Recommended literature will be updated based on the place chosen for the excursion in the given year.
The student must obtain at least 60 points out of 100 possible points. The student obtains points by completing the mandatory part of the excursion program (50 points) and preparing a short paper or by completing a colloquium after the excursion (50 points).
Grading scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX. Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Scale of assessment (preliminary/final): 100 % preliminary
The content of the subject will depend on the place chosen for the excursion in the given year.
Scale of assessment (preliminary/final): 100 % preliminary
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak. Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak. Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
JELÍNEK, Stanislav. et al. Raduga 1: pracovný zošit; ruština pre stredné a jazykové školy. Bratislava: Fraus, 1997. ISBN 80-88844-18-5.
JELÍNEK, Stanislav et al. Raduga 1: učebnica; ruština pre stredné a jazykové školy. Bratislava: Fraus, 1997. ISBN 80-88844-17-7.
MADEJ, Lizaveta. Lektorské cvičenia 1-2. Didaktické materiály k výučbe ruského jazyka pre študentov prvého ročníka ruských a východoeurópskych štúdií. Bratislava: Stimul, 2019. ISBN 978-80-8127-253-0.
PAŘÍZKOVÁ, Štěpánka. Ruština pro začátečníky a samouky. Dolní Ředice: P a P, 2002. ISBN 80-903072-0-5.
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-00-7. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-08-3. Available at: https://mgu-russian.com
More materials are made available to students by the teacher according to his/hers current selection
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesful completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesful completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak
1. Russian alphabet. Russian writing.
2. Phonetic system of Russian language. Basic orthoepic rules. Stress, intonation.
3. Conversation topic Getting to know each other: personal identity (basic vocabulary), formal and non-formal communication. Personal pronouns.
4. Syntactic construction of simple sentences in Russian. Using the word „be“.
5. Conversation topic My family: basic vocabulary, possesive pronouns.
6. Verbs of the 1. and the 2. conjugacy forms.
7. Conversation topic Free time: basic vocabulary, training of verb use.
8. Conversation topic Dwelling: basic vocabulary, using of substantives in plural forms.
9. Accusative case and prepositional case of singular substantives.
10. Conversation topic My day: basic vocabulary, using of numeralias. Conjugacy of irregular verbs of the 1. and the 2. conjugacy forms. Basic adverbs.
11. Creation of simple texts focused on the aspects of everday life.
12. Development of communication abilities: creation of questions and answers, training of basics of coherent speech.
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (A1) – according to standards of the Russian for Foreigners programme. He/she is informed with basic phonetic, orthographic and morphological specifics of Russian language, he/she understands and has adopted the principles of creation and use of simple sentences in Russian. He/she has adopted the ability to react to common question and basic communication abilities in everyday topics.
JELÍNEK, Stanislav. et al. Raduga 2: pracovní sešit; ruština pro střední a jazykové školy. Plzeň: Fraus, 1997. ISBN 80-85784-74-2.
JELÍNEK, Stanislav et al. Raduga 2: učebnice; ruština pro střední a jazykové školy. Plzeň: Fraus, 1997. ISBN 80-85784-73-4.
MADEJ, Lizaveta. Lektorské cvičenia 1-2. Didaktické materiály k výučbe ruského jazyka pre študentov prvého ročníka ruských a východoeurópskych štúdií. Bratislava: Stimul, 2019. ISBN 978-80-8127-253-0.
PAŘÍZKOVÁ, Štěpánka. Ruština pro začátečníky a samouky. Dolní Ředice: P a P, 2002. ISBN 80-903072-0-5.
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-00-7. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-08-3. Available at: https://mgu-russian.com
More materials are made available to students by the teacher according to his/hers current selection.
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesful completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesful completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak, Russian (A1)
1. Articulation training.
2. Adjective and its grammatical categories.
3. Conversation topic Hobbies: basic vocabulary, use of adjectives.
4. Adverbs in Russian: approach to formation and specifics of use.
5. Conversation topic Traveling. Use of можно – нельзя – надо.
6. Modal verbs: conjugation and use.
7. Conversation topic Friendship.
8. Prepositional case in substantives and adjectives. Prepositional phrase.
9. Conversaton topic Food and lifestyle: basic vocabulary, conjugation of one-syllable irregular verbs.
10. Accusative case in substantives and adjectives. Prepositional phrase.
11. Conversation topic Weather and seasons: basic vocabulary, use of demonstrative pronous.
12. Reading and comprehension of oral and written texts. Creation of coherent texts on common topics. Training of communication abilities (coherent speech and spontaneous reactions).
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (A1) – according to standards of the Russian for Foreigners programme. He/she has deepened his knowledge from phonetic, ortographic and morphological system of Russian language. He/she understands the basic grammatical phenomenons in Russian language. He/she has improved his/hers comprehensive reading ability, creation and presentation (oral and wirtten) of texts in basic conversation topics, extended his/hers vocabulary.
BARNET, Vladimír. et al. Ruština pro pokročilé. Voznice: LEDA, 2007. ISBN 978-80-7335-104-5
ONDREJČEKOVÁ, Erika – DEKANOVÁ, Eva. Ruský jazyk učebnica a cvičebnica. Nitra: Enigma, 2006. ISBN 80-89132-30-8.
Говорим по-русски без переводчика: Интенсивный курс по развитию навыков устной речи. Red. Л. С. Крючкова, Л. А. Дунаева. Москва: Флинта, 2016. ISBN 978-5-89349-413-6. Available at: https://mgu-russian.com
ЖИВКОВИЧ, Игорь. Русская грамматика в упражнениях: учеб. пособие. Москва: Флинта, 2016. ISBN 978-5-9765-1804-9. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-309-0. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-307-6. Available at: https://mgu-russian.com
More current materials, selected articles and studies from Russian linguistic scientific journals and papers will be made available by the teacher.
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesfull completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesfull completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak, Russian (A1 - A2)
1. Comprehensive reading of scientific linguistic text.
2. Listening and understanding speech.
3. International vocabulary in Russian language.
4. Linguistic terminology.
5. Training of communication abilities (coherent speech and spontaneous reactions).
6. Creation of coherent texts in selected conversation topics: clothes, job and occupation, dwelling, traveling and planning of activities etc.
7. Movement verbs in Russian language and specifics of their use.
8. Singular and plural of substantives and adjectives in genitive form.
9. Prepositional case system in Russian language.
10. Imperative and conditional sentence type.
11. Modal phrases.
12. Idiomatic system of Russian language.
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (A2 – B1) – according to standards of the Russian for Foreigners programme. He/she deepened his knowledge from phonetic, ortographic and morphological system of Russian language. He/she understands the basic grammatical phenomenons in Russian language. He/she improved his/hers comprehensive reading ability of scientific (linguistic) texts, creation and presentation (oral and wirtten) of texts in basic conversation topics, extended his/hers vocabulary.
BARNET, Vladimír. et al. Ruština pro pokročilé. Voznice: LEDA, 2007. ISBN 978-80-7335-104-5
ONDREJČEKOVÁ, Erika – DEKANOVÁ, Eva. Ruský jazyk učebnica a cvičebnica. Nitra: Enigma, 2006. ISBN 80-89132-30-8.
Говорим по-русски без переводчика: Интенсивный курс по развитию навыков устной речи. Red. Л. С. Крючкова, Л. А. Дунаева. Москва: Флинта, 2016. ISBN 978-5-89349-413-6. Available at: https://mgu-russian.com
ЖИВКОВИЧ, Игорь. Русская грамматика в упражнениях: учеб. пособие. Москва: Флинта, 2016. ISBN 978-5-9765-1804-9. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-309-0. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-307-6. Available at: https://mgu-russian.com
More current materials, selected articles and studies from Russian linguistic scientific journals and papers will be made available by the teacher.
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesfull completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesfull completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak, Russian (A1 - A2)
1. Listening and understanding speech.
2. Singular and plural of substantives and adjectives in instrumental case.
3. Specifics of Russian syntactic system: basic syntactic units and relations.
4. Partial predicates (infinitive, participle, gerund).
5. Compound sentences and complex sentences.
6. Indirect speech.
7. Modeling of communication situations in Russina language.
8. Translation exercises.
9. Communication in topics of contemporary social life in Slovakia, Russia and the world.
10. Scientific Russian in russian scientific linguistic literature.
11. Linguistics terminology.
12. Training of communication abilities (coherent speech and spontaneous reactions).
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (B1 to B2) – according to standards of Russian for foreigners education programme. He/she has deepened his/hers knowledge of phonetic, ortographic and morphological system of Russian language. He/she understands basic phenomenons in Russian language. He/she has improved in comprehensive listening, reproduction and production of texts, and has improved his ability to understand scientific (linguistic) texts. He/she has extended his/hers vocabulary, strenghtened hers his conversation abilities with emphasis on differentiation of communication conditions.
ČMEJRKOVÁ, Světla et al. Mluvená čeština: Hledání funkčního rozpětí. Praha: Academia, 2011. ISBN 978-80-200-1970-ý.
DOLNÍK, Juraj a Eugénia BAJZÍKOVÁ. Textová lingvistika. Bratislava: STIMUL, 1998. ISBN
80-86597-78-5.
HOFFMANOVÁ, Jana. Stylistika a... Praha: Trizonia, 1997. ISBN 80-85573-67-9. ORGOŇOVÁ, Oľga a Juraj DOLNÍK. Používania jazyka. Bratislava: Univerzita Komenského, 2010. ISBN 978-80-223-2925-5.
SEARLE, R. John. Rečové akty. Bratislava: Kalligram, 2007. ISBN 80-7149-892-0. Note: Students will be acquainted with other literature, including templates of the presented papers, during the course.
Continuous preparation for seminars and elaboration of ongoing assignments, including practical interpretive penetrations (20 b), elaboration of a paper and its presentation (20 b), final written test (60 b). The teacher will accept a maximum of two absences with documentation.
Grading scale: 100 – 92 %: A, 91 – 84 %: B, 83 – 76 %: C, 75 – 68 %: D, 67 – 60 %: E, 59 – 0 %: FX. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
slovak, czech
. Origin and constitution of textual linguistics.
2. Boundaries and originality of textual linguistics. Textual linguistics in transdisciplinary connections.
3. Problems of text definition, attempt to define text.
4. Necessary conditions (criteria) of textuality.
5. Grammatical, semantic and pragmatic structure of the text.
6. Text grammar. Analysis of connecting and repeating connectors.
7. Horizontal text segmentation.
8. Classification (typology) of texts. Types of texts.
9. Contrastive analysis of written (monologic) and oral (dialogical) texts.
10. Text creation - text-creating competence.
11. The phenomenon of interpretativeness - interpretive competence in relation to the text.
12. Outline of the text interpretation procedure. Comprehensive text analysis.
Scale of assessment (preliminary/final): 100 % preliminary.
The graduate of the course has knowledge of different approaches to text research, the structure and types of texts, understands the interaction of text and context in text creation, interpretation and apperception and is able to analyze and interpret different types of texts in formal-compositional, grammatical, semantic and pragmatic page.
Recommended literature:
KRAJČOVIČ, Rudolf. Vývin slovenského jazyka a dialektológia. 2. vyd. Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2526-4 (Selected parts)
MÚCSKOVÁ, Gabriela, MUZIKOVÁ, Katarína a WAMBACH, Viera. Praktická dialektológia: vysokoškolská príručka na nárečovú interpretáciu. Wien: Facultas Verlags- & Buchhandels AG Wien, 2012. + CD. ISBN 978-3-200-02560-8. (vybrané časti)
ŠTOLC, Jozef. Slovenská dialektológia. Bratislava: Veda, 1994. ISBN 978-80-224-0036-7. KRÁLIK, Ľubor. Stručný etymologický slovník slovenčiny. Bratislava: Veda, 2015. ISBN 978-80-224-1493-7.
Staršia slovenská lexika v medzijazykových vzťahoch. Bratislava: Veda, 2011. ISBN
978-80-224-1217-9. [cit. 2021-10-24] Available at: https://www.juls.savba.sk/attachments/ pub_starsia_slovenska_lexika/starsia.pdf
Atlas slovenského jazyka I. - IV. Bratislava: Veda, 1968 - 1984. Slovník slovenských nárečí. I. - III. Bratislava: Veda, 1994 - 2021.
Historický slovník slovenského jazyka I. – VII. Bratislava: Veda, 1991 – 2008. rubrika v časopise Kultúra slova - Zo studnice rodnej reči. (Selected parts).
BOTÍK, Ján a SLAVKOVSKÝ, Peter. Encyklopédia ľudovej kultúry Slovenska. I. II. Bratislava: Veda, 1995. ISBN: 978-80-224-0234-I, ISBN 80-224-0235-4.
Kolektív autorov. Tradičná ľudová kultúra Slovenska slovom a obrazom. Elektronická encyklopédia. [cit. 2021-10-24] Available at: https://www.ludovakultura.sk/encyklopedia/
Course requirements:
Active participation in lectures and seminars and systematic work on home assignments (20 %); a presentation focused on a selected topic of traditional culture (30 %); a final paper (50 %).
The condition for final evaluation is the fulfilment of all the course requirements.
Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences with documentation.
The exact syllabus and course requirements will be announced at the beginning of the semester.
Slovak
Course syllabus:
1. Dialect as a regional variety; development and differentiation of the Slovak dialects.
2. Development of the Slovak dialect lexicon in connection with the traditional folk culture development.
3. Impact of different languages and cultures on the dialect lexicon and traditional culture.
4. Process of historicization and archaization of the lexicon.
5. Ethnographisms as a special form of historisms and archaisms.
6. Historical and dialect lexicography and cartography.
7. Traditional folk culture and its dynamics.
8. Structure of the traditional folk culture.
9. Folk terminology.
10. Ethnographic and dialect lexicography and cartography.
11. Sources of traditional folk culture.
12. Sources of dialect lexicon
Scale of assessment (preliminary/final): 100 % preliminary.
Learning outcomes:
After successfully completing the course, the student has a basic overview of tangible and intangible traditional culture. He/she understands the development of traditional culture from the historical and social aspect and is able to identify the connections of the development and differentiation of the traditional dialectal lexis with the historical and cultural development of society. The student can analyse the selected topic from traditional folk culture and combine it with the perspective of dialectal lexical development and its regional variations.
DOLNÍK, Juraj. Synchrónna dynamika morfológie. In: Morfologické aspekty súčasnej
slovenčiny. Bratislava: VEDA, vydavateľstvo slovenskej akadémie vied, 2010, s. 66-96. ISBN 978-80-224-1159-2.
DOLNÍK, Juraj. Teória spisovného jazyka so zreteľom na spisovnú slovenčinu. Bratislava: Veda, vydavateľstvo slovenskej akadémie vied, 2010. ISBN 978-80-224-1119-6.
HORECKÝ, Ján, BUZÁSSYOVÁ, Klára a Ján BOSÁK. Dynamika slovnej zásoby súčasnej slovenčiny. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied, 1989. ISBN
80-224-0047-5.
KRALČÁK, Ľubomír. Dynamika súčasnej slovenčiny: sociolingvistické aspekty dynamiky jazyka. Nitra: Univerzita Konštantína Filozofa, 2009. ISBN 978-80-8094-665-4.
MLACEK, Jozef. Médiá a jazyk. In: Jazyk a jazykoveda v pohybe. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied, 2008, s. 288-296.
Note: Additional literature including the templates for the presented papers will be specified during the semester.
Continuous preparation for seminars and active participation in seminar discussions (10 b), preparation of a paper and its presentation at the seminar (10 b), preparation of a seminar paper according to the teacher's instructions and its submission no later than in the next-to-last week of the semester (30b), final colloquium in the last week of the teaching part of the semester, the subject of which is the topic of the seminar paper (50 b).
Max. two documented absences are allowed.
Grading scale:
100 – 92 %: A, 91 – 84 %: B, 83 – 76 %: C, 75 – 68 %: D, 67 – 60 %: E, 59 – 0 %: Fx.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak
1. The concept of synchronous and diachronic dynamics.
2. Tendencies of language development in the synchronous aspect.
3. Objectivist approach to explaining language changes.
4. Subjectivist approach to explaining language changes.
5. The dynamics of orthographic principles.
6. Manifestations of language dynamics on the morphological and syntactic level of language.
7. Manifestations of language dynamics on the lexical and word-forming level of language.
8. The language economy principle – economization of language structures (critical analysis).
9. Internationalisation of language – causes and effects of internationalisation.
10. Erasing differences between spoken and written language.
11. The dynamics of communication spheres (with the example of mass media, belles-lettres and scientific style).
12. Users’ attitudes towards language changes. Conservativism versus liberalism in the current language discourse.
Scale of assessment (preliminary/final): 100 % preliminary
After completing the course, the student has knowledge of synchronous dynamic changes in the language, understands the mechanism of its development and is able to competently assess innovations at all levels of the language, including current changes in various areas of communication.
• KÖVEROVÁ, Štefánia. Sociológia životného cyklu. Bratislava: OZ Sociálna práca 2003. ISBN 80-968927-4-6
• Rodina na Slovensku v teórii a vo výskume. (ed. Chorvát, I., Džambazovič, R.). Bratislava: Stimul 2015. ISBN 978-80-8127-152-6
• Džambazovič, R. Rodinné správanie v demografických dátach. Bratislava: Stimul, 2012. ISBN 987-80-8127-052-9
• MOŽNÝ, Ivo. Rodina a společnost. Praha: SLON 2008. ISBN 808642958X
• BEBLAVÝ, Miroslav: Sociálna politika. eBook 2012: https://www.academia.edu/23899623/Soci%C3%A1lna_politika
• KOŤA Jaroslav, HAVLÍK Radomír. Sociologie výchovy a školy. Praha: Portál 2008. ISBN 8073673274
• KUSÁ, Zuzana. Škola nie je pre všetkých. Bratislava: Sociologický ústav SAV 2017.
• ONDREJKOVIČ, Peter a kol. Sociálna patológia. Veda: Bratislava 2009. ISBN 9788022410748
• NOCIAR, Alois.: Prieskumy o drogách, alkohole, tabaku u slovenskej mládeže. Veda: Bratislava 2004. ISBN: 978-80-224-0832-8
• TOMKOVÁ, Jana. Deti a internet - Príležitosti a riziká. Slovensko v projekte EU Kids Online. In.: Mediálna výchova a kultúrna identita - Megatrendy a médiá 2012. Trnava: UCM, s. 177 - 190. ISBN: 978-80-8105-393-1.
Students have at their disposal in electronic form an extended syllabus of the course, with supplemented literature on individual topics.
Written exam in the exam period with a gain of at least 60 points
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Classification scale: 100-92: A 91-84: B 83-76: C 75-68: D 67-60: E 59-0: FX
The teacher accepts max. 2 absences with proven documents.
The method of work in the course and the specification of the content of the written exam will be announced at the beginning of the semester.
