UPPVIK023 Didactization of Prevention of Risk Behaviour

Faculty of Public Policies in Opava
Winter 2025
Extent and Intensity
12/0/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. PaedDr. Kamil Janiš, CSc. (lecturer)
Guaranteed by
doc. PhDr. PaedDr. Kamil Janiš, CSc.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.
Timetable
Fri 26. 9. 12:15–13:50 C309, Fri 3. 10. 9:45–11:20 C208, 12:15–13:50 C207, Fri 7. 11. 8:05–9:40 C309, 13:55–15:30 C201, Fri 21. 11. 12:15–13:50 C309
Prerequisites
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K)
Obtaining a basic overview of didactic concepts in order to obtain the prerequisites for designing a preventive program or its parts and other preventive activities.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
After familiarizing themselves with the text and based on the studied professional literature, especially from the field of general didactics, the graduate of the course will be able to: • Focus on undesirable manifestations, especially in the school environment, etc., and develop the design of a program or part of a primary prevention program, and at the same time design and implement other activities in the field of primary prevention (e.g. lectures, discussions, excursions, etc.) and subsequently implement them personally. • Contribute to improving the quality of the educational counseling system at school and, in particular, to improving the quality of the activities of the school methodologist for the prevention of risky behavior.
Learning outcomes
There will be a presentation of part of the primary prevention program or other preventive activities in practice.
Syllabus
  • 1. Introduction to the issue. Definition of the basic conceptual apparatus from the field of didactics in relation to the issue of risky behavior
  • 2. Personality of the educational worker in the educational process. Competences of the educational worker, their development, self-reflection, self-improvement in didactic activity
  • 3. Personality of the pupil, student in the educational process, the link between the individual and the didactic processing of a risky phenomenon.
  • 4. Designing educational activities with a focus on the prevention of risky behavior
  • 5. Curriculum (content of education) and its structure (knowledge, skills, values). Educational and educational goals and their application in the educational process, goals of preventive activities, their definition in connection with taxonomies of goals in individual areas of the educational process. The importance of goal formation for the educational process
  • 6. Didactic principles, their establishment and the importance of their observance in the creation and implementation of preventive activities
  • 7. Organizational forms and methods of teaching with a focus on the application of preventive activities. Choice of forms and methods with regard to the age of the individual, his needs, social situation, with regard to preventive activities. Selected activation methods
  • 8. Designing a primary prevention program. Dominants of a preventive program. Project teaching. Designing projects
  • 9. Material didactic resources and their place in the educational process, material didactic resources as a working tool for the implementation of preventive activities. Application of material and non-material resources in the field of didactics of risky behavior
  • 10. Evaluation of results, functions and phases of evaluation, types of evaluation, current problems of evaluation, evaluation of preventive activities, reflection on evaluation. The importance of evaluation.
Literature
    required literature
  • JANIŠ, K. Didaktizace prevence projevu rizikového chování. (studijní opora pro studenty programu sociální patologie a prevence). Slezská univerzita v Opavě, Fakulta veřejných politik, 2022.
  • ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, a.s., 2014. ISBN 978-80-247-4590-9.
  • ZORMANOVÁ, L. Didaktika dospělých. Praha: Grada Publishing, a.s., 2017. ISBN 978-80-271-0051-4.
    recommended literature
  • JANIŠ, K., LOUDOVÁ, I. Vybraná témata z teorie výchovy. Hradec Králové: Gaudeamus, 2012. ISBN 978-80-7435-222-5.
  • ČAPEK, R. Moderní didaktika. Praha: Grada, 2015. ISBN 978-80-247-3450-7. info
  • SITNÁ, D. Metody aktivního vyučování: spolupráce žáků ve skupinách. Praha: Portál, 2009. ISBN 978-80-7367-246-1. info
  • CANGELOSI, J. S. Strategie řízení třídy: jak získat a udržet spolupráci žáků při výuce. Vyd. 5. Praha: Portál, 2009. ISBN 978-80-7367-650-6. info
  • KALHOUS, Z, OBST, O., et al. Školní didaktika. Praha: Portál, 2009. ISBN 978-80-7367-571-4. info
  • SKALKOVÁ, J. Obecná didaktika: vyučovací proces, učivo a jeho výběr, metody, organizační formy vyučování. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007. ISBN 978-80-247-1821-7. info
  • PEŠATOVÁ, I. Sociálně patologické jevy u dětí školního věku. Liberec: Technická univerzita v Liberci, 2007. ISBN 978-80-7372-291-3. info
Teaching methods
Lecture supplemented with concrete examples. Use of individual work and group work.
Assessment methods
written exam
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Teacher's information
The student can communicate with the teacher via the school e-mail: doc.kamil.janis@fvp.slu.cz or during consultation hours.
The course is also listed under the following terms Winter 2018, Winter 2019, Winter 2021, Winter 2022, Winter 2023, Winter 2024.
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