u0165 d\u00edky pom\u00edjivosti krokov\u00e1n\u00ed je velmi n\u00e1ro\u010dn\u00e9 post\u0159ehnout v\u0161echny jevy. <\/em><\/p>\n<p>Jin\u00e9 n\u00e1m\u011bty na aktivity \u010di hry, kter\u00e9 jsou bl\u00edzk\u00e9 prost\u0159ed\u00ed Krokov\u00e1n\u00ed, jsou <strong>hra \u201e\u010clov\u011b\u010de, nezlob se\u201c<\/strong> a dal\u0161\u00ed deskov\u00e9 hry, kde se figurka pohybuje po pol\u00edch a ud\u011bl\u00e1 tolik krok\u016f, jako je te\u010dek na hrac\u00ed kostce.<\/p>\n<p>V\u00a0t\u011bchto hr\u00e1ch figurky tak\u00e9 \u201ekrokuj\u00ed\u201c. Rovn\u011b\u017e je mo\u017en\u00e9 hru realizovat ve t\u0159\u00edd\u011b s \u017eiv\u00fdmi \u201efigurkami\u201c (d\u011btmi). K\u00a0t\u00e9to h\u0159e i \u00faloh\u00e1m v\u00a0seznamu n\u00ed\u017ee doporu\u010dujeme pou\u017e\u00edvat hrac\u00ed kostku vhodnou pro hod na zemi, tedy v\u00fdrazn\u011b v\u011bt\u0161\u00ed ne\u017e se obvykle pou\u017e\u00edv\u00e1. M\u00e1me zku\u0161enosti, \u017ee d\u011bti mnohem v\u00edc bav\u00ed hra ve t\u0159\u00edd\u011b ne\u017e klasick\u00e1 na stole.<\/p>\n<p><strong>\u201eHonzo, vst\u00e1vej!\u201c.<\/strong> V\u00a0t\u00e9to h\u0159e se tak\u00e9 krokuje, jen jsou kroky r\u016fzn\u011b dlouh\u00e9. D\u00e1le stoj\u00ed za zm\u00edn\u011bn\u00ed aktivita \u201e\u0161kolka s\u00a0tenis\u00e1kem o ze\u010f\u201c nebo \u201esk\u00e1k\u00e1n\u00ed gumy\u201c. Tyto aktivity napom\u00e1haj\u00ed synchronu pohybu a slova.<\/p>\n<p>To, \u017ee jsou d\u011bti p\u0159ipraven\u00e9 hr\u00e1t si s\u00a0prost\u0159ed\u00edm Krokov\u00e1n\u00ed, nazna\u010duje i fakt, \u017ee kdykoli se dostanou na prostoru, kde jsou na podlaze vyzna\u010den\u00e9 \u0161l\u00e1poty, v\u017edy je to zaujme a jdou si se \u0161l\u00e1potami\u00a0\u201ehr\u00e1t\u201c \u2013 jednou je projdou tak, aby \u0161l\u00e1ply na ka\u017edou \u0161l\u00e1potu, po druh\u00e9 projdou tak, \u017ee \u0161l\u00e1pnou na ka\u017edou druhou \u0161l\u00e1potu, pot\u0159et\u00ed sk\u00e1\u010dou po jedn\u00e9 noze tak, aby v\u017edy sko\u010dily na novou \u0161l\u00e1potu\u2026 Takto si d\u011bti hraj\u00ed i na oby\u010dejn\u00fdch schodech. Z\u00e1bavnou pom\u016fckou pro rozvoj synchronu rytmu p\u00edsn\u011b a pohybu jsou tak\u00e9 tane\u010dn\u00ed podlo\u017eky. D\u011bti se na podlo\u017ece pohybuj\u00ed v\u00a0rytmu tak, jak ukazuje obrazovka po\u010d\u00edta\u010de.<\/p>\n<ul>\n<li><a href=\"https:\/\/pages.pedf.cuni.cz\/sc1\/rytmus-nabidka-aktivit\/\">Nab\u00eddka aktivit<\/a><\/li>\n<\/ul>\n<h3 id=\"MT7\">T\u00e9ma 7: Logika<\/h3>\n<p><strong>UK Praha<\/strong><br \/>\n<em>Michaela Kaslov\u00e1<\/em><\/p>\n<p><strong>Vybran\u00e9 aktivity pro obdob\u00ed 2-3,5 roku<\/strong><br \/>\n<strong>Hra 1. ANO<\/strong> a <strong>NE<\/strong> v roli odpov\u011bdi na uzav\u0159enou ot\u00e1zku: <em>Je to \u2026?. <\/em>Hra s u\u017eit\u00edm otev\u0159en\u00e9 ot\u00e1zky: <em>Co je to? <\/em>P\u0159edpokl\u00e1d\u00e1 odpov\u011b\u010f pojmenov\u00e1n\u00edm objektu. Odpov\u011b\u010f se hodnot\u00ed<em>. <\/em>Ano a ne maj\u00ed <u>v\u00fdznam hodnot\u00edc\u00ed <\/u>ve smyslu je\/nen\u00ed to tak, je\/nen\u00ed to pravda. Hry prob\u00edhaj\u00ed u osvojov\u00e1n\u00ed slovn\u00ed z\u00e1soby.