Slovak
1. Life cycle and generation structure of society
2.- 3. Childhood and its social characteristics (historical models,
current specifics of the child's position)
4. - 5. Youth and its social characteristics (historical models,
current specifics of the young person's position)
6. Current family and its changes, consequences for intra-family relations
7. Family policy, its tools and dilemmas
8. Social law protection of children and youth
9. School in a social context, education as a means of social
mobility and leveling out inequalities
10. Inclusive education, concepts, trends, current issues
11. Socio-pathological phenomena and threats to children and youth
12. Risks of new technologies and online space, current problems
0/100
Upon successful completion of the course, the student will gain knowledge about the characteristics of childhood and youth as stages of the life cycle and the current problems of children and youth. Understands the social context and its impact on the course of these initial stages of life. He will gain knowledge about the situation in the main socialization institutions of children and youth - family and school and their current changes and problems, which will allow him to understand the specifics of socialization today. Particular attention will be paid to the risk phenomena of adolescence. The course develops and strengthens the analytical and interpretive competencies of the students. It expands his understanding of the broader social framework of the adolescence process.
BOHUNICKÁ, Alena. Metaforika činnostného aspektu jazyka. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3694-9.
DOLNÍK, Juraj et al. Cudzosť – jazyk – spoločnosť. Bratislava: Iris, 2015. ISBN 978-80-8153-042-5.
DOLNÍK, Juraj. Jazyk v pragmatike. Bratislava: Veda, 2018. ISBN 978-80-224-1686-3. DOLNÍK, Juraj. Jazyk v sociálnej kultúre. Bratislava: Veda, 2017. ISBN 978-80-224-1584-2. HUANG, Yan. Pragmatika. Praha: Karolinum, 2019. ISBN 978-80-246-3337-4.
LAKOFF, G. – JOHNSON, M. Metafory, kterými žijeme. Brno: Host, 2002. Other current materials according to the teacher's choice will be made available by the teacher to all course participants.
a) active participation in seminars in the form of engaging in discussion with relevant outputs (20 %);
b) preparation and presentation of a paper on a given topic (30 %). The topics of the papers and the date of the presentation will be announced at the beginning of the semester. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. The condition for granting credits is the achievement at least 60 % success rate for continuous evaluation. The teacher will accept a maximum of two absences with documentation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Slovak, ability to read in Czech and English
1. Scientific paradigms in linguistics. Communication-pragmatic turn.
2. Multidisciplinarity and contemporary linguistics.
3. Pragmatization of linguistics: semantics and pragmatics.
4. Lexical significance in a pragmatic perspective.
5. Language in social interaction.
6. Courtesy in language.
7. Discourse and critical discourse analysis.
8. Sociologization of linguistics.
9. Xenolinguistics.
10. Cognitivization of linguistics.
11. Cultural (ethno) linguistics.
12. Eco-linguistics.
100 % preliminary
The graduate of the course has knowledge of the breadth of the current subject of synchronous linguistics, can identify the latest domestic and foreign linguistic trends, has the ability to think critically about current linguistic approaches to language research.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN 80-08-02529-8 MLACEK, J.: Sedemkrát o štýle a štylistike. Ružomberok: Katolícka univerzita v Ružomberku, 2007. 124 s. ISBN 978-80-8044-172-0
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta 2013. 320 s. ISBN
978-80-8063-404-9
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica 2016. ISBN 978-80-200-2566-1
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave 2018.ISBN 978-80-223-4566-8
QUENEAU, R.: Stylistická cvičení. Praha: Volvox Globator 2012. ISBN 978-80-7207-853-0
ORGOŇOVÁ, O., & BOHUNICKÁ, A. (2025). Pragmatizácia slovenskej štylistiky digitálnej éry. Stylistyka, 35, 195–230. https://doi.org/10.25167/Stylistyka35.2025.11
Other current materials according to the teacher's choice will be made available by the teacher to all course participants.
Two home written stylization works (specification of the term in the course program at the beginning of the semester), one paper or presentation or interpretation, final written examination in the 12th - 13th week of the semester, oral exam in the exam period.
The prerequisite for the procedure for the oral exam is to manage the continuous control on time with an overall continuous evaluation of at least E. Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item.
Slovak, Czech
TIme burden – 4c = 100h - 120h
1. completion of educational activities (L,S): 39h
2. continuous preparation for seminars: 33 h
3. 2 homeworks: 7h
4. preparation for final test exam: 20h
5. preparation for final oral exam: 20h
Subject and terminology of Slovak stylistics. Interdisciplinarity in stylistics. Functional, expressive and interactional stylistics. Typologies of styles and genres and their application in practice. Intertextuality. Creation and interpretation.
Written and oral stylization, monological and dialogical expressions. Verbal and nonverbal communication. Didactic application of theoretical background.
Scale of assessment (preliminary/final): 40/60
The student has a systemized current knowledge of the theory of functional, expressive and interactional stylistics and is able to transform them creatively into a didactic style. He/she can an adequately interpret texts of various styles and genres, he/she can critically differentiate stylistically and stylizally adequate and inadequate texts or unmask disinformation. He is able to creatively apply stylistic theory in creating his own text from different spheres and types of communication and with regard to the addressee.
AUSTIN, J. L.: Ako niečo robiť slovami. Bratislava: Kalligram 2004. DOLNÍK, J.: Všeobecná jazykoveda. Bratislava: Veda 2009, 2. vydanie 2013.
HIRSCHOVÁ, M.: Pragmatika v češtině. 1. vydanie Olomouc 2006; 2. vydanie Praha:
Karolinum 2013.
ORGOŇOVÁ, O. – DOLNÍK, J.: Používanie jazyka. Bratislava: Univerzita Komenského 2010. (vybrané kapitoly)
SEARLE, J. R.: Rečové akty. Bratislava: Kalligram 2007.
More materials are made available to students by the teacher according to his/hers current selection
Continuous completion of tasks, one 30-minute sound recording according to instructions for transcription and conversation analysis (specification of the task and deadline in the course programme at the beginning of the semester), one report or presentation or interpretation, final written exam in 12. – 13. week of the semester (or colloquium).
Preeliminary outputs are accepted in the specified deadline and they do not have a correction date. The final grade integrates the preeliminary grades. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. Scale of assessment (preliminary/final): 40/60
Slovak, Czech, knowledge of English is welcomed
Time burden - 4c = 100h - 120h
- completion of educational activities (L,S): 39h
- continuous preparation for lessons: 33 h
- collection and processing of empirical material: 7h
- preparation for final test exam: 20h
- preparation for colloquium: 20h
The term pragmatics and the contemporary pragmatically oriented linguistics in the didactic field. Differentiation of traditional and contemporary linguistic pragmatics.
Language as a part of social action, speech acts and their typology. Speech acitivity, communicative functions of statements in institutional and private environment.
Cooperative principle and conversational maxims. Cooperative and non-cooperative speech activity in school. Dialogue, conversation, ethnomethodology. Deixes and their meaning in communication. New pragmatic direction: xenolinguistics; ethnolinguistics and language image of the world.
40/60
Student is based on the knowledge from linguistic pragmatics able to understand and evaluate social behaviour and communication intentions in real interactions, especially in school environment (in communication with parents, teachers, students). He/she is ready to infer pragmatic goals of communicants nad purposefully aim for optimal communication effect.
BETÁKOVÁ, Valéria, JACKO, Jozef a Kristína ZELINKOVÁ. Teória vyučovania slovenského jazyka. 1. vyd. Bratislava: SPN, 1984.
ČECHOVÁ, Maria. Komunikační a slohová výchova. 1. vyd. Praha: ISV nakladatelství, 1998. ISBN 80-85866-32-3.
GAVORA, Peter et al. Ako rozvíjať porozumenie textu u žiaka. Nitra: Enigma, 2008. ISBN 978-80-89132-57-7.
PALENČÁROVÁ, Jana, KESSELOVÁ, Jana a Jana KUPCOVÁ. Učíme slovenčinu komunikačne a zážitkovo. 1. vyd. Bratislava: SPN, 2003. ISBN 80-10-000328-X. ŠTĚPÁNÍK, Stanislav a Martina ŠMEJKALOVÁ. Průvodce začínajícího češtináře. Praha:
Pedagogická fakulta Univerzity Karlovej, 2016. ISBN 978-80-7290-949-0. Available at: https:// www.researchgate.net/
publication/319836793_Pruvodce_zacinajiciho_cestinare.
ŠTĚPÁNÍK, Stanislav et al. Školní výpravy do krajiny češtiny. Didaktika českého jazyka pro základní školy. Plzeň: Nakladatelství Fraus, 2020. ISBN 978-80-7489-595-1
Inovovaný štátny vzdelávací program. Jazyk a komunikácia. Slovenský jazyk a literatúra. Štátny pedagogický ústav © [cit. 2021-10-25]. Available at: https://www.statpedu.sk/sk/svp/inovovany- statny-vzdelavaci-program/.
Slovak language textbooks for the 2nd grade of elementary school, Slovak language textbooks for grammar schools and specialized schools.
Selected articles from the Slovenčinár (available at: http://sausba.sk/page.php?id=12), and Language and literature magazines (available at: http://www.statpedu.sk/sk/publikacna-cinnost/casopisy/jazyk-literatura/),
Slovak language and literature at school and current articles from other professional journals, anthologies.
Additional literature will be published at the beginning and during the semester.
a) during the teaching part of the semester (preliminary) – active participation in seminars (joining the discussion), preparation of assignments (a portfolio of didactic materials and activities) - 25 p., a preparation for two lessons including worksheets for the assigned subjects and a presentation of one of the prepared lessons at the seminar during the second half of the semester (50 p.),
b) during the exam period – a colloquium focused on the synthesizing reflection and on the defence of the assignments – the portfolio, the preparations for lessons and the worksheets (25 p.). The prerequisite for the colloquium is meeting the conditions of the preliminary evaluation (active participation in seminars, preparation and hand-in of the portfolio and the preparations for the lessons according to set deadlines).
The hand-in dates for the preliminary assignments, the preparations for lessons and the presentations will be specified in the course programme at the beginning of the semester.
The colloquium dates will be published via AIS no later than the last week of the teaching part of the semester.
Max. two excused absences are accepted. Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Grading scale:
100 – 92: A
91 – 84: B
83 – 76: C
75 – 68: D
67 – 60: E
59 – 0: Fx
Slovak, Czech (passive)
Theory of teaching the Slovak language. Style and communication as a subject.
State education programme, school education programme and education standards.
Communication competence and the possibilities for its development.
Traditional vs. innovative teaching methods and their utilization in the Slovak language lessons.
Teaching aids and modern technologies and their utilization in the Slovak language lessons.
Slovak language textbooks.
Communication and stylistic education. Creative writing.
Didactic transformation of the current linguistic knowledge and their application to teaching.
Assessment and evaluation of spoken and written speech.
Analysis and interpretation of the text, developing reading literacy.
Solving methodological problems of the specific teaching subjects.
Preparation of a model teaching lesson concerning a chosen subject.
75/25
After successfully completing this course, the student acquires knowledge about the specifics of teaching the Slovak language (methodological foundation and current trends in teaching the Slovak language), about the pedagogical documents, textbooks and teaching methods used in the Slovak language lessons. He/she understands the specifics of developing the students’ communication, interpretation and creative competence. He/she can didactically transform the linguistic knowledge and apply it effectively to the teaching of Slovak language. He/she can perform a didactic analysis of the curriculum, set an educational goal, accordingly and effectively use various methods and didactic means based on the content and aim of the teaching lesson, choose the right educational material, design effective teaching activities and assignments according to the set educational goals and educational needs and abilities of the students, create his/her own educational materials for the chosen subjects within the Slovak language and communication.
BILINSKI, W. Velká kniha rétoriky. Praha: Grada Publishing, 2011. ISBN 978-80-247-3905-2 HEINDRICHS, J. Rétorika pro každého. Brno: Computer Press, 2010. ISBN 978-80-251-2693-6
KRAUS, J. Rétorika v evropské kultuře i ve světe. Praha: Karolinum, 2011. ISBN
978-80-246-2001-5
VYBÍRAL, Z. Psychologie komunikace. Praha: Portál, 2009. ISBN 978-80-736-7387-1 ŠPAČKOVÁ, A. Moderní rétorika na univerzitě. Praha: Karolinum, 2017. ISBN
978-80-246-3708-2
Homeworks during semester (interpretation and creation of argumentation entries, contributions to discussions etc.), two prepared speeches orally presented in seminar (preliminary), final text exam or colloquium in 12. – 13. week of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. Scale of assessment (preliminary/final): 100/0
slovak, czech
Time burden – 4c = 100h – 120h
-Completion of educational activities (L,S): 39h
-Continuous preparation for lessons: 26h
- Preparation of 2 speeches: 16h
- Preparation for the final written exam: 20h
Ancient rhetorics and neorhetorics. Rhetorical genres. Politenes and etiquette. Conflicting and non-conflicting communication. Defense against manipulative behaviour and verbal abuse. Interpretation of rhetorical speeches.
Creation of rhethorical texts (public monological and dialogical); persuasion, agumentation. Practical rhetorics 1 - monology (business, politically/socially engaged speeches and occasional speeches.
Pratical rhetorics 2 – dialogical interactions (principle of cooperation, principle of politeness and their application in form example defence of a project/propagation of bioethical practices and discussion/polemics concerning them, in business negotiation and conflict, in family arguments...)
100/0
The student is able to apply systemized information from the subject to didactic practice. He/she knows the methods of rhetorical interpretation and masters the principles of speaking. He/she is able to adequately understand the speaker's performance and to respond appropriately in dialogic interaction in the work (school) and non-work environment. He/she is able to apply correct persuasive tactics in a prepared and improvised communication act in the spirit of ethical principles of healthy communication.
BETÁKOVÁ, Valéria, JACKO, Jozef a Kristína ZELINKOVÁ. Teória vyučovania slovenského jazyka. 1. vyd. Bratislava: SPN, 1984.
ČAPEK, Robert. Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada, 2015. ISBN 978-80-247-3450-7.
ČECHOVÁ, Maria. Komunikační a slohová výchova. 1. vyd. Praha: ISV nakladatelství, 1998. ISBN 80-85866-32-3.
ELIAŠOVÁ, Věra. Tvorivé písanie na strednej škole. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4565-1.
Syntax a jej vyučovanie 3. Zost. J. Vaňko. Nitra: Filozofická fakulta Univerzity Konštantína Filozofa, 2005. ISBN 80-8050-930-1.
ŠTĚPÁNÍK, Stanislav a Martina ŠMEJKALOVÁ. Průvodce začínajícího češtináře. Praha: Pedagogická fakulta Univerzity Karlovej, 2016. ISBN 978-80-7290-949-0. Available at: https:// www.researchgate.net/
publication/319836793_Pruvodce_zacinajiciho_cestinare.
Inovovaný štátny vzdelávací program. Jazyk a komunikácia. Slovenský jazyk a literatúra. Štátny pedagogický ústav © [cit. 2021-10-25]. Available at: https://www.statpedu.sk/sk/svp/inovovany- statny-vzdelavaci-program/.
Slovak language textbooks for junior high school, Slovak language textbooks for grammar schools and specialised schools.
Selected articles from magazines: Slovenčinár (available at: http://sausba.sk/page.php?id=12), Jazyk a literatúra (available at: http://www.statpedu.sk/sk/publikacna-cinnost/casopisy/jazyk-literatura/), Slovenský jazyk a literatúra v škole, Didaktické studie (Didactic papers) and contemporary articles in other specialised magazines, anthologies. Additional literature will be published at the beginning of and during the semester.
Active participation in seminars (taking part in the discussion with relevant inputs) - 10 p., preliminary preparation of assignments focused on the analysis, creation and evaluation of various teaching materials, tests, didactic activities, the use of didactic games etc. - 40 p., seminar paper or project – 50 p.
The hand-in date and the requirements for the seminar paper/preparation of the project will be specified in the course programme at the beginning of the semester.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Max. two excused absences are accepted.
Grading scale:
100 – 92: A
91 – 84: B
83 – 76: C
75 – 68: D
67 – 60: E
59 – 0: Fx
Slovak, Czech (passive, some of the study literature is in Czech)
Communication-cognitive and experiential conception of mother tongue teaching.
Constructivist approach in Slovak language teaching. Project teaching.
Didactic transformation of current linguistic knowledge and its application in teaching Slovak language.
Communication competence and possibilities of its development.
Morphology, syntax, lexicology, phraseology, stylistics in school practice.
Discourse analysis and possibilities of its use in school practice.
Use of diachronic linguistics knowledge in the Slovak language teaching.
Developing students' argumentation skills in Slovak language lessons.
Developing reading literacy.
Didactic game, its functions and use in Slovak language lessons.
Analysis of textbooks, teaching materials and pedagogical documents.
Creating one’s own teaching materials.
100 % preliminary
After completing the course, the student has knowledge of contemporary trends in teaching the Slovak language. He/she understands the specifics of developing the students’ communication, interpretation and creative competence in Slovak language lessons. He/she can analyse and solve methodical problems in teaching various Slovak language subjects. He/she can didactically transform linguistic knowledge and effectively and creatively apply them to creating his/her own teaching materials and to teaching Slovak language.
Recommended literature:
KRAJČOVIČ, Rudolf. Vývin slovenského jazyka a dialektológia. 2. vyd. Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2526-4 (Selected parts)
KRAJČOVIČ, Rudolf a ŽIGO, Pavol. Textová príručka k dejinám slovenského jazyka. Bratislava: SPN, 1979. ISBN 67-063-79.
MÚCSKOVÁ, Gabriela, MUZIKOVÁ, Katarína a WAMBACH, Viera. Praktická dialektológia: vysokoškolská príručka na nárečovú interpretáciu. Wien: Facultas Verlags- & Buchhandels AG Wien, 2012. + CD. ISBN 978-3-200-02560-8. (Selected parts)
ŠTOLC, Jozef. Slovenská dialektológia. Bratislava: Veda, 1994. ISBN 978-80-224-0036-7. KRÁLIK, Ľubor. Stručný etymologický slovník slovenčiny. Bratislava: Veda, 2015. ISBN 978-80-224-1493-7.
KOVÁČOVÁ, Viera. Vybrané kapitoly z dialektológie. Učebné texty a materiály. Ružomberok: Verbum, 2013. ISBN 978-80-8084-933-7. (selected parts)
Atlas slovenského jazyka I. - IV. Bratislava: Veda, 1968 - 1984. Slovník slovenských nárečí. I. - III. Bratislava: Veda, 1994 - 2021.
Course requirements:
Active participation in class and continuous work on home assignments (20%); realisation of own heuristic research in the location selected and agreed in class and its presentation (30 %); Seminar paper based on own heuristic research (50%). The deadline, content and form of the semester papers will be set in a course syllabus at the beginning of the semester. The condition for final evaluation is a minimum of 50% of final test evaluation and fulfilment of all the others course requirements.
Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences with documentation.
The exact syllabus and course requirements will be announced at the beginning of the semester.
Slovak
Course syllabus:
1. Dialect as a traditional regional variety; development and differentiation of the Slovak dialects.
2. Basic structural differences in the Slovak dialects and the impact of different languages on their development.
3. Dialectology as a field of study.
4. Conceptual and methodological aspects of traditional, sociolinguistic and perceptual dialectology.
5. Folk dialectology.
6. The basics of heuristic research.
7. Historical and dialect lexicography and cartography.
8. Dialects and its dynamics – changes in structure, development and use of traditional dialects in the current communication.
9. Analysis and interpretation of the authentic dialect material.
Scale of assessment (preliminary/final): 100 % preliminary.
Learning outcomes:
After completing the course, the student knows the basic dialect structure, historical and cultural aspects of Slovak dialects in Slovakia and partly in Slovak enclaves in other countries. The student knows the methods of traditional, sociolinguistic, and perceptual dialectology as well as the methods of heuristic research. He/she is able to collect his own research material, transcribe dialect material and analyse it from the perspective of traditional, sociolinguistic, or perceptual dialectology and present it in a presentation and a seminar paper.
Made available to students according to teachers current selection.
Active participation at lectures in cooperation with publisher Orbis Pictus Istropolitana, preparing and completing preliminary tasks, presentation of practical teaching material. The teacher will accept a maximum of four absences. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Scale of assessment (preliminary/final): 100/0
slovak
1. Textbook as a specific type of text; system of textbooks in Slovakia and textbook politics
2. How is a textbook made? Editorial process.
3. On the axis: linguistics – school textbook – users and everyday language practice (content, form, usage)
4. Evaluation of textbooks, methodics and criteria for evaluation; relationship of textbooks to iŠVP, authors goal.
5. Proofreading in practice.
6. Graphics and illustrations as a part of teaching apparatus.
7. Specific handling of a theme in textbooks and their potential use in practice; methods.
8. Preparation and presentation of teaching material.
Scale of assessment (preliminary/final): 100/0
The student has overview of the publishing process and editorial practice, of use of textbooks after their publishing (approval and school practice) and their evaluation. He/she also gains practical experience with proofreading and editorial work.
Recommended literature prescribed for compulsory and optional subjects of the study program, which are relevant for the content of the final state examination. Dominant are synthetic, conceptual and theoretical works enabling a contextual overview and search for causes and contexts
1. Semantics and pragmatics of language expressions. Didactic application of the distinction between semantics and pragmatics of language expressions. Preparation of a model lesson on a given topic with an introduction to teaching methods and types of tasks.
2. Speech acts. Didactic potential of speech act theory.
3. Communication culture. Critical evaluation of school documentation: state and school educational program, content and performance educational standard, target requirements for graduations.
4. Conversational analysis. Instead of cultivating the regulatory mechanism of interviews in the content of education and application in the teaching of SJ.
5. Discourse analysis. The contribution of the concept of discourses to the development of social intelligence in the modernization of the state educational program.
6. Rhetoric. The current state and potential of rhetoric in the state educational program and in the teaching of the Slovak language.
7. Persuasion. The technique of persuasion in the development of social interaction competence with regard to the potential of teaching aids.
8. Language and communication culture in the pre-prescription period. The place of language cultivation and communication competence in high school Slovak textbooks - critical evaluation.
9. Language and communication culture in the writing period. Didactic reflection of knowledge from language culture and their application in the development of the student's language self-confidence.
10. Xenolinguistics. Xenophobia and xenophilia as a didactic problem. Preparation of a model lesson focused on xenophobia and xenophilia.
11. Stylistics - methodological confrontation. Optimal stylistics in Slovak language teaching.
12. Stylistic differentiation of language means. Issues of evaluation and classification of spoken and written expressions.
13. Text from the author's point of view. Issues of communication and style education at secondary schools.
14. Text from the recipient's point of view. Cultivation of interpretive competence and methodology of working with non-artistic texts in the teaching of the Slovak language.
15. Current trends in linguistics. Didactic problem: systems linguistics and development of communication competence.
2 438 / 5 000
Výsledky prekladov
The student can take the state exam
a) after obtaining at least such a number of credits that after obtaining credits for successful completion
state examinations has reached the required number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects and elective courses
subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
(d) if no disciplinary action is taken against him.
Successful completion of the state exam is one of the conditions for successful completion
study program. The subject of the state examination is evaluated by the commission for state examinations
grades A to FX. The examination commission decides on the evaluation of the state examination or its part
consensual. If the examination commission does not reach a consensus, evaluate the state examination or its
component shall be decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty study schedule. Departments are required to publish their
dates of state exams on the website no later than 5 weeks before they take place. The student
registers for the state exam through the academic information system at least three
weeks before the date of its action.
The student is entitled to one regular and two resit dates of the state exam. The due date is the one
to which the student applied for the first time within the deadline set for state exams. If he was a student at
regular date of the state exam evaluated by the mark FX, corrective dates of the state exam may
student perform
(a) in the following dates for the holding of state examinations in the relevant academic year
or
(b) within the time limits for holding State examinations in one of the following academic years in
in accordance with § 65, par. 2 of the Higher Education Act.
If, for serious reasons, a student is unable to attend the date of the state examination for which he / she has applied,
he is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three
working days after the date of the state examination or its part, if there were serious obstacles to it
prevented themselves from apologizing in advance. If a student does not appear for a state examination without apology or
part of it, or if the chairman of the selection board does not accept his apology,
of the given date of the state exam is evaluated with the FX mark.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set
department.
2. The student receives a question from the subject of the state exam, which is given in writing and anonymously
random selection from printed questions or generator.
3. The examination commission will give the student a reasonable time to prepare an oral answer to the assigned
question. (In the case of the distance form of SS, the student answers without preparation.)
4. The student is ready to have a synthesizing dialogue with the examination board.
5. Upon completion of the student's answer, the examination commission will decide on the results of the state examination
examinations to be held at a closed session of the selection board.
The course of the state examination and the announcement of its results are public
0/100
The graduate has an awareness of the relationship between the Slovak national language and language, etc.
communication culture, written and oral communication; can apply knowledge of systemic
linguistics, sociolinguistics and linguistic pragmatics in describing and explaining the language. The student's ability to integrate learning outcomes from courses of a given degree is one of the attributes of a successful graduate.
Recommended literature prescribed for compulsory and optional subjects of the study program, which are relevant for the content of the final state examination. Dominant are synthetic, conceptual and theoretical works enabling a contextual overview and search for causes and contexts.
The answer to the state question is to include basic historical and literary-historical
context of the period, the context of the work of individual authors, the characteristics of the period and the author
poetics and a more detailed analysis and interpretation of several works by the authors mentioned in the question.
1. Social context of the development of literature in the first half of the 20th century. Characteristics
and periodization of the period. Basic tendencies in the development of poetry, prose and drama. The key
authors and their works.
2. Slovak modernism (broader social and artistic context, time and author's
definition, transformation in the poetics of poetry, prose and drama). Poetic and prose work
Ivan Krask and Janek Jesenský.
3. Prose work of Ladislav Nádaši-Jégý and Gejza Vámoš. Naturalism
and expressionism as a starting point for the transformation of prose.
4. Prose work of Ján Hrušovský and Ivan Horváth. Characteristics and transformations
authorial poetics, modernist innovation of prose.
5. Prose work of Mila Urban. Characteristics and transformations of author 's poetics, tradition and
prose innovation.
6. Prose work of Jozef Cíger Hronský. Characteristics and transformations of copyright
poetics, tradition and prose innovation.
7. Prose work of Margita Figuli and Dobroslav Chrobák. Characteristics and transformations
authorial poetics (starting points, naturism), prose innovation.
8. Prose work of František Švantner. Characteristics and transformations of author's poetics
(starting points, naturism and its overcoming), prose innovation.
9. Poetry by Emil Boleslav Lukáč, Ján Smrek and Valentín Beniak.
Characteristics and transformations of author's poetics, neosymbolism and its overcoming.
(Note: the answer should focus on one author in profile and on the other two
give only a basic overview of the work and a brief description of the author's poetics).
10. Poetry by Ladislav Novomeský. Characteristics and transformations of copyright
poetics, avant-garde and poetry innovation.
11. Poetry of Rudolf Dilong, Pavel Gašparovič Hlbin and Janek Silan (until
1948). Characteristics and transformations of author's poetics, context of Catholic modernism
(Note: the answer should focus on one author in profile and state the other two
only a basic overview of the work and a brief description of the author's poetics).
12. Poetic work of Rudolf Fabry and Vladimír Reisel in the context of surrealism
and surrealism.
13. Dramatic works by Vladimír Hurban Vladimírov, Ivan Stodol and Július Barč Ivan - tradition and drama innovation (Note: the answer should focus on
one author and for the other two give only a basic overview of the creation and a brief
characteristics of authorial poetics).
14. Literary-historical characteristics of individual decades: 50s, 60s, 70s and 80s 20.
stor. Transformations of social contexts and poetics. Key authors and their works.
15. Socialist realism - features of poetics, themes, authors and works, historical context.
(Frano Kráľ, Milan Lajčiak, Peter Jilemnický, Vladimír Mináč and František Hečko).
16. Dominik Tatarka and Ladislav Mňačko. Transformations of their work in historical contexts.
17. An unconventional view of the Second World War in drama and prose. Peter Karvaš and Ivan
Bukovčan, Leopold Lahola.
18. Poetics and development of poetry by Milan Rúfus and Miroslav Válek.
19. Poetics of poetic groups of the 60's. Concretists and Lone Runners.
20. Neomodernist prose of the 1960s and its later development. On the example of the work of John
Johanides and Rudolf Sloboda.
21. Literary historical classification and poetics of Dušan Mitan and Dušan Dušek.
22. Changes in literature after 1989 (in literary texts and in literary life). Overview
poetics from the 90s to the present.
23. Peter Pišťanek and Stanislav Rakús. Ironic reassessment of the present and the past
in the 90s.
24. Pavel Vilikovský. Neomodernist and postmodernist characteristics of his work.
25. The return of neo-modernist tendencies, subject prose and authenticity after 1989
(Balla, Márius Kopcsay, Marek Vadas and others).
26. The historical novel in the period of normalization and its return in the new millennium)
Ballek and Pavol Rankov).
27. Postmodernist tendencies in the prose of Igor Otčenáš and Dušan Taragel and in poetry
Peter Macsovszky and Michal Habaj.
28. Forms of contemporary literature written by women (Jana Juráňová, Monika Kompaníková,
Ivana Dobrakovová and others).
29. Ironic subversion in the dramatic work of Milan Lasica and Július Satinský,
Stanislav Štepka and Viliam Klimáček.
The student will also prepare a model lesson focused on issues in history
Slovak literature.
The student can take the state exam
a) after obtaining at least such a number of credits that after obtaining credits for successful completion
state examinations has reached the required number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects and elective courses
subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
(d) if no disciplinary action is taken against him.
Successful completion of the state exam is one of the conditions for successful completion
study program. The subject of the state examination is evaluated by the commission for state examinations
grades A to FX. The examination commission decides on the evaluation of the state examination or its part
consensual. If the examination commission does not reach a consensus, evaluate the state examination or its
component shall be decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty study schedule. Departments are required to publish their
dates of state exams on the website no later than 5 weeks before they take place. The student
registers for the state exam through the academic information system at least three
weeks before the date of its action.
The student is entitled to one regular and two resit dates of the state exam. The due date is the one
to which the student applied for the first time within the deadline set for state exams. If he was a student at
regular date of the state exam evaluated by the mark FX, corrective dates of the state exam may
student perform
(a) in the following dates for the holding of state examinations in the relevant academic year
or
(b) within the time limits for holding State examinations in one of the following academic years in
in accordance with § 65, par. 2 of the Higher Education Act.
If, for serious reasons, a student is unable to attend the date of the state examination for which he / she has applied,
he is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three
working days after the date of the state examination or its part, if there were serious obstacles to it
prevented themselves from apologizing in advance. If a student does not appear for a state examination without apology or
part of it, or if the chairman of the selection board does not accept his apology,
of the given date of the state exam is evaluated with the FX mark.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set
department.
2. The student receives a question from the subject of the state exam, which is given in writing and anonymously
random selection from printed questions or generator.
3. The examination commission will give the student a reasonable time to prepare an oral answer to the assigned
question. (In the case of the distance form of SS, the student answers without preparation.)
4. The student is ready to have a synthesizing dialogue with the examination board.
5. Upon completion of the student's answer, the examination commission will decide on the results of the state examination
examinations to be held at a closed session of the selection board.
The course of the state examination and the announcement of its results are public
0/100
The student has knowledge about the specifics of teaching Slovak language and literature, about pedagogical
documents, textbooks and teaching methods used in SJ and literature classes.
The graduate is able to apply linguistic and literary knowledge in school practice, he knows
involved in the creation of didactic and popularization works.
PEKAROVIČOVÁ, Jana. Slovenčina ako cudzí jazyk - predmet aplikovanej lingvistiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-290-5. Dostupné na: https://dspace.uniba.sk/xmlui/bitstream/handle/123456789/24/978-80-8127-290-5_Pekarovicova.pdf?sequence=1&isAllowed=y
KAMENÁROVÁ, Renáta a kol. Krížom-krážom. Slovenčina A1. Metodická príručka. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4708-2.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – PALCÚTOVÁ, Michaela – ŠTEFÁNIK, Jozef. Slovenčina pre cudzincov. Praktická fonetická príručka. Bratislava: Stimul, 2005. ISBN 80-89236-04-9.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – MOŠAŤOVÁ, Michaela. Vzdelávací program Slovenčina ako cudzí jazyk. Jazykový kurz v kontaktnej a dištančnej forme. Bratislava: Stimul, 2007. ISBN 978-80-89236-28-2.
SEDLÁKOVÁ, Marianna et al. Praktická didaktika slovenčiny ako cudzieho jazyka pre študentov slovakistiky. Košice: FF UPJŠ, 2015. ISBN 978-80-8152-250-5.
učebnice slovenčiny pre cudzincov
www.fphil.uniba.sk/sas
www.e-slovak.sk
vybrané state zo zborníkov:
Studia Academica Slovaca (1 - 50)
Jazyk a komunikácia v súvislostiach
Slovenčina (nielen) ako cudzí jazyk (I - III)
Active participation in seminars, the preparation and completion of given tasks, presentation on a topic of your choice, conducting a survey, final test, a colloquium.
Slovak
Continual and final assessment: the characteristics of Slovak as a foreign language and its typological features.
Sociolinguistic and ethnocultural factors in the presentation and acquisition of Slovak as a foreign language.
The presentation and acquisition of Slovak grammar, lexis, and phonetic and prosodic aspects. Identification and classification of communication barriers and mistakes.
Non-verbal communication from the point of view of Slovak as a foreign language.
Development of communicational competence: reception and production skills.
Linguistic minimum and teaching practice.
60/40
To grasp the forms and methodology of the communicative approach in the presentation of the language system. Participants will learn to specify individual levels of language and learning programmes according to the degree of ability and individual focus; a teaching concept is presented which is focused on the development of communicational competency and the methodology of making the Slovak language and culture accessible to foreigners.
PEKAROVIČOVÁ, Jana. Slovenčina ako cudzí jazyk - predmet aplikovanej lingvistiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-290-5. Dostupné na: https://dspace.uniba.sk/xmlui/bitstream/handle/123456789/24/978-80-8127-290-5_Pekarovicova.pdf?sequence=1&isAllowed=y
KAMENÁROVÁ, Renáta a kol. Krížom-krážom. Slovenčina A1. Metodická príručka. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4708-2.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – PALCÚTOVÁ, Michaela – ŠTEFÁNIK, Jozef. Slovenčina pre cudzincov. Praktická fonetická príručka. Bratislava: Stimul, 2005. ISBN 80-89236-04-9.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – MOŠAŤOVÁ, Michaela. Vzdelávací program Slovenčina ako cudzí jazyk. Jazykový kurz v kontaktnej a dištančnej forme. Bratislava: Stimul, 2007. ISBN 978-80-89236-28-2.
SEDLÁKOVÁ, Marianna et al. Praktická didaktika slovenčiny ako cudzieho jazyka pre študentov slovakistiky. Košice: FF UPJŠ, 2015. ISBN 978-80-8152-250-5.
učebnice slovenčiny pre cudzincov
www.fphil.uniba.sk/sas
www.e-slovak.sk
Active participation in classes, the preparation and completion of given tasks, participation in the teaching of foreign students by sitting in on a class, teaching foreign students in a group or individually, the making of a diary of findings, working in a tandem, a colloquium.
Language instructors’ methodical preparation.
Levels of language/levels of foreign language according to the Common European Framework of Reference for Languages.
The teaching concept, the methodology of the presentation of curriculum with a focus on the receiver.
Teaching tools, textbooks, and exercises books. Internet audio and video-recordings.
Classification of the students, classification of mistakes.
Participation in lectures; recording with the use of a diary.
Teaching foreigners in a group or individually.
Analysis of lectures, evaluation of all components.
60/40
In this practical course, students will learn about forms and methods of the communicative approach in courses of Slovak language for foreigners, with a focus on grammar and lexis concerning teaching objectives, reflecting the activities of students and the teaching competence of the instructor. They will work on a complex analysis and interpretation of their own teaching lessons from the point of view of pedagogical interaction.
ELIAŠOVÁ, Věra et al. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav, 2007. ISBN 978-80-89225-35-4.
ELIAŠOVÁ, Věra. Tvorivé písanie a možnosti jeho využitia v edukačnom procese. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4295-7.
ELIAŠOVÁ, Věra. Tvorivé písanie na strednej škole. Učebný text z edície Tri oriešky. Bratislava: Vydavateľstvo Univerzity Komenského, 2018. ISBN 978-80-223-4565-1.
ELIAŠOVÁ, Věra. Tvorivé písanie v cudzom jazyku. Efektivita, kreativita, synergia [online]. Bratislava: Stimul, 2013 [cit. 2021-23-10]. Dostupné na: http://stella.uniba.sk/texty/FIF_VE_tvorive_pisanie.pdf
MORLEY, David a Philip NEILSEN. The Cambridge companion to creative writing.
Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
Supplementary literature will be presented at the beginning and during the semester.
The evaluation is a combination of the following components: portfolio 80%, colloquium 10%, analytical-critical evaluation of texts 10%
Assessment: 100% -91% - A, 90% -81% - B, 80% -73% - C, 72% -66% - D, 65% -60% –E, 59% and less - FX (student did not meet the criteria)
The exact date and topics of assessment will be announced at the beginning of the semester.
Violation of the academic code of ethics results in the loss of the obtained points.
2 absences are allowed with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
Slovak
A selection from:
• creativity, its development; synergy of language, literature and creativity; creative approach to teaching and learning;
• techniques developing fluency, flexibility, originality and elaboration;
• techniques developing lateral thinking, metaphorical expression and imagination;
• techniques fostering generation of ideas, fast writing, selecting ideas, establishing a viewpoint;
• techniques helping arrange information, structuring the text, and writing the rough draft;
• techniques of text reduction, expansion, and transformation;,
• techniques focused on minimalisation of expression;
• techniques helping text reception and creation of short texts of poetic forms
• assessment of text products.
100/0
The student knows the key theoretical background and didactic aspects of creative writing as a method applicable in the teaching of the mother tongue and foreign language and literature and other humanities at various levels of education. The student is able to apply creative writing as a method in the teaching process and thus stimulate the development of exploration and experimental creativity competencies of their students, thus contributing to the development of students' personality through self-expression, self-knowledge, self-reflection and self-learning. The student is able to apply practical methodological procedures in their pedagogical practice. At the end of the course, students have a general idea of what creativity is, what its manifestations are and the principles of its development; they are able to develop lateral thinking, as well as metaphorical expression in their pupils and to use in their pedagogical practice techniques aimed at generating ideas and searching for topics; they can apply the acquired knowledge in their own academic and creative activities.