<br \/>\nPodobn\u011b si hrajeme v aktivit\u00e1ch podporuj\u00edc\u00ed pravidla chov\u00e1n\u00ed (co se d\u011bl\u00e1 a co se ned\u011bl\u00e1).<br \/>\n<strong>Hra 2. <\/strong>(ov\u011b\u0159en\u00e1 na d\u011btech ve v\u011bku 2 \u2013 2,5 roku): U\u010ditelka uk\u00e1\u017ee na jabl\u00ed\u010dko a pt\u00e1 se, co to je. Ma\u0148\u00e1sek odpov\u00ed, \u017ee jablko. D\u011bti si ukazuj\u00ed jablka jin\u00fdch barev i velikost\u00ed. U\u010ditelka te\u010f uk\u00e1\u017ee na \u017eidli. Pt\u00e1 se: Co je to? Ma\u0148\u00e1sek odpov\u00ed, \u017ee st\u016fl. N\u011bkter\u00e9 d\u011bti se sm\u011bj\u00ed, jin\u00e9 volaj\u00ed, \u017ee ne. U\u010ditelka? A co to je, kdy\u017e to nen\u00ed st\u016fl? \u017didle, volaj\u00ed d\u011bti. U\u010ditelka: Uka\u017ete mi je\u0161t\u011b jinou \u017eidli. \u2026.<\/p>\n<p>Rozli\u0161uje <strong>singul\u00e1r a plur\u00e1l podstatn\u00fdch jmen<\/strong>; hra na principu t\u0159\u00edd\u011bn\u00ed \u2013 je\/nen\u00ed jeden. Stoj\u00ed na \u00famluv\u011b sg. \u2013 1 prst; pl. \u2013 m\u00e1v\u00e1n\u00ed rukama.<\/p>\n<p><strong>Hra 3. <\/strong>(ov\u011b\u0159eno na d\u011btech ve v\u011bku 2,5 \u2013 3,5 roku) u\u010ditelka \u0159ekne: Jabl\u00ed\u010dko. D\u011bti zvednou jeden prst. U\u010ditelka \u0159ekne: \u0160vestky. D\u011bti m\u00e1vaj\u00ed rukama. Atd.<\/p>\n<p><strong>Vybran\u00e9 aktivity pro obdob\u00ed <\/strong><strong>3,5 \u2013 5 let<\/strong><br \/>\nHry na pr\u00e1ci s mo\u017enostmi a jejich hodnocen\u00edm.<br \/>\nKl\u00ed\u010dov\u00e1 slova: mo\u017enost, jde to jinak\/jinudy, vazba kdy\u017e \u2013 pak (ano\/ne). Hry kombinujeme se za\u010dlen\u011bn\u00edm podm\u00ednek, hodnocen\u00edm jejich dodr\u017een\u00ed.<br \/>\n<strong>Hra 4.<\/strong> (ov\u011b\u0159eno BcP \u010cern\u00e1) d\u011bti \u0159e\u0161\u00ed prstem labyrinty sestaven\u00e9 z Lega.<\/p>\n<p><strong>Hra 5. (ov\u011b\u0159eno<\/strong> v 10 M\u0160) labyrint s podm\u00ednkou: ka\u017edou cestou jde proj\u00edt\/projet nejv\u00fd\u0161 jednou; d\u011bti \u0159e\u0161\u00ed labyrint, kter\u00fd samy sestavily z kostek na stole; pohyb v labyrintu prov\u00e1d\u011bj\u00ed d\u0159ev\u011bnou javajkou nebo aut\u00ed\u010dkem a popisuj\u00ed, kudy se pr\u00e1v\u011b pohybuj\u00ed: Obm\u011bna: d\u00edt\u011b 1 diktuje pohyb d\u00edt\u011bti 2.