ELIAŠOVÁ, Věra et al. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav, 2007. ISBN 978-80-89225-35-4.
ELIAŠOVÁ, Věra. Tvorivé písanie a možnosti jeho využitia v edukačnom procese. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4295-7.
ELIAŠOVÁ, Věra. Tvorivé písanie na strednej škole. Učebný text z edície Tri oriešky. Bratislava: Vydavateľstvo Univerzity Komenského, 2018. ISBN 978-80-223-4565-1.
ELIAŠOVÁ, Věra. Tvorivé písanie v cudzom jazyku. Efektivita, kreativita, synergia [online]. Bratislava: Stimul, 2013 [cit. 2021-23-10]. Dostupné na: http://stella.uniba.sk/texty/FIF_VE_tvorive_pisanie.pdf
MORLEY, David a Philip NEILSEN. The Cambridge companion to creative writing.
Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
Supplementary literature will be presented at the beginning and during the semester.
The evaluation is a combination of the following components: portfolio 80%, colloquium 10%, analytical-critical evaluation of texts 10%
Assessment: 100% -91% - A, 90% -81% - B, 80% -73% - C, 72% -66% - D, 65% -60% –E, 59% and less - FX (student did not meet the criteria)
The exact date and topics of assessment will be announced at the beginning of the semester.
Violation of the academic code of ethics results in the loss of the obtained points.
2 absences are allowed with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
Slovak
Topics:
• techniques on developing narration and description;
• identification of story construction items;
• building characters;
• relevance of context and details;
• principle Show, do not tell!
• focus and view point of narration;
• techniques of text reduction, text expansion and text transformation
• monologue and dialogue;
• techniques of minimalism in narration;
• text assessment;
• self-evaluation; group/peer evaluation.
100 /0
The student is familiar with the key theoretical background and didactic aspects of creative writing as a method applicable in the teaching of the mother tongue and foreign languages and literature and in other humanities at various levels of education. The student is able to apply creative writing as a teaching method and thus can stimulate the development of experimental creativity competencies of their students, thus contributing to the development of students' personality through self-expression, self-knowledge, self-reflection and self-learning. The student is then able to apply these practical methodological procedures in their own pedagogical practice.
At the end of the course students:
- have mastered some procedures improving writing, literary and creative competencies;
- are able to critically reflect on the creative process and creative products;
- are able to reduce texts to an absolutely essential minimum ;
- use various techniques of reception and creation of shorter texts.
• Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK, 2015 [cit. 2020-08-13]. Available at: https://midas.uniba.sk/
• LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65. ISSN (print) 1338-4163. Available also at: https://uniba.sk/fileadmin/ruk/nasa_univerzita/NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
• LLOYD, Annemaree a Talja SANNA. Practising Information Literacy: Bringing Theories of Learning, Practice and Information Literacy Together [online]. Elsevier Science & Technology 2010 [cit. 2020-11-12]. Available at: https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=1584736&query=information+literacy+teacher
• GRIZZLE, Alton et al. 2013. Media and information literacy: policy and strategy guidelines [online]. Paris: UNESCO, 2021 [cit. 2020-11-12]. ISBN: 978-92-3-001239-7, 978-92-3-600052-7 (ara). Available at: https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000225606&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_6d1d0004-2152-48bf-bf7a-8dd3aa69236f%3F_%3D225606eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000225606/PDF/225606eng.pdf#%5B%7B%22num%22%3A131%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D
• GRIZZLE, Alton et al. Media and information literate citizens: think critically, click wisely! [online]. Paris: UNESCO, 2021 [cit. 2020-11-12]. ISBN: 978-92-3-100448-3. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000377068
• WILSON, Carolyn et al. Media and information literacy curriculum for teachers [online]. Paris: UNESCO, 2011 [cit. 2020-11-12]. ISBN: 978-92-3-104198-3. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000192971
during the teaching part: 1. creation of a methodological sheet for teaching information literacy at secondary schools (20 points); 2. written test in the credits assignment week (20 points).
All parts of the evaluation are mandatory. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A The teacher will accept a maximum of two absences with documentation. The exact date for continuous evaluation will be announced at the beginning of the semester.
Slovak, for recommended literature English at level B2
1. Information environment. Problem aspects of the information environment with regard to education. Literacy research.
2. Secure use of information. Creative use of information.
3. Ethical use of information and information sources from the point of view of legislation (copyright, code of ethics, ISO 690).
4. Academic ethics and integrity, plagiarism, types of plagiarism.
5. Information literacy, meta-literacy, multi-literacy. Reading literacy and education.
6. Information and constructivist and research-oriented approach to education, information and problem and project approach.
7. Concepts and standards of information literacy. Information fluctuation. MIL in Education (UNESCO concept). Curriculum integrating information literacy. Information literacy indicators vs. Lifelong learning, competence education.
8. Competences of a teacher in the information society (UNESCO concept - information literacy of a teacher, assessment literacy)
9. Critical thinking in education. Metacognition and self-reflection in working with information.
10. Student personality typology and work with information (information overload, information fatigue syndrome, information hygiene and information detox).
11. Strategies and possibilities of IG integration into education. Problems of IG integration into education. Functions of memory and fund institutions in education.
12. Methodology of working with information in the educational environment (information need, search for information and information resources, evaluation of information resources, use of resources, evaluation of information processes).
100/0
The graduate of the course has theoretical knowledge in the field of terminological definition of information literacy and related terms. He understands problematic aspects of the information environment in the context of ethical use of information and information resources. He knows the most important domestic and foreign researches of information literacy, information literacy indicators, concepts and standards in this area. He is able to think critically, can categorize students in the context of their work with information and to design the integration of information literacy into education. He can incorporate the methodology of using information sources in the teaching process and propose procedures for solving problematic aspects related to the information environment.
590 / 5 000
Výsledky prekladov
BARBORÍK, Vladimír (ed.). Critical Yearbook 2018. Bratislava: Literary Information Center, 2019. ISBN 978-80-8119-122-0
CHMEL, Rudolf. History of Slovak literary criticism. Bratislava: Tatran, 1991. ISBN 80-222-0266-5.
MATEJOV, Fedor. Readings. Bratislava: Slovak Academic Press, 2005. ISBN 80-88746-15-9.
MATEJOV, Fedor, ZAJAC, Peter (eds.). From initiative to tradition structuralism in Slovak literary studies from the 1930s to the present. Brno: Host, 2005. ISBN 80-7294-149-6.
PETRÍK, Vladimír, PEŤKO, Valér (eds.). Slovak Literary Criticism 4. Bratislava: Slovenský spisovateľ, 1984.
The condition for completing the course is to obtain at least sixty points out of a hundred possible. Points can be obtained for active participation and preparation for seminars (40) and presentations on the ideas of selected personalities of Slovak literary history and criticism (60 points). Violation of academic ethics results in the cancellation of earned points in the relevant item.
Classification scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX.
1. Personality of Vladimír Petrík.
2. Personality of Stanislav Šmatlák.
3. Nitra school. František Mik's expression concept.
4. Views on the interwar prose of Ján Števček.
5. Interwar literature according to Oskar Čepan.
6. The concept of the history of Slovak literature in "academic" DSL.
7. History of Slovak literature by Viliam Marcoko.
8. History of Slovak literature according to Imrich Sedlák.
9. "Disintegration" of literary history and the personality of Valér Mikula.
10. Personality of Petr Zajac.
11. Personality of Milan Šutovec.
12. The younger generation of literary criticism - Vladimír Barborík, Peter Darovec, Jaroslav Šrank.
13. The crisis of literary criticism?
100/0
The student will get acquainted with individual forms of Slovak literary-critical and literary-historical writing in the 20th century on specific texts. They will acquire the basic characteristics of the most significant literary-critical styles and the most important literary-historical methodologies, which he will be able to apply in his own professional outputs.
MIKULA, Valér. Literárne observatórium. Bratislava: Slovenský spisovateľ, 1989. ISBN 978-8022000000.
ŠÚTOVEC, Milan. Rekapitulácia nekapitulácie. Bratislava: Slovenský spisovateľ, 1990. ISBN 9788022001540.
DAROVEC, Peter. Súčasná slovenská literatúra v perspektíve literárnej kritiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-284-4. Dostupné na: http://fphil.uniba.sk/stimul
PETRÍK, Vladimír. Slovenský intelektuál Alexander Matuška. Bratislava: Literárne informačné centrum, 2019. ISBN 978-80-8119-118-3.
CHMEL, Rudolf. Dejiny slovenskej literárnej kritiky. Bratislava: Tatran, 1991. ISBN 978-8022202664.
Ongoing - during the teaching part: oral introduction to one of the selected topics of seminars (max. 10 p), active participation in seminars, participation in discussions with relevant inputs (max. 10 p), presentation of own literary critical text created in accordance with the knowledge obtained during the semester in recent two weeks of the teaching part (max. 70 points), public defense of this text at the seminar (10 points).
A maximum of two excused absences are accepted. Violation of academic ethics results in the cancellation of earned points in the relevant item.
Classification scale: 100-92 A, 91-84 B, 83-76 C, 75-68 D, 67-60 E, 59 and less Fx
1 Introduction to the issue - literary criticism as an integral, yet specific part of literary science
2 Affinities and differences of literary criticism towards literary history and literary theory.
3 Excursion into the history of Slovak literary criticism. Origin, formation, development in changing social and cultural conditions.
4 Alexander Matuška as a modern intellectual and at the same time a literary critic.
5 The relationship between literary criticism and critical thinking. What is literary criticism in a broader and narrower sense.
6 Defining the subject of interest of literary criticism - what texts fall within its competence - time, language, national and genre determination.
7 Media space of literary criticism - an overview of literary magazines and other publishing possibilities for literary criticism.
8 Standard and specific forms of literary criticism. Basic text attributes: title, perex, scope, required information.
9 Composition rules of literary criticism: introductory definition of prototext (genre, contextual), analytical core of literary criticism, evaluation conclusion.
10 Inspiration through a critical style 1 .: Valér Mikula: Literary Observatory.
11 Inspiration through a critical style 2: Milan Šutovec: Recapitulation of non-capitulation.
12 Student realizations of literary critical text and opposition of submitted outputs.
ongoing evaluation 100 %.
Upon successful completion of this course, students will acquire practical skills in creating their own literary critical texts at the level required by publishing in professional specialized literary journals. The basis for these skills is orientation in various forms of today's and historical literary criticism, individual styles of prominent representatives of modern Slovak literary criticism, various relevant literary-critical approaches to the texts of contemporary literature.
The literature will be specified according to the focus of the course at the beginning of the semester.
Students will have access to all presentations, which will be published in the course's Teams group.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. Active participation, preparation for the course, and completion of the final test are all part of the assessment.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Slovak
1. Ancient literature (with emphasis on Greek and Roman)
2. Medieval literature (Czech, German, French, Italian, Spanish, English)
3. Renaissance literature (Czech, Italian, French, Spanish, German and English)
4. Baroque literature (Czech, Italian, Spanish and English)
5. Enlightenment and classicism
6. Pre-Romanticism and Romanticism
7. Realism
8. Modern and avant-garde directions
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Middle Ages to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
The literature will be specified according to the focus of the course at the beginning of the semester.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. It includes active participation and preparation for seminars and the elaboration of an interpretation essay.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
1. Baroque
2. Enlightenment
3. Classicism
4. Pre-Romanticism
5. Romanticism
6. Realism
7. Modern
8. Avant-garde
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Baroque to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
VAŠÁK, Pavel: Textologie. Teorie a ediční praxe. Praha: Univerzita Karlova, 1993. ISBN 80-7066-638-2
HAVEL, Rudolf - ŠTOREK, Břetislav (eds.): Editor a text. Úvod do praktické textologie. Praha: Československý spisovatel, 1971.
VOJTECH, Miloslav: Problematika edícií a jazykových aktualizácií bernolákovských literárnych textov. Slovenská literatúra, 67, 2020, č. 4, s. 287 - 305. Dostupné na: https://www.sav.sk/journals/uploads/09281328slov_lit_04-20-01.pdf
NAVRÁTIL, Martin: Možnosti a limity jazykovej aktualizácie textu. Slovenská literatúra, 67, 2020, č. 5, s. 397 - 412. Dostupné na: https://www.sav.sk/journals/uploads/11042057slov_lit_05-20-01.pdf.
Ďalšia doplnková študijná literatúra k jednotlivým témam bude študentom poskytnutá na začiatku semestra.
The course is completed by continuous assessment, part of the evaluation is the continuous elaboration of practically oriented textological tasks during the semester and the final written test at the end of the teaching part of the semester to verify knowledge and skills related to textological work. In all parts of the evaluation, the student must achieve at least 60 percent success. Violation of academic ethics results in the cancellation of points earned in the relevant item.
Classification scale:
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Slovak
Textology as a literary and linguistic discipline
History of publishing practice in Slovakia
Text in systems textology
Textological rules
Text process
Text attribution
Editorial realization of the text and its phases
Text editions (critical, documentary, genetic, reader ...)
Specifics of individual types of editions and editions
Literary-historical paleography
The issue of editorial processing of texts of older development periods
100/0
After completing the course, the student will gain basic knowledge of textuology as a philological discipline and will acquire basic textological knowledge and practical skills usable in textological and publishing practice.
CHMEL, Rudolf (Ed.). Literárnokritické konfrontácie. Bratislava: Tatran, 1980.
CHMEL, Rudolf. Dejiny slovenskej literárnej kritiky. Bratislava: Tatran, 1991. ISBN 80-222-0266-5.
MATEJOV, Fedor, ZAJAC, Peter (Eds.). Od iniciatívy k tradícii. Štrukturalizmus v slovenskej literárnej vede od 30. rokov po súčasnosť. Brno: Host, 2005. ISBN 80-7294-149-6.
PIŠÚT, Milan. Hodnoty a čas. Bratislava: Tatran, 1978.
PETRÍK, Vladimír, PEŤKO, Valér (Eds.). Slovenská literárna kritika 4. Bratislava: Slovenský spisovateľ, 1984.
Additional sources will be recommended/assigned during the first meeting of the class.
Regular preparation, attendance, participation in discussions: 25 %
Presentation/essay: 25 %
Paper: 50 %
Minimum requirements in each part of the evaluation: 60 %
Overall evaluation of the class:
100-92=A, 91-83=B, 82-74=C, 73-67=D, 66-60=E, 59 and less =Fx
Slovak
The impact of Positivism in Slovak literary studies. J. Vlček and his activities.
The split ("Martin centre" versus the "Hlas"). The role of F. Votruba and E. Maróthy Šoltésová in promoting progressive tendencies in literary development.
Š. Krčméry and his concept of literary history. Š. Krčméry as a literary critic.
A. Mráz and his his concept of literary history. A. Mráz as a literary critic.
M. Pišút and metacriticism
J. E. BOr and J. Kútnik-Šmálov and their literary and cultural activities
Structuralism in Slovak literary studies.
M. Bakoš and M. Považan and their contribution.
Note: A detailed programme of the class will be announced during the first session.
100 during semester/ 0 during exam session
Students will become familiar with the development of literary studies in the first half of the 20th century; will read and analyse decisive texts in literary criticism and literary history; will acquire knowledge about various styles, methods and schools.
AUSTIN, John Langshaw. Ako niečo robiť slovami. Kalligram: Bratislava, 2006. ISBN 80-7149-659-6.
ČERNÝ, Jiří. Dějiny lingvistiky. Votobia: Olomouc, 1996. ISBN 80-85885-96-4. HUMBOLDT, Wilhelm von. O rozmanitosti stavby ľudských jazykov a jej vplyve na duchovný rozvoj ľudského rodu. Bratislava: Veda 2000. ISBN 80-224-0607-4.
SAUSSURE, Ferdinand. Kurs obecné lingvistiky. Academia: Praha, 2007. ISBN 978-80-200-1568-6.
SEARLE, John Rogers. Rečové akty. Esej z filozofie jazyka. Bratislava: Kalligram, 2007. ISBN 80-7149-892-0.
WITTGENSTEIN, Ludwig. Filozofické skúmania. Bratislava: Pravda, 1979. Other current materials according to the teacher's choice will be made available by the teacher to all course participants.
a) active participation in seminars in the form of engaging in discussion with relevant outputs (20 %);
b) preparation and presentation of a paper on a given topic (30%). The topic of the paper and the date of the presentation will be announced at the beginning of the semester;
c) successful completion of a continuous test (50%). The student must obtain at least 60% points.
The content and the exact date for continuous evaluation will be announced at the beginning of the semester.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
The condition for granting credits is the achievement of at least 60 % success rate for continuous evaluation.
The teacher will accept a maximum of two absences with documentation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Slovak, ability to read in Czech language
1. Periodization of the history of linguistics.
2. Ancient thinking about language.
3. Štúr's philosophy of language.
4. W. von Humboldt on linguistic and spiritual diversity.
5. Lee Whorf on linguistic relativity.
6. Linguistics and semiotics.
7. F. de Saussure on language and thinking.
8. Functional structuralism of the Prague School.
9. Hjelmslev's analysis of language.
10. Wittgenstein's model of language as a game.
11. H.-G. Gadamer about speech and understanding.
12. J. R. Searle on speech activity.
100 % preliminary
The graduate has knowledge of the development of linguistic thinking, he became acquainted with older currents of thought important from the point of view of modern linguistics, can think critically about the current linguistic methodology in terms of its chronological development.
The recommended literature will be updated according to the place that will be selected as the destination of the excursion in the given year.
The student must obtain at least 60 points out of 100 possible. The student obtains points by completing the mandatory part of the excursion program (50 points) and preparing a short paper or by completing a colloquium after the excursion (50 points). Classification scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
The content of the course will depend on the place that will be selected in the given year as the destination of the excursion.
100/0
Through direct contact, the student gets acquainted with literary monuments and literary institutions, museums, archival workplaces and libraries in Slovakia and abroad. As a result, he / she will be able to perceive literature in a more plastic context.
The recommended literature will be updated according to the place that will be selected as the destination of the excursion in the given year.
The student must obtain at least 60 points out of 100 possible. The student obtains points by completing the mandatory part of the excursion program (50 points) and preparing a short paper or by completing a colloquium after the excursion (50 points). Classification scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
The content of the course will depend on the place that will be selected in the given year as the destination of the excursion.
100/0
Through direct contact, the student gets acquainted with literary monuments and literary institutions, museums, archival workplaces and libraries in Slovakia and abroad. As a result, he / she will be able to perceive literature in a more plastic context.
LOTMAN, Michajlovič Jurij. Semiotika filmu a problémy filmovej estetiky. Bratislava: Slovenský filmový ústav, 2008. ISBN 978-80-85187-51-9.
MACEK, Václav, PAŠTÉKOVÁ, Jelena. Dejiny slovenskej kinematografie 1896-1969. Bratislava: Slovenský filmový ústav, 2016. ISBN 978-80-85739-68-8.
STADTRUCKER, Ivan. Dejiny slovenskej televízie. Náčrt vývojových tendencií kultúrotvornej inštitúcie (1956 - 1989). Bratislava: Perfekt, 2015. ISBN 978-80-8046-738-8.
ŠVEC, Štefan. Gramatika filmového jazyka. Bratislava: Vysoká škola múzických umení, 2011. ISBN 978-80-89437-24-9.
ŽILKA, Tibor. (Post)moderná literatúra a film. Nitra: Univerzita Konštantína Filozofa, 2006. ISBN 80-8050-965-4.
The course is completed by continuous evaluation. Required: active participation in the seminar (60% of the evaluation); test, seminar work or colloquium (40% of evaluation). In all parts of the evaluation, students have to achieve at least 60 percent success. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Classification scale:
A: 100% - 94%
B: 93% - 86%
C: 85% - 78%
D: 77% - 70%
E: 69% - 60%
Fx: 59% - 0%
Absences: More than 2 absences: it is required to report the reason of absence (for example proof of sickness) to the study department FiFUK. Academic integrity violations will not be tolerated and will result in loosing the achieved points.
Slovak
1. Film and literature
2. Živý bič (film screening)
3. Comparison of "Živý bič" by M. Urban with the film adaptation
4. Nevesta hôľ (film screening)
5. Comparison of "Nevesta hôľ" by F. Švantner with the film adaptation
6. Kým kohút nezaspieva (film screening)
7. Comparison of "Kým kohút nezaspieva" by I. Bukovčan with the film adaptation
8. 322 (film screening)
9. Comparison of "Potápača priťahujú pramene mora" by J. Johanides with the film adaptation
10. S Rozárkou (film screening)
11. Comparison of "S Rozárkou" by V. Šikula with the film adaptation
12. Jožko Púčik a jeho kariéra (film screening)
100/0
Students will be able to determine the adaptation strategy of a film and identify the semiotic correlation between literary work and motion picture.
BRESTOVANSKÝ Martin. Úvod do mediálnej výchovy (vysokoškolské skriptá), Trnava, Trnavská univerzita v Trnave, 2010, ISBN 978-80-8082-396-2. [online] Dostupné na: https://www.researchgate.net/publication/337911960_Uvod_do_medialnej_vychovy_VS_skripta MIČIENKA, Marek, JIRÁJ, Jan a kol. Základy mediální výchovy. Praha: Portál, 2007. 295 s., ISBN 978-80-7367-315-4. HACEK, Ján. Lojalita recipienta k spravodajským webom. Bratislava: MASS-MEDIA-SCIENCE, 2014. [online] Dostupné na: https://www.researchgate.net/publication/336739639_Lojalita_recipienta_k_spravodajskym_webom_Recipient_Loyalty_to_the_News_Websites. HACEK, Ján. Dezinformačné weby v čase koronakrízy – atmosféra nedôvery v médiá. Bratislava: MASS-MEDIA-SCIENCE, 2020. [online] Dostupné na: https://www.researchgate.net/publication/350325305_Dezinformacne_weby_v_case_koronakrizy_-_atmosfera_nedovery_v_media HACEK, Ján: Antisystémoví voliči na Slovensku a ich dôvera v médiá. In: Fenomén 2020 : komunita v mediálnom priestore. Bratislava: Univerzita Komenského v Bratislave, 2020. S. 63-79. ISBN 978-80-223-4974-1. [online] Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kzur/FOTO_KZ/foto_k_clankom/2021/fenome__n_2020.pdf Web: commonsensemedia.org; kff.org; medialnavychova.sk; zodpovedne.sk, eukidsonline.net. Additional literature will be presented at the beginning and during the semester.
1) Outline and justification of the lecture topic in the scope of 2 A4 pages (preparation of the lecture outline for high school) - focus on Information Literacy, Media Education and Misinformation; 2) Final exam/test (study of required and recommended literature, information from lectures); Students will demonstrate their knowledge of the lectured areas in the final exam/test, which will focus on the readings and lectures during the semester. A maximum of 2 absences are allowed. The final exam may be partially replaced by the student's lectures at the high school - by agreement with the teacher. Exam dates will be announced via AIS no later than the last week of the class period. Grading scale: A (100-92%), B (91-85%), C (84-76%), D (75-68%), E (67->60%), Fx (≤60%)
Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
Slovak
Students of the Department of Journalism of FiF UK in Bratislava cannot apply for this course!
1) Assignment of tasks, presentation of the situation in the field of media education in Slovakia
2) Media education - pedagogy
3) Parental mediation
4) Basic characteristics of media and dual broadcasting system
5) Journalism bacics
6) Conspiracy websites
7) Advertising in the media
8) Fact-checking
9) Manipulation
10) Project Development I.
11) Project Development II.
12) Project Development III.
13) Final evaluation
Scale of assessment (preliminary/final): 40/60
The students have a basic overview of the functioning of the media and the media environment in Slovakia. They are aware of the dangers of the phenomenon of disinformation, they understand the functioning, philosophy and threat of disinformation websites, their hypocrisy and economic interests. They understand the differences between information sources and are also familiar with the basics of media education and information literacy in Slovakia. Based on the curriculum and the project of lectures, they are ready to pass on the acquired knowledge at secondary schools in their home regions in Slovakia. Graduates of the course are also ready to professionally master the cross-cutting theme of media education at secondary and primary schools in Slovakia.
All approved course books for teaching English as a foreign language
Inovovaný ŠVP pre 2. stupeň ZŠ (National Curriculum for Primary Schools)
Inovovaný ŠVP pre gymnáziá so štvorročným a päťročným vzdelávacím programom. (National Curriculum for 4- and 5-year Secondary Schools) Available: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
Školský vzdelávací program cvičnej školy (Curriculum of the mentoring school)
Vnútorný poriadok školy (Policy guidelines of the mentoring school)
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Available: https://www.minedu.sk/data/att/8032.pdf
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available: https://www.coe.int/en/web/common-european-framework-reference-languages/home
NEWBY, D. [online]. EPOSTL - The European Portfolio for Student Teachers of Languages. Council of Europe Publishing: Strasbourg, 2007. Accessed 17 September 2021. Available from: https://www.ecml.at/Resources/ECMLresources/tabid/277/ID/51/language/en-GB/Default.aspx
STEYNE, Linda M. English as a Foreign Language Student Teaching Practicums Handbook [online]. 2021. Available: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/Edet1FSx5ihBndR7ow28HH4Bku_-suPQ9RC-44F0Oj40pw?e=uwoQre
KAA/A-muAN-301/22 English Language Teaching Methodology 1
60% Observing all 10 lessons & participating in discussions with the mentor teacher
10% Completed observation worksheets
5% Updated EPOSTL (Context & Methodology)
25% Reflection paper
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
All ten (10) observations and sessions with the mentor teacher must be undertaken to pass.
Basic Slovak is welcome, English is required.
Students are not exempt from attending other classes in order to do the lesson observations.
Students (in groups of 3 according to their study program) are initiated into the school environment by a mentor teacher at a local lower or upper secondary school.
They observe 10 lessons taught by that mentor teacher (or various teachers at that school).
They receive insight into lesson planning and implementation from the mentor teacher.
They provide feedback on those lessons and discuss what they learn with both the mentor teacher and within their groups.
Each completes an online observation worksheet for each lesson and, after observing all 10 lessons, writes about the experience in a reflection paper.
Assessment is 100% coursework.
While visiting local schools and observing lessons with a mentor teacher, students do the following:
1. become familiar with the duties and obligations of being a schoolteacher
2. receive pedagogical insight into lesson planning and implementation
3. analyze how teachers teach and learners learn
4. evaluate and reflect on all aspects of the teaching they observe, i.e., content, delivery, preparedness, classroom management, instructions, etc.
5. reflect on what they observe as it relates to their own strengths and weaknesses as a student teacher
6. discuss what they have observed with their peers and the mentor teacher, training constructive criticism and feedback skills
All approved course books for teaching English as a foreign language
Inovovaný ŠVP pre 2. stupeň ZŠ (National Curriculum for Primary Schools)
Inovovaný ŠVP pre gymnáziá so štvorročným a päťročným vzdelávacím programom. (National Curriculum for 4- and 5-year Secondary Schools) Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
Školský vzdelávací program cvičnej školy (Curriculum of the mentoring school)
Vnútorný poriadok školy (Internal policy guidelines of the mentoring school)
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Available from: https://www.minedu.sk/data/att/8032.pdf
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
STEYNE, Linda M. English as a Foreign Language Student Teaching Practicums Handbook [online]. 2021. Available from: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/Edet1FSx5ihBndR7ow28HH4Bku_-suPQ9RC-44F0Oj40pw?e=uwoQre
KAA/A-muAN-302/22 English Language Teaching Methodology 2
KAA/A-muAN-590/22 Lesson Observation - Practicum 2
60% Teaching 10 lessons & receiving input and feedback from the mentor teacher on 5 of those
5% Mentor teachers’ evaluation
10% Two lesson plans (the worst and the best from your student teaching) and notes on why
5% Updated EPOSTL (Lesson Planning & Conducting a Lesson)
20% Reflection paper
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
All ten (10) observations and five (5) sessions with the mentor teacher must be undertaken to pass.
Basic Slovak is welcomed, English is required.
Student teachers are exempt from attending classes for the duration of their teaching practicum.
Each student teacher is assigned a mentor teacher at a partner institution where they are introduced to the teaching profession as it is implemented at that institution.
Apart from learning about how the school is run and the everyday responsibilities of a teacher, student teachers are involved in both in-school and extracurricular activities, while preparing lessons plans and teaching 10 lessons under the guidance and watchful eye of their mentor teacher.
Pre-lesson, they receive input into what to prepare and then again on what they have prepared.
Post-lesson, the mentor teacher provides feedback on all aspects of their teaching (i.e., content, delivery, preparedness, classroom management, instructions, etc.), with suggestions and advice for improvement.
Post practicum, the mentor teacher provides feedback to the instructor via an online questionnaire.
Post practicum, the student teacher submits their lesson plans together with a reflection paper on the experience focusing on their strengths and weaknesses as teachers for evaluation by the instructor.
Assessment is 100% coursework.
By the end of their teaching practicum, students will have done the following:
1. become more familiar with the duties and obligations of being a schoolteacher
2. independently prepared and taught 10 English as a foreign language lessons, following the lead of the mentor teacher and revising each lesson plan as necessary
3. received intensive guidance, pedagogical insight, and feedback on their lesson plans and teaching
4. evaluated and reflected on all aspects of their teaching experience, i.e., content, delivery, preparedness, classroom management, instructions, etc., including their own strengths and weaknesses as a teacher
5. discussed what they have observed with their mentor teacher and their peers, training constructive criticism and feedback skills
Selection of scholarly literature according to the research topic;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09].
Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Slovak, English
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0 (%)
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
BLAIR, Lorrie. Writing a Graduate Thesis or Dissertation [online]. Brill, 2016. Dostupné na: EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=1171828&lang=sk&site=ehost-live&scope=site.
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015. Dostupné na: https://uniba.sk/fileadmin/ruk/as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
WHITE, Barry. Mapping Your Thesis [online]. Camberwell, Vic: ACER Press, 2011. ISBN 9780864318237. Dostupné na: https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=384475&lang=sk&site=ehost-live&scope=site.
All matters pertaining to state examination are set out in Article 14 of the Study Regulations of the Faculty of Arts.
In the master’s study programmes, the state examination consists only of the defence of the Master’s thesis. The student chooses the department as a training centre which corresponds to the discipline within which he/she wants to write the final thesis. He/she reports this choice by the deadline set by the department, provided that he/she is able to find a supervisor and a suitable topic in the relevant department.
For the successful defence of the Master’s thesis as the subject of the state examination in the master’s degree programmes conducted at the Department of British and American Studies, students will receive credits according to the current study plan (currently 10 credits).
Requirements for the admission to the defence are as follows:
- fulfillment of the requirements of the study plan concerning the prescribed composition of courses and their credit value so that after awarding the credits for the state examination the student obtains the required number of credits for the master’s degree;
- submission of the Master’s thesis (electronically via the academic information system AIS) by the thesis submission deadline corresponding to the relevant state examination period according to the academic year schedule set by the faculty.
The thesis is evaluated by the standard grading scale (0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A) by the supervisor of the thesis and the designated opponent in the assessment reports, which are available to the student no later than 3 working days before the state examination.
The supervisor's report shall also include the percentage of compliance results from the originality check protocols (CRZP, Theses), which must be explicitly evaluated by the supervisor with the wording "the thesis shows/does not show signs of plagiarism".
The Master’s thesis will take the following form:
The defence will consist of a thesis presentation (the student chooses the form of the defence, the PPT format can also be used) and the student’s response to a broader theoretical question, which is assigned to the student by the supervisor upon the Master’s thesis submission. The supervisor will include this question in the assessment report as one of the points of discussion for the defence; it will also be included in the defence report.
The thesis presentation must:
- Include a clearly articulated thesis statement,
- have a clear and logical structure of argumentation and findings,
- reflect a new perspective on the issue as a result of adequate and appropriate work with the findings gained through own research, the conclusions of which the student is able to present and formulate.
The criteria for the evaluation (of the defence) of the Master’s thesis at the Department of British and American Studies are as follows:
- Quality of the Master’s thesis (originality, significance of the analysis, clear formulation of the scientific problem and hypotheses under study, scope of the professional and scientific literature used),
- the adequacy of the methodological approach to the topic under study, the analysis logically and coherently answers the research questions,
- systematic and logical summary of the results of the analysis,
- compliance with citation standards (MLA...),
- language level of the presentation (academic language at least at B2 level),
- quality of the presentation and communication skills.
The evaluation of the thesis will include the areas below with the corresponding weighting (out of 100):
PART A: CONTENT
• Overall structure and organization (adequacy, scope, objectivity, coherence, cohesion) 15
• Theoretical knowledge related to the research topic 15
• Methodology (identifying concepts, research problems, aims, tasks, choosing adequate methods) 15
• Analysis (quality, depth, complexity) 15
• Originality and contribution (degree of originality, own contribution to knowledge) 10
PART B: FORM
• Adequate work with information sources (extent, structure, reliability, adequacy, compliance with a citation style) 15
• Language and style 10
• Typography and layout 5
Students must be proficient to at least CEFR level C1 to attend the Master’s thesis defence.
1. The student presents the Master’s thesis in front of the state examination committee, the supervisor and the opponent of the Master’s thesis, and those present.
2. The student responds to the comments and questions in the assessments.
3. The student responds to the questions of the state examination committee or the questions in a broader debate.
4. A closed vote of the state examination committee on the evaluation of the Master’s thesis defence.
5. Announcement of the evaluation (of the thesis defence) of the Master’s thesis.
0/100 (%)
• Upon successful completion of the defence, students will be familiar with the basic requirements for academic writing and with the rules of academic integrity.
• They will have mastered the theory of working with sources and have the skills to compile correct bibliographic entries.
• They will have understood the principles of writing a Master’s thesis, both in terms of form and content, as laid out by the university's regulations.
• They will have understood the causes of plagiarism, they will be able to recognize its types and know how to avoid it.
• They will have sufficient research skills to obtain, process, and interpret sources.
• They will have mastered the basics for writing a Master’s thesis.
• They will have a deep knowledge of the thesis topic and will be able to approach it both critically and creatively.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student's expertise
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher notes submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor’s instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student’s expertise
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• deepen their knowledge about the differences in children’s development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
• develop their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the research topic;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available on: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available on: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Slovak, (add another language according to the specifics of the study programme in case of language studies)
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
preliminary 100%
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
According to the topic of the thesis.
Submission of the diploma thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The diploma thesis is submitted in a printed version in two bound copies (at least one of which is in hardcover) to the relevant department and in an electronic version via AIS. The thesis must meet the parameters specified by Internal Regulation No. 7/2018 Directive of the Rector of Comenius University on the basic requisites of final theses, rigorous theses and habilitation theses, control of their originality, storage and accessibility at Comenius University in Bratislava. The provisions of Article 14 of the Study Regulations of the Faculty of Arts of Comenius University apply to the evaluation of the diploma thesis as a subject of the state examination.
Slovak
1. Contribution of the thesis to the field of study, depending on its nature and degree of study. The evaluation of the thesis takes into account whether the students adequately treat the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether they work adequately with hypotheses that can be verified. The diploma thesis shall be an apparent contribution to the relevant field of study.
2. Originality of the thesis (the thesis must not be plagiarized, it must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination also includes an originality protocol from the central register, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Accuracy and correctness of the quotation of used information sources, research results of other authors and author teams, correctness of the description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by Internal Regulation No. 12/2013;
5. Respecting the recommended length of the thesis (the recommended length of a diploma thesis is usually 50-70 standard pages - 90,000 to 126,000 characters including spaces), the appropriateness of the scope of the thesis is judged by the supervisor;
6. Linguistic and stylistic level of the thesis and formal editing;
7. The manner and form of the thesis defence and the student's ability to respond adequately to comments and questions in the supervisor's and opponent's evaluations.
0%/100%
When writing the diploma thesis, students are able to elaborate the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. The diploma thesis is a contribution to the relevant field of study.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
KRATOCHVIL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
KORTHAGEN, Fred. Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno : Paido, 2011. ISBN 978-80-7315-221-5.
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student's expertise
Brief course syllabus:
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
KRATOCHVIL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
KORTHAGEN, Fred. Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno : Paido, 2011. ISBN 978-80-7315-221-5.
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher notes submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor’s instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student’s expertise
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• deepen their knowledge about the differences in children’s development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
• develop their abilities to express and accept effective criticism and praise.
Recommended literature:
Selection of scholarly literature according to the research topic;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Dostupné na: http://stella.uniba.sk/texty/
LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/
zaverecne-prace/
The student must submit the master's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master´s thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the master's thesis. The supervisor of the final thesis and its opponent will prepare evaluations of the master's thesis and propose a grade in the A-FX grading scale (0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A), which the student receives a minimum of three working days before the defence. Master thesis evaluation criteria consider the fulfilment of the goals of the thesis in its assignment, originality of the work verified by protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations. Correctness and accuracy of citation of used information sources, compliance of the structure of the master's thesis with the prescribed composition defined by the internal quality system of Comenius University and linguistic and stylistic level of work and formal adjustments are also taken in account. The adequacy of the length of the thesis is assessed by the thesis supervisor. The student orally presents the content, achieved goals, and conclusions of the master's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the bachelor's thesis in front of the committee for state exams, the opponent of the master's thesis, and those present.
2. The student responds to comments and questions in the evaluations.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
Recommended literature:
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Hungarian Language (C1)
Brief course syllabus:
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
Recommended literature:
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course requirements:
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher notes submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor’s instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Hungarian Language (C1)
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• deepen their knowledge about the differences in children’s development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
• develop their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the research topic;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Hungarian Language C2
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
• LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
The student must submit the master’s thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the master’s thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the master’s thesis and propose a grade in the A-FX grading scale, which the student receives a minimum of three working days before the defence.