<br \/>\n<strong>Hra 6. <\/strong>(ov\u011b\u0159eno na 60 M\u0160) d\u011bti \u0159e\u0161\u00ed labyrint, sestaven\u00fd z molitanov\u00e9 stavebnice ch\u016fz\u00ed )ka\u017ed\u00e9 dve\u0159e se sm\u011bj\u00ed otev\u0159\u00edt nejv\u00fd\u0161 jednou.<br \/>\nObm\u011bna: v labyrintu jsou popelnice a kuka v\u016fz m\u00e1 pro n\u011b\u00a0 zajet nejkrat\u0161\u00ed cestou. Jednotliv\u00e9 cesty se p\u0159ekresl\u00ed do pl\u00e1nku a v pl\u00e1nku se porovn\u00e1vaj\u00ed, p\u0159\u00edpadn\u011b se hled\u00e1 nov\u00e1 cesta. V koment\u00e1\u0159i nastupuje vazba<em>: Kdy\u017e \u2013 pak<\/em>.<\/p>\n<p><strong>Vybran\u00e9 aktivity pro <\/strong><strong>obdob\u00ed 1 r. p\u0159ed Z\u0160<\/strong><br \/>\nD\u00edky pozorov\u00e1n\u00ed a propojov\u00e1n\u00ed jednotliv\u00fdch zku\u0161enost\u00ed je d\u00edt\u011b schopn\u00e9 hledat nov\u00e1 \u0159e\u0161en\u00ed, p\u0159ijmout, \u017ee n\u011bkter\u00e1 z jeho \u0159e\u0161en\u00ed nemus\u00ed b\u00fdt spr\u00e1vn\u00e1, co\u017e je schopn\u00e9 jen n\u011bkdy odkr\u00fdt zcela samo porovn\u00e1v\u00e1n\u00edm. Rozli\u0161uje mezi <em>p\u0159\u00e1n\u00edm a realitou<\/em>, mezi <em>mysl\u00edm si a v\u00edm<\/em>. Pomalu vn\u00e1\u0161\u00ed do sv\u00e9 pr\u00e1ce syst\u00e9m, je-li vhodn\u011b stimulov\u00e1no. U\u010d\u00ed se trp\u011blivosti.<\/p>\n<p><strong>Hra 7.<\/strong> Ov\u011b\u0159eno na 300 d\u011btech. Zadavatel\u00a0 vybere ze s\u00e1\u010dku 3 magnetky \u2013 \u201ekuli\u010dky\u201c (nap\u0159. \u25cf \u25cf \u25cf) a ty um\u00edst\u00ed na zadn\u00ed \u010d\u00e1st magnetick\u00e9 tabule. Zad\u00e1n\u00ed: <em>V s\u00e1\u010dku jsou kuli\u010dky t\u0159\u00ed barev, jsou tam \u010derven kuli\u010dky, modr\u00e9 kuli\u010dky a \u017elut\u00e9 kuli\u010dky. Kdo uhodne, kter\u00e9 3 kuli\u010dky jsem vyndal(a)?<\/em> D\u011bti postupn\u011b d\u00e1vaj\u00ed n\u00e1vrhy a zadavatel ka\u017ed\u00fd z nich hodnot\u00ed N (nen\u00ed pravda), P je to pravda\/A ano. N\u00e1vrh je zviditeln\u011bn magnetkami.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>RVP PV s pou\u017eit\u00edm anal\u00fdzy M. Kaslov\u00e9 a H. Li\u0161kov\u00e9 Teoretick\u00e9 vymezen\u00ed t\u00e9mat modulu Matematick\u00e1 pregramotnost Metodika modulu Matematick\u00e1 pregramotnost Seznam vide\u00ed k matematick\u00e9 pregramotnosti Matematick\u00e1 pregramotnost se t\u00fdk\u00e1 p\u0159edmatematick\u00fdch&#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-65","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages\/65","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=65"}],"version-history":[{"count":17,"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages\/65\/revisions"}],"predecessor-version":[{"id":539,"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/pages\/65\/revisions\/539"}],"wp:attachment":[{"href":"https:\/\/pages.pedf.cuni.cz\/sc1\/wp-json\/wp\/v2\/media?parent=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}