Grading scale: 0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A
Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis in its assignment, and the requirements for the content of the master's thesis given by the internal quality system of Comenius University. It is assessed whether the student has worked on the chosen topic at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the study program is evaluated and the degree of demonstration of knowledge and understanding of the diploma thesis is reflected.
2. Originality of the work (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master’s thesis also includes protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations.
3. Correctness and accuracy of citation of used information sources, research results of other authors and group authors, correctness of the description of methods and working procedures of other authors or group authors.
4. Compliance of the structure of the master’s thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the master’s thesis (the recommended length of the master’s thesis is usually 50 – 70 standard pages = 90,000 to 126,000 characters, including spaces), the adequacy of the length of the thesis is assessed by the thesis supervisor.
6. Linguistic and stylistic level of work and formal adjustments.
The student orally presents the content, achieved goals, and conclusions of the master’s thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the master’s thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Scale of assessment (preliminary/final): 0/100
Hungarian (C2)
1. The student presents the master’s thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to the evaluations – comments and questions.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002.
a) during the teaching part (continuously):
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting with mandatory participation is held, the content of which is to familiarize with the course of the practice and the conditions for its completion.
Completion of 9 visits and the teaching of one lesson or teaching sequence and the completion of analyses at the training school is compulsory. Upon completion of the practicum, students submit a practicum report focusing on selected aspects of the teaching observation, which is handed in to the didactic teacher responsible for the organisation of the practicum. Absences from group visits are only accepted in justified cases with documented evidence and are made up where possible.
The student must achieve a minimum success rate of 60%.
(b) In the examination period: 100% pass mark.
Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The exact dates of the practicum and the practicum school will be announced at the beginning of the semester.
German, level C1-C2
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting is held at the faculty with compulsory participation, the content of which is familiarization with the course of the practice and the conditions for its completion. Students will complete 2 teaching practicum experiences in selected practicum schools under the supervision of a practicum teacher in groups. The practice includes a visit to 9 lessons and the teaching of one lesson or teaching sequence and a debriefing with the trainee teacher. On completion of the practice placement, the student submits a practice placement report to the didactician responsible for the organisation of the practice placement, focusing on selected aspects of the teaching observation.
100/0
The student will gain the ability to observe German teaching in detail, be able to focus on selected aspects of the observation and produce a practice report. The student is able to reflect on teaching and can ask questions about the observation as part of the analysis. The student is able to prepare a lesson for a specific group/class and teach it adequately. He/she has the ability to carry out a self-reflection of his/her teaching, highlighting positive moments and analysing problematic steps.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002.
a) during the teaching part (continuously): before the beginning of the teaching practice at the beginning of the semester, there is an introductory meeting with compulsory participation, the content of which is familiarization with the course of the practice and the conditions for its completion.
The internship includes 15 hours, of which 10 hours are to be completed by the student and 5 hours are to be spent in an initial interview, preparation consultation and analysis of the lessons with the trainee teacher.
After the completion of the practice, the student completes a practice report, which is handed over to the didactic teacher responsible for the organisation of the practice. In the practice report, the student describes in detail one lesson implemented, with detailed preparation and self-reflection. The student must achieve a minimum success rate of 60%.
(b) In the examination period: 100% pass mark.
Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The exact dates of the practicum and the practicum school will be announced at the beginning of the semester.
German, level C1-C2
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting is held at the faculty with compulsory participation, the content of which is familiarization with the course of the practice and the conditions for its completion. Students will complete 3 teaching practicums in selected practicum schools independently under the supervision of a practicum teacher. The practice includes 15 hours, of which 10 hours the student will teach independently and 5 hours will be devoted to the initial interview, consultation of the preparation and analysis of the lessons taught with the trainee teacher.
Upon completion of the practical placement, the student submits to the didactic teacher responsible for the organisation of the practical placement a report of the practical placement, focusing on selected aspects of the lesson observation.
100/0
The student is able to prepare different lessons for a specific group/class, focusing on different didactic objectives. The student is able to test the prepared teaching procedures in practice and to teach individual lessons in an adequate way. Has the ability to carry out self-reflection of his/her teaching, highlighting positive moments and analysing problematic steps.
Selection of professional literature according to the chosen topic of the thesis and the recommendations of the thesis supervisor; Current directive of the Rector of Charles University on the basic requirements for final theses; LICHNEROVÁ, Lucia: Writing and defense of final theses: university scripts for students of Comenius University in Bratislava [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf.
Continuous assessment - the seminar takes place through individual consultations with the supervisor. Final evaluation based on averaging of work results. With regard to the specifics of the course, the following are evaluated: systematic preparation of the thesis in accordance with the objectives set out in the assignment, regular consultations with the thesis supervisor and acquaintance of the thesis supervisor with the progress on agreed tasks, which include: . The evaluation in the A-FX classification scale will be awarded to the graduate by the supervisor of the final thesis on the basis of meeting the individual conditions agreed at the beginning of the semester.
german (level C1/C2), slovak
1. Defining the main and partial goals of the diploma thesis. 2. Information survey on the issue of diploma thesis. 3. Analysis, interpretation and critique of professional literature, or. historical sources and others information sources on the issue of the diploma thesis. 4. Data collection, processing and interpretation. 5. Continuous and consistent creation of citation apparatus for the diploma thesis. 6. Compilation of the structure of the diploma thesis in the context of its topic and requirements for the structure of the diploma thesis given by the internal quality system of Charles University. 7. Terminological definition of the diploma thesis. 8. Methodological definition of the topic. 9. Elaboration of the theoretical part of the diploma thesis. 10. Elaboration of the practical part of the diploma thesis.
100/0
Upon successful completion of the course, the student knows the published domestic and foreign secondary literature, or. archival sources concerning the issues of the diploma thesis, can analyze, interpret and critique them. He has the knowledge and skills to process the theoretical and analytical part of his thesis. Practically manages theoretical preparation, methodology and research methods, can formulate a research problem, research questions and hypotheses. He knows how to design a research plan. He / she is able to process the obtained data, verify hypotheses and formulate conclusions.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2016-10-09]. Dostupné na: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf. Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf. Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
Submission of the thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The thesis is submitted in an electronic version via AIS. The thesis must comply with the parameters specified by the internal quality system of Charles University. The provisions of Article 14 of the Internal Regulation No. 5/2020 (Study Regulations of the Faculty of Arts of Charles University) shall apply to the evaluation of the thesis. The thesis supervisor and the thesis opponent will prepare a thesis report and propose a grade in the A-FX grading scale, which will be available to the student at least 3 working days before the defence. 1. Contribution of the thesis, fulfillment of the thesis objectives in its assignment and fulfillment of the requirements for the content of the thesis given by the internal quality system of Charles University. It is assessed whether the student has treated the chosen topic at the level of a scientific study, with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the field of study is evaluated, the degree of demonstration of knowledge and understanding of the thesis topic is reflected; 2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defence of the thesis includes originality protocols from the CRZP and Theses, the results of which are commented on by the supervisor of the thesis and the opponent in their opinions; 3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams; 4. Compliance of the structure of the thesis with the prescribed structure defined by the internal quality system of Charles University; 5. Respect for the recommended scope of the thesis (thesis 50 to 70 standard pages
(90,000 to 126,000 characters including spaces)), the adequacy of the thesis scope is assessed by the supervisor; 6. The linguistic and stylistic level of the thesis and formal editing. The student orally presents the content, achieved objectives and conclusions of the thesis and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the thesis, assess the manner and form of the defence and the student's ability to respond adequately to the comments and questions in the thesis supervisor's and opponent's evaluations. The evaluation will be obtained from the arithmetic average of the evaluations from the thesis supervisor's, the thesis advisor's and the examination committee's evaluation.
german level C1/C2, slovak
1. Presentation of the diploma thesis to the students before the state examination committee, the opponent of the diploma thesis and the attendees. 2. Student's response to the reviews - comments and questions. 3. Student's response to questions from the State Examination Committee, or in a wider discussion.
0/100
The student has mastered the requirements of writing a professional text in compliance with the rules of academic ethics. He/she knows the methods used in the field of study, is able to elaborate the chosen topic of the diploma thesis at the level of a scientific study, with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the thesis, the student is able to design, implement, critically reflect and justify his/her research plan. He/she understands the context of the problem addressed, can clearly formulate research conclusions, conceive his/her own positions and propose recommendations. Can respond flexibly to questions about the research topic, its methodology and conclusions.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, Beáta – Alena TOMENGOVÁ. Profesijná praktická príprava budúcich učiteľov. Banská Bystrica:
Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
ŠTURMA, Jaroslav. Didaktika pedagogiky. Hradec Králové: Gaudeamus, 1993. ISBN 80-7041-228-3.
VALIŠOVÁ, Alena a František SINGULE a Jaroslav VALENTA, J Didaktika pedagogiky. Praha: UK, 1990.
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
slovak
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
develop their abilities to express and accept effective criticism and praise.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, Beáta – Alena TOMENGOVÁ. Profesijná praktická príprava budúcich učiteľov. Banská Bystrica:
Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na:https://www.minedu.sk/data/att/8032.pdf
ŠTURMA, Jaroslav. Didaktika pedagogiky. Hradec Králové : Gaudeamus, 1993. ISBN 80-7041-228-3.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ a kol. Pedagogika pro učitele. Praha: Grada, 2007, 402 s. ISBN 8024717344.
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher notes submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59-0%). Not following the set deadlines and the supervisor’s instructions may be punished by lowering the grade or not receiving the credits for teacher training
slovak
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• deepen their knowledge about the differences in children’s development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
develop their abilities to express and accept effective criticism and praise..
• Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK,
2015 [cit. 2021-08-13]. Dostupné na: https://midas.uniba.sk/
• LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2021-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
• LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/zaverecne-prace/
• Selection of scholarly literature according to the chosen topic of the thesis.
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required.
Slovak
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis).
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2021-10-10]. Available at: http://stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-10-10]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-09-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-amagisterske studium/zaverecne-prace/
Further literature according to the topic of the master’s thesis.
The student must submit the master’s thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the master’s thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the master’s thesis and propose a grade in the A-FX grading scale, which the student receives a minimum of three working days before the defence.
Grading scale: 0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A
Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis in its assignment, and the requirements for the content of the master's thesis given by the internal quality system of Comenius University. It is assessed whether the student has worked on the chosen topic at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the study program is evaluated and the degree of demonstration of knowledge and understanding of the diploma thesis is reflected.
2. Originality of the work (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master’s thesis also includes protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations.
3. Correctness and accuracy of citation of used information sources, research results of other authors and group authors, correctness of the description of methods and working procedures of other authors or group authors.
4. Compliance of the structure of the master’s thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the master’s thesis (the recommended length of the master’s thesis is usually 50 – 70 standard pages = 90,000 to 126,000 characters, including spaces), the adequacy of the length of the thesis is assessed by the thesis supervisor.
6. Linguistic and stylistic level of work and formal adjustments.
The student orally presents the content, achieved goals, and conclusions of the master’s thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the master’s thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the master’s thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to the evaluations – comments and questions.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
ČEPAN, Oskár. Kontúry naturizmu. Bratislava: Slovenský spisovateľ, 1977.
ČÚZY, Ladislav et al. Panoráma slovenskej literatúry 2. Bratislava: SPN, 2005. ISBN: 80-10-00674-2.
GÁFRIK, Michal. Próza slovenskej moderny. Bratislava: Slovenský spisovateľ, 1993. ISBN 80-220-0432-4.
HABAJ, Michal. Druhá moderna. Bratislava: Ars poetica, 2005. ISBN 80-969409-1-0
ŠÚTOVEC, Milan: Mýtus a dejiny v próze naturizmu. Bratislava: LIC, 1982. ISBN 978-80-88878-98-5.
Additional literature and sources will be assigned during the first class. Some reading material is available in MS Teams.
a) 40 per cent (40 points) during semester: 20 points presentation/paper/essay, 10 points regular preparation for the class and attendance, 10 points discussion. Minimum requirement to take the exam: 60 per cent (=24 points). Two classes per semester can be missed.
b) 60 per cent (60 points) during the exam session. Minimum requirement to pass the exam: 60 per cent (=36 points). The grades for the exam: 60-55 = A, 54-50 = B, 49-45=C, 44-40=D, 39-36=E, 35 and less=Fx)
Evaluation of the class (semester + exam):
100-92=A, 91-83=B, 82-74=C, 73-67=D, 66-60=E, 59 and less=Fx
Slovak
1. Prose of the Slovak Modern School (I. Krasko, J. Jesenský, Ľ. Groeblová, I. Gall).
2. Slovak prose between 1918 - 1948: an overview of tendencies, poetics, movements, generations and groups. O. Čepan's typology of the interwar period.
3. Naturalism: general characteristics of the movement, Naturalism in Slovak literature. L. N. Jégé' s works.
4. Avant-gardes: general characteristics in arts and literature. Expressionism in arts. Literary Expressionism and Expressionist tendencies in Slovak prose between 1918 and 1948 (Typology, representatives, works).
5. J. Hrušovsky.
6. G. Vámoš.
7. I. Horváth.
8. P. Jilemnicky.
9. M. Urban.
10. J. C. Hronsky.
11. Naturism in Slovak prose: general characteristics. D. Chrobák and M. Figuli.
12. F. Švantner.
13. New version of Slovak prose – poets of sujet (J. Červeň). D. Tatarka's work before 1948.
Note. The programme of seminars and reading assignments for each class, as well as themes of papers/presentation/essays will be announced during the first meeting of the class.
40 during semester/60 during exam session
Students will acquire knowledge about Slovak prose in the given period; will become familiar with works of the most significant writers of the period; will be able to analyse and interpret texts; will be able to perceive history of Slovak prose in the first half of the 20th century in comparative, artistic and cultural contexts.
ČÚZY, Ladislav et al. Panoráma slovenskej literatúry 2. Bratislava: SPN, 2005. ISBN: 80-10-00674-2.
GÁFRIK, Michal. Poézia slovenskej moderny. Bratislava: Vydavateľstvo SAV, 1965.
HABAJ, Michal. Básnik v čase. Bratislava: LIC, 2016. ISBN 9788081190988.
ROSENBAUM, Karol et al. Dejiny slovenskej literatúry V. Literatúra v rokoch 1918 – 1945. Bratislava: VEDA, 1984.
ŠMATLÁK, Stanislav. Dve storočia slovenskej lyriky. Bratislava: Tatran, 1979.
Additional literature and sources will be assigned during the first class. Some reading material is available in MS Teams.
a) 40 per cent (40 points) during semester: 20 points presentation/paper/essay, 10 points regular preparation for the class and attendance, 10 points discussion. Minimum requirement to take the exam: 60 per cent (=24 points). Two classes per semester can be missed.
b) 60 per cent (60 points) during the exam session. Minimum requirement to pass the exam: 60 per cent (=36 points). The grades for the exam: 60-55 = A, 54-50 = B, 49-45=C, 44-40=D, 39-36=E, 35 and less=Fx)
Evaluation of the class (semester + exam):
100-92=A, 91-83=B, 82-74=C, 73-67=D, 66-60=E, 59 and less=Fx
Slovak
1. An overview of Slovak poetry between 1900 and 1918. Poetry of the Slovak Modern School.
2. Slovak poetry between 1918 and 1948: general characteristics, basic tendencies, generations, movements and group; representatives and works.
3. J. Smrek.
4. E. B. Lukáč.
5. L. Novomesky.
6. Poetism: general characteristics, relevance and manifestations in Slovak interwar period.
7. Surrealism and its Slovak version (nadrealizmus) in Slovak poetry. R. Fabry's work.
8. - 9. Catholic Modern School. P. G. Hlbina, R. Dilong and J. Silan.
10. Other poets in the interwar period (V. Beniak, J. Kostra, P. Horov, A. Plávka...)
11. Characteristics of Slovak drama between 1900 and 1948: tendencies, movements, representatives, works. .
12. I. Stodola.
13. J. Barč-Ivan.
Note. The programme of seminars and reading assignments for each class, as well as themes of papers/presentation/essays will be announced during the first meeting of the class.
40 during semester/60 during exam session
Students will acquire knowledge about Slovak poetry and drama in the given period; will become familiar with works of the most significant writers of the period; will be able to analyse and interpret texts; will be able to perceive history of Slovak poetry and drama in the first half of the 20th century in comparative, artistic and cultural contexts.
OBERT, Viliam: State z didaktiky literatúry. Nitra: Univerzita Konštantína Filozofa, 1990.
VITÉZOVÁ, Eva: Súčasná literatúra a škola. Nitra: UKF, 2009. ISBN 978‑80‑8094‑662‑3.
LIGOŠ, Milan: Základy jazykového a literárneho vzdelávania I. – II. Ružomberok: FF KU, 2009. ISBN 978-80-8084-429-5 (I.), 978-80-8084-430-1 (II.)
Učebnice slovenskej literatúry pre základné a stredné školy.
Séria zborníkov K problematike vyučovania materinského jazyka a literatúry I. – IV. Ed. Miloslav Vojtech. Bratislava : Univerzita Komenského, 2006 – 2009. Dostupné na: http://www.sausba.sk/page.php?id=7
Časopis Slovenčinár. Dostupný na: http://www.sausba.sk/page.php?id=12.
The subject is evaluated by continuous evaluation. Prerequisite for the award is active participation in seminars (two absences are allowed), elaboration of a seminar paper and preparation of a model lesson on a selected topic. In all parts of the evaluation, the student must achieve at least 60 percent success.
Classification scale:
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak
Didactics of literature and its place in the system of pedagogical sciences and literary science (characteristics of didactics of literature as an interdisciplinary and applied scientific discipline, two levels of functioning of didactics of literature);
Teacher's ability to teach literature (literary-professional, general-pedagogical and literary-didactic);
Didactic structure of teaching literature (developing literary skills, acquiring literary knowledge, deepening literary culture, achieving broader educational goals) and an overview of basic teaching methods;
Forms of literary education within the subject Slovak language and literature at the second stage of primary schools;
Models of literature in secondary school practice (chronological syllabus, genre and genre-thematic syllabus, mixed models; characteristics of current models of literary curriculum in secondary school and its problems);
Characteristics of the current state educational program in literary education (concept of the valid state educational program, curriculum and educational standard, shortcomings of the state educational program, current situation in the field of basic pedagogical documents in relation to literary education, models of curricular transformation);
Characteristics of literature textbooks and literary reading books and their usability in school practice;
Interpretation of literary text in school practice and the issue of so-called compulsory reading;
Teaching aids in literature lessons and the use of ICT in literary education;
Evaluation and classification;
Solving methodological problems of specific teaching topics.
100/0
After completing the course, students will gain theoretical knowledge of professional didactics, which they should be able to creatively and effectively use to identify, analyze and solve professional and didactic situations in teaching literature, can transform the scientific system of literary focus to didactic application level, analyze and reflect union-didactic and psychological peculiarities of teaching literature in the teaching process. Can adapt the current state educational program to the specific conditions of school practice.
MiKULA, Valér. et al. Slovník slovenských spisovateľov. Bratislava: Kaligram a Ústav slovenskej literatúry SAV, 2005. ISBN 80-7149-801-7.
CHMEL, Rudolf. et al. Slovník diel slovenskej literatúry 20. storočia. Bratislava: Kalligram & Ústav slovenskej literatúry SAV, 2006. ISBN 80-7149-918-8.
MARČOK, Viliam. Dejiny slovenskej literatúry 3. Bratislava: Literárne informačné centrum, 2006. ISBN 80-89222-08-0.
BOKNÍKOVÁ, Andrea. et al. Portréty slovenských spisovateľov 3. Bratislava: Univerzita Komenského, 2003. ISBN 80-223-1779-9.
JENĆÍKOVÁ, Eva. et al. Čítame slovenskú literatúru. Bratislava: Ústav slovenskej literatúry SAV, 1997. ISBN 80-887-4610-8.
a) Continuously - during the teaching part: oral introduction to one of the selected seminar topics (max 10 p), seminar work submitted no later than the end of the teaching part of the semester - in-depth interpretation by the student of the selected problem (significant motif, etc.) related to any of the seminar topics (max 10 p), active participation in seminars, participation in the discussion with relevant inputs (max 10 ).
b) During the examination period: written test (max. 70 p). In the case of the overall evaluation of Fx from the first date of the exam, an oral exam (max. 70 points) follows in the corrective term.
A maximum of two excused absences are accepted. Violation of academic ethics results in the cancellation of points earned in the relevant item.
Fulfillment of each of the criteria of continuous assessment at more than 0 p is a condition for participation in the exam.
Exam dates will be published via AIS no later than the last week of the training section.
Classification scale:
100-92 A, 91-84 B, 83-76 C, 75-68 D, 67-60 E, 59 and less Fx
1. Periodization of Slovak literature from the end of the WW2 to the end of the 20th century: main milestones, characteristics of individual periods, period controversies, determining canons and authors.
2. Transitional period 1945-48. The end of the tendencies of the 1940s (surrealism, naturism, Catholic modernism) and the announcement of new trends (social realism).
3. Advent of socialist realism, its sources and doctrine: main themes and forms in poetry and prose, representatives (M. Lajčiak, F. Hečko, V. Mináč, etc.).
4. Neo-avant-garde in poetry from the end of the 1950s: return to the traditions of modernism and the avant-garde (M. Válek, M. Rúfus), Concretists; rehabilitation of the left avant-garde (L. Novomeský, superrealism); Prose Generation 56.
5. "Golden Sixties". Connection to world currents of thought and art (existentialism, new novel, absurd literature). Other forms of modern poetry (Lone Runners).
6. The onset of a significant prose generation (J. Johanides, V. Šikula, R. Sloboda, P. Hrúz, P. Vilikovský).
7. Normalization of literature in the 70s: an attempt to revitalize soc. realism (so-called engaged literature, or neoschematism); the changed publishing situation in the early 1970s; officially preferred genres and themes; stratification lit. life in the period of normalization (official literature, exile, dissident, gray zone).
8. Poetry in the period of normalization: Mihálek's school of poetry, so-called engaged literature (M. Válek), its topics and poetics; "non-consolidated", resp. only partially "consolidated" authors (preserving the heritage of the 1960s). Poetry of Š. Strážay and Š. Moravčík as the "reverse" of the normalization picture of the world.
9. Prose of 70.-80. years: inclination to historicism and its socio-cultural interpretation in the so-called novel sagas (V. Šikula, P. Jaroš, I. Habaj, L. Ballek); analytical prose of introspective (R. Sloboda), artistic (J. Johanides) and ironic type (P. Vilikovský, P. Hrúz); prose of model cold (D. Mitana), life paradox (J. Puškáš) and human favor (D. Dušek). Author in opposition: D. Tatarka.
10. Advent of a new generation of poetry and prose in the 80's (J. Urban, I. Kolenič, V. Klimáček, E. Groch). Changes in cultural and political coordinates in the period of the so-called redevelopment.
11. Unofficial and later also the official crowd of the new prose generation, which represents a fundamental departure from the neo-modernist line of Slovak literature of previous generations and presents the so-called prose of ironic perpetuation (P. Pišťanek, D. Taragel, I. Otčenáš). Academic irony of S. Rakús.
12. The vicissitudes of D. Tatarka's life and work as a synecdochal recapitulation of the transformations of society and literature of the individual decades of the second half of the 20th century.
continuous evaluation 30% / final evaluation 70%.
The student will gain the ability to understand and interpret a literary text in the literary-historical and literary-aesthetic contexts of the second half of the 20th century, will gain a reliable overview of the development of words. literature in this period, learns a wide range of works of authors and reads in depth the most important works of the period. He will also gain the framework of knowledge and skills needed to further his own relevant analysis of the research problems associated with this period.
DAROVEC, Peter. Súčasná slovenská literatúra v perspektíve literárnej kritiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-284-4. Dostupné na: http://fphil.uniba.sk/stimul
ŠRANK, Jaroslav. Individualizovaná literatúra. Slovenská poézia konca 20. a začiatku 21. storočia z perspektívy nastupujúcich autorov. Bratislava: Cathedra, 2013. ISBN 978-80-89495-12-2.
BARBORÍK, Vladimír. Vývin slovenskej prózy po roku 1989. Neuvedené, 2014. Dostupné na: https://www.academia.edu/11502524/Skript%C3%A1_pr%C3%B3za_po_r_1989
PASSIA Radoslav et al. Hľadanie súčasnosti. Bratislava: Literárne informačné centrum, 2014. ISBN 978-80-8119-085-8.
MIKULA, Valér, et al. Slovník slovenských spisovateľov. Bratislava: Kalligram a Ústav slovenskej literatúry SAV, 2005. ISBN 80-7149-801-7.
a) Continuously - during the teaching part: oral introduction to one of the selected seminar topics (max 10 p), seminar work submitted no later than the end of the teaching part of the semester - in-depth interpretation by the student of the selected problem (significant motif, etc.) related to any of the seminar topics (max 10 b), active participation in seminars, participation in the discussion with relevant inputs (max 10 p).
b) During the examination period: written test (max. 70 p). In the case of the overall evaluation of Fx from the first date of the exam, an oral exam (max. 70 points) follows in the corrective term.
A maximum of two excused absences are accepted. Fulfillment of each of the criteria of continuous assessment at more than 0 p is a condition for participation in the exam. Exam dates will be published via AIS no later than the last week of the training section. Violation of academic ethics results in the cancellation of points earned in the relevant item.
Classification scale: 100-92 A, 91-84 B, 83-76 C, 75-68 D, 67-60 E, 59 and less Fx
Slovak
Capacity is limited to 20 students in a seminar group
1. Ironic reassessment of the present and the past in the 1990s.
2. Peter Pišťanek: Mladý Dônč
3. Dušan Taragel: Tales for Disobedient Children and Their Caring Parents / Murder as a Social Event
4. Neomodernist and postmodernist characteristics of the work of Stanislav Rakús and Pavel Vilikovský.
5. Pavel Vilikovský: Magic parrot.
6. The return of neo-modernist tendencies, prose of the subject and authenticity after 1989 (Balla, Márius Kopcsay, Marek Vadas and others).
7. Marek Vadas: Healer.
8. Balla: In the Name of the Father.
9. Reminiscences of the historical novel in the period of normalization and its return in the new millennium (Ladislav Ballek and Pavol Rankov: Mothers).
10. Postmodernist tendencies in the prose of Igor Otčenáš (Christ's Shocks, If) and in the poetry of Peter Macsovszky and Michal Habaj.
11. Forms of contemporary literature written by women (Jana Juráňová: I lived with Hviezdoslav, Monika Kompaníková: The Fifth Ship, Ivana Dobrakovová: Mothers and Truckists).
12. Ironic subversion in the dramatic work of Milan Lasica and Július Satinský, Stanislav Štepka and Viliam Klimáček.
continuous evaluation 30% / final evaluation 70%.
Upon successful completion of this course, students will have an overview of current trends in art-oriented Slovak literature. They will get acquainted with the most appreciated (and therefore probably from the literary-critical point of view) texts of our current prose and poetry and thus gain the ability to critically distinguish the productive forms of Slovak literature. They will also gain the interpretive skills necessary for an in-depth understanding of this text as well as the contexts in which they occur.
BRTÁŇOVÁ, Erika: Na margo staršej literarúry. Bratislava: Kalligram, Ústav slovenskej literatúry SAV, 2012. ISBN 978-80-8101-678-3.
ŠMATLÁK, Stanislav: Dejiny slovenskej literatúry I. Bratislava: LIC 2007. ISBN 978-80-89222-28-5.
KÁKOŠOVÁ, Zuzana: Kapitoly zo slovenskej literatúry. 9. - 18. storočie. Bratislava: Univerzita
Komenského 2005. ISBN 80-223-2037-4.
KÁKOŠOVÁ, Zuzana: Príručka k dejinám staršej slovenskej literatúry. Trnava: UCM 2007. ISBN
978-80-89220-64-9.
KÁKOŠOVÁ, Zuzana: Latinská humanistická poézia 16. storočia v kontexte slovenskej literatúry. Bratislava: Vydavateľstvo UK, 2010. ISBN 978-80-223-2603-2.
The course is completed by continuous evaluation. Required: active participation in the seminar (50% of the evaluation), which consists of reading the required literature, its interpretation and active participation in the discussion at the seminar (responding to questions from literary history and literary theory); test or seminar work (50% of the evaluation). In all parts of the evaluation, students have to achieve at least 60 percent success. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Classification scale:
A: 100% - 94%
B: 93% - 86%
C: 85% - 78%
D: 77% - 70%
E: 69% - 60%
Fx: 59% - 0%
Absences: More than 2 absences: it is required to report the reason of absence (for example proof of sickness) to the study department FiFUK. Academic integrity violations will not be tolerated and will result in loosing the achieved points.
Slovak, Czech, prestandardized Slovak
Medieval literature (9th - 15th centuries):
1. legends (Old Slavonic and Latin)
2. chronicles
3. secular and religious poetry
Renaissance and humanistic literature:
4. epigrammatic work
5. civic-political compositions
6. historical and love poetry
7. spiritual poetry
Baroque literature:
8. spiritual poetry
9. love and bandit poetry
10. didactic-reflexive poetry
11. travel and memoir prose
12. drama in older Slovak literature
100/0
Students will expand, supplement and deepen their knowledge of older Slovak literature.
ŠTEVČEK, Ján. Dejiny slovenského románu. Bratislava: Tatran, 1989.
BÍLIK, René. Historický žáner v slovenskej próze. Bratislava: Kalligram, 2008. ISBN 978-80-8101-137-5.
KLÁTIK, Zlatko. Vývin slovenského cestopisu. Bratislava: Vydavateľstvo SAV, 1968.
BAKOŠ, Mikuláš. Vývin slovenského verša od školy Štúrovej. Bratislava: Vydavateľstvo SAV, 1966.
Literals in the edition "Knižnica slovenskej literatúry" published by Kalligram.
The course is completed by continuous evaluation. Required: active participation in the seminar (50% of the evaluation), which consists of reading the required literature, its interpretation and active participation in the discussion at the seminar (responding to questions from literary history and literary theory); test or seminar work (50% of the evaluation). In all parts of the evaluation, students have to achieve at least 60 percent success. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Classification scale:
A: 100% - 94%
B: 93% - 86%
C: 85% - 78%
D: 77% - 70%
E: 69% - 60%
Fx: 59% - 0%
Absences: More than 2 absences: it is required to report the reason of absence (for example proof of sickness) to the study department FiFUK. Academic integrity violations will not be tolerated and will result in loosing the achieved points.
1. Genre changes of Slovak literature at the end of the 18th century and in the 19th century;
2. Thematic transformations of Slovak literature at the end of the 18th century and in the 19th century;
3. The issue of verse and prosody in Slovak poetry of the 19th century;
4. Forms of poetry (ode, elegy);
5. Forms of poetry (idyll, epigram, psalm);
6. Transformations of verse epics and lyrical-epic genres;
7. Transformations of shorter prose genres (sketch, short story, novella);
8. Forms of the novel in Slovak literature at the end of the 18th and in the 19th century;
9. Memoirs and (auto) biographical genres;
10. Forms of travel prose;
11. Forms of journalism;
12. Forms of drama.
100/0
Students will broaden and deepen their knowledge of the literary-historical development of Slovak literature in the 19th century with emphasis on its genre structure and variety. The students acquire the ability to comprehensively interpret poetry and prose in the background of historical poetics.
BŽOCH, A.: Psychoanalýza na periférii. K dejinám psychoanalýzy na Slovensku. Bratislava: Kalligram, 2007. ISBN 978-80-7149-927-5.
MACURA, V. A JEDLIČKOVÁ, A. (eds.). Průvodce po světové literární teorii 20. století. Eds. V. Macura, A. Jedličková. Brno: Host, 2012. ISBN 978-80-7294-848-2.
MIKULÁŠ, R. a kol.: Podoby literárnej vedy. Teórie – metódy – smery. Bratislava: Veda, 2016. ISBN 978-80-224-1524-8. Viaceré heslá sú dostupné na: http://hyperlexikon.sav.sk/sk/index/.
MITOSEKOVÁ, Z.: Teorie literatury: historický přehled. Přeložila Marie Havránková. Brno: Host, 2010. ISBN 978-80-7294-332-6.
MATEJOV, F. – ZAJAC, P. (eds.): Od iniciatívy k tradícii. Štrukturalizmus v slovenskej literárnej vede od 30. rokov po súčasnosť. Brno: Host, 2005. ISBN 80-7294-149-6.
Final list of recommended literature will be presented at the beginning of the semester. Textbook with basis of the lectures will be available in MS Teams, the lectures will expand upon the textbook in a significant way.
This is a non-mandatory course evaluated during the semester. The course is evaluated on basis of written exam during the semester, which will test
a) knowledge of individual parts of subject matter presented on lectures (based on the textbook),
b) creative (commented) reading of selected paper/essay/book chapter – chosen from those with which the subject matter of lectures is concerned.
A specific part of each lecture is a discussion about a particular poem/prose, active participation in this is valuable.
Grading scale:
100 – 92: A
91 – 84: B
83 – 76: C
75 – 68: D
67 – 60: E
59 – 0: FX
The teacher accepts a maximum of two absences with a written proof of the cause of absence. The exam date will be announced at the beginning of the semester and can be later changed with respect to a student-teacher agreement.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak
The course helps in developing of reading and writing competencies. It is aimed at an overview of selected approaches to literature in theory of literature, psychoanalysis, philosophy, and esthetics, in international and domestic culture contexts. The course is executed as a set of interactive lectures. Topics are:
1. Positivism and its detailed study of author’s biography.
2. Formalism and its benefits in more complex interpretation of literary works.
3. „Antirealism“ in essays related to avantgarde art.
4. Psychoanalysis and its insight into functions of libido in the process of creating text..
5. Psychoanalytical insights into existential writing longing to find the meaning of life.
6. Phenomenology and its study of forces of nature (mainly fire and water) in imagination.
7. Structuralism, its “story” in Russian, French, Czech and Slovak context.
8. Structuralist analysis of poetry and prose.
9. Semiology and its suggestions on distancing from lies and power of language.
10. Relationship between terms semiotics and semiology.
11. Postmodern philosophy and esthetics, its insight in approach to art and life.
12. Cognitive sciences in study of poetry and prose.
13. Aspect of gender in history of literature and in its interpretation.
During selected parts of the lectures, Slovak and world poetry and prose will be interpreted and interactively discussed. Visual artworks will also be presented, since one of the goals of the course is to show how science connects to the power of art.
100/0
After successful participation in the course the student has an overview in different approaches to literature of 20th and 21st century and he/she is able to put them into the context of evolutionary steps of art. The student is able to grasp and comment on a scientific metatext (from domains of theory of literature, psychoanalysis, philosophy, esthetics), specific in its approach to literature. The student is capable of selecting aspects of the text in a way enabling him/her to use those in their own interpretation of a literary text or in their own reflection on art. The student is aware of the specifics of exact scientific methods as well as of more open approaches to literature. He/she has basic knowledge about developing his/her own competencies of reading and writing with aspects from various discussed metatexts.
Selection of scholarly literature according to the research topic;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• teaching a determined number of lessons
• 1-hour long classroom observation,
• active participation in the extracurricular activities of the teaching mentor,
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92 %); B (91-84 %); C (83-76 %); D (75-68 %); E (67-60 %), Fx (59-0 %). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100 %
After completing the course, the student will:
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their competencies in the pedagogic evaluation of the pupils,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske studium/zaverecne-prace/
Additional literature depends on the master’s thesis specialization.
Submission of the master's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s thesis is submitted in electronic form via AIS. The thesis must meet the parameters determined by the internal quality system of the Comenius University. The provisions of Article 14 of the Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts, Comenius University) apply to the master’s thesis evaluation.
The supervisor of the final thesis and its opponent will prepare assessments of the master's thesis and propose an evaluation in the A-FX grading scale, which the student has at his/her disposal min. 3 working days before the defence. Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis and the requirements for the content of the master’s thesis given by the internal quality system of the Comenius University. It is assessed whether the student has developed a chosen subject at the level of a scientific study, with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the field of study is also assessed, and the degree of demonstration of knowledge and understanding of the master's thesis is reflected.
2. Originality of the thesis (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master's thesis also includes protocols of originality from the CRZP and Theses, to the results of which the thesis supervisor and the opponent express their opinions in their assessments.
3. Correctness of citing the selected information sources, research results of other authors and author's collectives, correctness of description of methods and working procedures of other authors or author's collectives.
4. Compliance of the structure of the master's thesis with the prescribed composition defined by the internal quality system of the Comenius University.
5. Respecting the recommended range of the master's thesis (the recommended range of the master's thesis is usually 50 - 70 standard pages = 90,000 to 126,000 characters, including spaces), the adequacy of the range of the thesis is assessed by the thesis supervisor.
6. Linguistic and stylistic level of the thesis and formal layout.
The student orally presents the content, achieved goals and conclusions of the master's thesis and answers the questions and comments of the thesis supervisor, opponent, or members of the examination board. The commission will comprehensively evaluate the quality of the master's thesis, assess the method and form of the defence and the student's ability to adequately respond to comments and questions in the assessments of the thesis supervisor and of the opponent. The final evaluation will consider the evaluations from the supervisor's and opponent's assessment, the evaluation of the final thesis defence by the commission.
Scale of assessment (preliminary/final): 0/100
slovak
1. Presentation of the master's thesis to students with the commission for state exams, opponents of the master's thesis and others present.
2. Student’s response to the assessments – comments and questions.
3. Student’s response to the commission's questions or questions in the discussion.
Scale of assessment (preliminary/final): 0/100
The student has mastered the basic requirements of writing a professional text in compliance with the rules of academic ethics. He/she knows the methods used in his/her study field, is able to compose the selected subject of the master’s thesis on a scientific study level, with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. After a successful defence of the master's thesis, the student can project, implement, critically reflect on and justify his/her research goal. He/she understands the contexts of the problem to be solved, he/she can clarify his/her research outcomes, form his/her own opinions and suggest recommendations. He/she can argumentatively and promptly react to questions concerning the subject, its methodology and conclusions.
GAVORA, Peter.: Akí sú moji žiaci? Pedagogická diagnostika žiaka. Nitra: Enigma Publishing, 3. vyd. 2011. ISBN 978-80-89132-91-1
GAVORA, Peter. a kol. 2010. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4.
HRABAL, Vlastimil.: Diagnostika. Pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Karolinum, 2002. ISBN: 80-246-0319-5
KOLÁŘ, Zdeněk a Renata ŠIKULOVÁ: Hodnocení žáků. Praha: Grada Publishing, 2005; 2. vyd. 2009. ISBN 978-80-247-2834-6
KOMPOLT, Pavol a Bibiána TIMKOVÁ: Pedagogická diagnostika a akčný výskum. Bratislava: UK, 2010. ISBN 978-80-223-2787-9
Minimum success rate: 60 percent Continuous assessment (teaching part): - 20% active participation in the seminar - 40% presentation in class Final rating: - 40% final test Classification scale: A (100-92), B (91-84), C (83-76), D (75-68), E (67-60), FX (59% or less). Two absences are acceptable; seminar assignments must all be developed, presented and submitted. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the training section.
Slovak
1. Diagnostics and diagnosis. 2.Processive aspects of diagnostics. 3. Action research as a specific professional activity of a teacher. 4. Observation methods. 5. Interview. 6. Products of students' activities and their use. 7. Children's drawing and its diagnostic use. 8. Concept map. 9. Sociometry and social climate measurement. 10. Didactic tests. 11. Methods of student evaluation. 12. Methods of testing students. 13. Evaluation of conditions and results of school and teacher work.
60/40
After completing the course, the student has the knowledge and skills needed to conduct action research in the classroom, along with the use of the necessary diagnostic methods to determine the diagnosis of the student (s); can express a pedagogical measure and a presumption about the further development of the pupil (s).
GAVORA, Peter a kol. Elektronická učebnica metodológie pedagogického výskumu. (Online). Bratislava: Univerzita Komenského v Bratislave, 2010. Dostupné online. ISBN 978-80-223-2951-4.
GAVORA, Peter. Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Univerzita Komenského v Bratislave, 2007, 230 s., ISBN 978-80-223-2317-8.
CHRÁSKA, Miroslav. 2007. Metódy pedagogického výzkumu. Praha: Grada Publishing, 2007, 265s., ISBN 978-80-247-1369-4.
GULOVÁ, Lenka., ŠÍP, Radim. Výzkumné metódy v pedagogické praxi. Praha: Grada Publishing, 2013, 230s., ISBN 978-80-247-4368-4.
HENDL, Jan. Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál, 2008, 407s., ISBN 978-80-7367-485-4.
MAŇÁK, Josef a kol. Slovník pedagogické metodologie. Brno: Paido, 2005, 134s., ISBN 80-210-3802-0
STRAUSS, Anselm., CORBINOVÁ, Juliet. Základy kvalitativního výskumu. Postupy a techniky zakotvené teorie. Boskovice: Nakladatelství Albert, 1999, 196s., ISBN 80-85834-60-X.
ŠEĎOVÁ, Klára., ŠVAŘÍČEK, Roman. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2007, 377 s., ISBN 978-80-7367-313-0.
ŠVEC, Štefan a kol. Metodológia vied o výchove. Kvantitatívno-scientistické a kvalitatívno-humanitné prístupy. Bratislava: IRIS, 1998, 303s., ISBN 80-88778-73-5.
Pedagogické a spoločenskovedné vedecké časopisy.
The overall evaluation of the student will be given on the basis of the evaluation of their elaboration of the following tasks:
during the teaching part of the course (continuously):
- Elaboration of continuous tasks and assignments max. 30 b.
- Continuous test of knowledge and skills max. 30 b.
in the trial period (at the end):
- Final test of knowledge and skills max. 40 b.
TOTAL max. 100 points
Ongoing evaluation:
I. EQUIPMENT AND EXERCISES: Tasks and exercises will focus on the ability of students to apply the acquired theoretical knowledge in solving various tasks: finding a topic, research problem, formulation of research goals, research questions, which theories are most often confirmed in pedagogical research - refuted, deduction of theory towards determination of variables and formulation of hypotheses for quantitatively oriented research, research data collection procedures, used methods and tools of data collection, application of research data analysis procedures - scaling, observation sheets, open, axial coding, or thematic analysis on research data mediated by teachers .
For the elaboration of tasks and exercises the student will be able to obtain a total of max. 30 points.
II. INTERIM TEST:
The continuous test will contain test items focused on the curriculum of the first 3 topics / chapters of the compulsory textbook, for which you can collectively obtain max. 30 points. The midterm test will be completed by the student in person or remotely (according to the current epidemiological situation) via the MS Forms application during the semester after taking over 4 topics.
Final rating:
III. FINAL TEST:
The final test will contain test items focused on the subject matter of the next 4 topics + some items focused on the repetition of topics 1,2 and 3,4, for which you will be able to obtain a max. 40 points.
A minimum of 50% success rate is required to successfully complete the course.
CLASSIFICATION:
A - 91 - 100 (excellent - excellent results),
B - 90 - 81 (very good - above average standard),
C - 80 - 71 (good - normal reliable work),
D - 70 - 61 (satisfactory - acceptable results),
E - 60 - 51 (sufficient - the results meet the minimum criteria),
Fx - 50 - 0 (insufficient).
The teacher accepts max. 2 absences with proven documents.
The exact date of the mid-term evaluation will be announced at the beginning of the semester.
Exam dates will be published via AIS no later than the last week of the semester.
Weight of the mid-term / final evaluation: 70/30.
Slovak, English
1.Pedagogical research - definition of basic terms: cognition, science in human cognition, scientific theory, research, pedagogical research, theory, practice, method, methodology. Relation of pedagogical research to practice (R&D). Research - action research - evaluation.
2.Planning, organization and implementation of field pedagogical research: Stages of research work. Research plan and diary of a pedagogical researcher. Research information preparation. Ethics in research work.
3. Thinking about a research problem: The difference between a topic and a research problem. Thinking and judgment of a researcher. Selecting the essential and distinguishing partial phenomena from the general background. Preparation of a research project.
4. Qualitative and qualitative research design: Comparison of qualitative and quantitative research, their philosophical background, goals, focus and procedures in the collection and processing of research data.
5. Qualitative oriented pedagogical research: Selected currents (branches) of qualitative research: Ethnography, Phenomenological analysis, Narrative and Dramaturgical approach, Conversational analysis. Qualitative research procedures. Terrain access. Research methods used in qualitative research. Quality standards of qualitative research.
6. Quantitative oriented pedagogical research and its main phases: Determining the research problem. Variables and hypotheses and their place in pedagogical research. Hypothesis testing in scientific research. Measurement and quantification in pedagogical research.
7. Determination of the selection of research data collection methods: research method, research tool, validity, reliability and correlation coefficient of the research tool. Selection, study and preparation, or creation of tools for collecting research data.
8. Methods of research data collection: Observation, questionnaire, assessment scales, interviews, tests of knowledge and skills, sociometry, semantic differential and pedagogical experiment
9. Processing of obtained research data: Preparation for analysis, Analysis and interpretation of obtained research data (verbal or numerical). Discussion of research conclusions. Making recommendations for practice.
= 70/30.
Upon successful completion of the course, students know the basic methodological concepts, stages and principles of quantitative and qualitative pedagogical research. They have the skills needed to study and analyze scientific studies in pedagogy and understand the research of others. They are able to design their own educational research, research or action research of the teacher and implement an independent research effort. They have the ability to choose appropriate and meaningful research topics, deftly develop a research project, collect and empirically correct analysis of research data. They can then interpret, defend and publish research data meaningfully and creatively.
ANZENBACHER, Arno: Introduction to Philosophy. Prague: SPN, 1991. ISBN: 80-04-26038-1.
BREZINKA, Wolfgang: Filozofické základy výchovy. Prague: Zvon, 1996. ISBN: 80-7113-169-5.
CORETH, Emerich: What is a human being? Fundamentals of philosophical anthropology. Prague: Zvon, 1994. ISBN: 80-7113-098-2.
POPKIN, Richard. H., STROLL, Avrum: Philosophy for Everyone. Prague: Ivo Zelezny, 2000. ISBN: 80-240-0257-4.
PELCOVÁ, Naděžda: Philosophical and pedagogical anthropology. Prague: Karolinum, 2000. ISBN: 80-246-0076-5.
Complementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library literature are available at MS Teams.
During the teaching period of the semester: participation, activity, elaboration of assignments or final test. The test or assignments will be from the material covered during the semester. The student can get a maximum of 50 points, the minimum for successful course completion is 30 points.
Grade percentage: A: 100-92%, B: 91-84%; C: 83-76%, D: 75-68%, E: 67-60% FX: 0-59%
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation items. The teacher accepts max. 2 absences with proven documents.
Slovak, Czech (receptive acquaintance)
1. The concept and structure of philosophy
2. Philosophical and pedagogical anthropology
3. Philosophical anthropology and axiology
4. Philosophy of education I.
5. Philosophy of education II.
6. Philosophy of culture and values
7. Ethical issues and perspectives of education
0/ 100% during the trial period
Upon successful completion of the course, students will know:
A: in the field of knowledge:
· What is philosophy, its basic structure, goals and role
· What issues do philosophy of education and philosophical anthropology solve, what are their goals and role?
· What is the importance of philosophy for solving problems in theory and practice of education
B: in the field of skills:
· Orientation in basic philosophical problems, disciplines and concepts
· Ask questions and formulatiions of answers regarding philosophical questions of education
· To think independently about philosophical issues of education
ARON, Y.L.2006 An Overview of Alternative Education. Washington: National Center ofEducation nad the Economy- Dostupné na: http://www.ncce.org/wp-content/uploads/2010/04/Overview/AltEd.pdf
http://learningalterantives.net/wp-cntent/uploads/legacy/alted.pdf
CHUBB, J. E. : Good Schools by Choice. A new strategy for educational reform. Frankfurt am Main, 1993
MATULČÍKOVÁ, Mária. Reformno-pedagogické a alternatívne školy a ich prínos pre reformu školy. Bratislava: Musica Liturgica, 2007. ISBN 978-80-969-784-0-3
RÝDL, Karel. Alternativní pedagogické hnutí v současné společnosti. Brno, 1994. ISBN 80-900035-8-3.
ZELINA, Miron. . Alternatívne školstvo. Bratislava: Iris, 2000. ISBN 8088778980.
WALLRABENSTEIN, W.: 1991. Offene Schule - offener Unterricht. Hamburg.
* additional literature will be added at the beginning or during the semester.
During the semester, the following will be evaluated:
a) active participation, preparation and discussion in seminars (50 points)
b) final colloquial exam. (50 points)
Classification scale:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
Weight of the intermediate / final evaluation: 100/0
slovak
1. Definition and concept of alternative schools. Basic (classic and newly created) models of alternative schools. Causes of alternative schools, common pedagogical features.
2. Reform pedagogy, New Education Movement, Reform pedagogical currents of the 20th century.
3. Pragmatic pedagogy. J. Dewey, W. Killpatrick, G. Kerschensteiner
4. Pedagogical concepts of francophone representatives: O. Decroly, E. Clapred, A. Ferrier, C. Frienet.
5. Rural schools - C. Reddie, H. Lietz, P. Geheeb, K. Hanh
6. Dalton plan.
7. Pedagogical concept of M. Montessori.
8. Waldorf pedagogy
9. Summerhill A.S. No.
10. Alternative schools of the 60's and 70's of the 20th century, movement for anti-authoritarian education, movement for school retraining.
11. dialogical pedagogy and their influence on the emergence of models of alternative schools: School School, First Street School, Native American schools.
12. The contribution of alternative schools to the dissemination of innovation in teaching practice and the contribution to education reform.
100/0
Upon successful completion of the course, the student has basic knowledge and orientation in the theory and practice of alternative schools in Europe and Slovakia. Can explain the social circumstances of the emergence of reform pedagogy and alternative schools. He has the knowledge and is able to critically evaluate their contribution to the reform of education and innovation of teacher work. He has the ability to identify the strengths and weaknesses of individual alternative schools, to compare them with others.
ČAPEK, Robert, NAVAROVÁ, Sylvie, ŽENATOVÁ, Zdenka. Žák v krizové situaci. Praha: Raabe, 2017. ISBN 9788074962943
GUBRICOVÁ, Janette, MARTINCOVÁ, Romana, LIBERČANOVÁ, Kristína, ŠUHAJDOVÁ, Ivana (ed.). Peer príručka (nielen) pre sociálnych pedagógov. Trnava: Trnavská Univerzita, 2022. ISBN 978-80-568-0530-5978-80-5.
HELUS, Zdeněk. Sociální psychologie pro pedagogy. Praha: Grada, 2015. ISBN 978-80-247-9816-5.
HRONCOVÁ, Jolana, NIKLOVÁ, Miriam, HANESOVÁ, Dana, DULOVICS, Mário. Sociálna pedagogika na Slovensku a v zahraničí – teoretická reflexia a prax. Banská Bystrica: UMB BB, 2020. ISBN 978-80-557-1717-3.
LIBERČANOVÁ, Kristína: Metódy sociálnej pedagogiky. Trnava : Pedagogická fakulta, 2018. ISBN 978-80-568-0175-8.
KRAUS, Blahoslav. Základy sociální pedagogiky. Praha: Portál, 2014. ISBN 9788026206439
a) Interim evaluation: individual preparation for each topic, active participation in discussions on each topic, active participation in field activities, completion of assignments (70% of the total evaluation)
(b) final assessment: colloquium - the student must demonstrate mastery of the subject matter (prescribed topics) and (at least) the compulsory literature, as well as the ability to apply the acquired knowledge to school practice; sophisticated and coherent language expression, critical and creative thinking are expected (30% of the total mark).
Admission to the examination is conditional on achieving a minimum of 10 points in the continuous assessment. Violation of academic ethics will result in the cancellation of the points obtained in the relevant assessment item.
Grading Scale:
0-59-FX, 60-67-E, 68-75-D, 76-83-C, 84-91-B, 92-100-A.
A maximum of 2 absences will be accepted. The course is field-based (selected areas of social pathology).
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Examination dates will be announced via AIS no later than the last week of the teaching period.
slovak and czech
The capacity of the course is limited to 15 students. Students will be familiarized with additional literature during the course.
1. Pedagogy of the environment
2. Poverty and the family in need
3. Unemployment
4. Homelessness
5. Violence: domestic violence
6. Bullying, mobbing and stalking, cyberbullying
7. CAN Syndrome
8. Addictions
9. Crime - Penitentiary and post-penitentiary care
10. Volunteering - a pathway to humanity and self-fulfilment
11. Streetwork and low-threshold assistance
12. Field activity
13. The role and importance of the social pedagogue in the Slovak school (independent preparation and discussion)
70/30
Students are able to:
- analyze the different areas of interest of social pedagogy and its tools for dealing with challenging life situations of individuals and groups, especially children and adolescents, and the impact of these situations on their behavior and functioning in school,
- identify and diagnose individual socio-pathological phenomena in the behaviour of pupils/students in school,
- to apply practically the methods of social pedagogue's work in the school environment, taking into account specific difficult life situations of children and adolescents at school.
BUTLER, Judith. Trampoty s rodom: feminizmus a podrývanie identity. Bratislava: Aspekt, 2014. ISBN 978-80-8151-028-1.
DONČEVOVÁ, Silvia. Rodová politika : možnosti implementácie vo verejnej správe . Trnava : Univerzita sv. Cyrila a Metoda v Trnave, 2013.ISBN 978-80-8105-487-7.
DVOŘÁKOVÁ KANĚČKOVÁ, Eva.Výchova dívek v Čechách a na Moravě, 2021.ISBN 978-80-271-1292-0
HANYŠ, Milan. Gender, soukromí a intersubjektivita: o poddanství žen J. S. MILLA. In FILOZOFIA, vol. 73 - 9, s. 755 – 766, 2018.
JARKOVSKÁ, Lucie. Gender před tabulí. Praha: Slon, 2014. ISBN 9788074191190.
WAGNEROVÁ, Alena. Žena za socialismu. Praha: Karolinum, 2021. ISBN 978-80-246-5005-0.
(a) Interim evaluation: individual preparation for each topic (study of recommended literature and existing research on the topics), analysis of thematic documents and films, active participation in discussions on each topic (60 % of the total evaluation)
(b) final assessment: colloquium - students must demonstrate mastery of the subject matter (prescribed topics) and (at least) the required literature, as well as the ability to apply the knowledge acquired to school and professional practice; sophisticated and coherent linguistic expression, critical and creative thinking are expected (40 % of the total mark).
Admission to the examination is conditional on achieving a minimum of 10 points in the intermediate assessment. Violation of academic ethics will result in the cancellation of the points obtained in the relevant assessment item.
Grading scale:
0-59-FX, 60-67-E, 68-75-D, 76-83-C, 84-91-B, 92-100-A.
A maximum of 2 absences will be accepted. The course has a theoretical and practical character.
The exact date and topic of the mid-term evaluation will be announced at the beginning of the semester. Examination dates will be published via AIS no later than the last week of the teaching part.
slovak and czech
1. Introduction. Objectives and content of the course, systematization of information and previous knowledge of students.
2. Gender in social discourse. Sex and gender, gender studies. Critique of misogyny, androcentrism and dichotomy. Gender neutrality. Gender and power, power relations. Patriarchy and democratic citizenship.
3. The relationship between public and private spheres from a gender perspective. Public and private. Gender identities and life choices. Emancipation and 'dualism' in the public and private spheres. The changing boundaries of private and public.
4. The power of gender stereotypes. The structure and content of gender stereotypes. The construction and reproduction of gender stereotypes. Consequences of gender stereotypes, sexism. Examples of good practice: elimination of gender stereotypes.
5. Gender, family and upbringing. Gender, women and motherhood. Concepts of motherhood. Maternal instinct as myth. Gender, men and fatherhood. The participation of men and fathers in the promotion of gender equality policies. Transformations of fatherhood - active fatherhood.
6. Gender and school. Gender-sensitive pedagogy and gender-specific socialisation of children and young people in the school environment. Gender stereotypes in teaching, communication and learning materials. Feminisation of education and the attractiveness of the teaching profession. The role of men in the educational process at school.
7. Gender dimension of socialization in the social context. Socialization as a process of becoming a man and a woman. Roles of gender socialization in society, theories of gender identification. Gender socialisation in practice: family, school, peer groups, work, media and society.
8. Gender and social pathology. Gender-based violence in the family, peer relationships, school and work environments. Gender-based violence at the societal level.
9. Gender and social pathology. Other gender-based social pathologies (prostitution, pornography, etc.).
10. Tolerance of difference, human rights and LGBTI. Gender and sexual identity, sexual orientation.
11. Final colloquium.
60/40
Students can:
- grasp the basic paradigm of gender studies and its overlap with other social science disciplines (pedagogy, psychology, sociology, social pathology),
- understand the basic structure, terminology and subject of interest of gender studies,
- analyse gender aspects in different areas of education and socialisation, identify and analyse current problems and trends in gender-sensitive education and gender-specific socialisation,
- take a critical-analytical stance towards gender-determined social problems,
- apply knowledge of gender aspects of education and socialisation in different social settings - family, school, school-type institutions, community and regional settings,
- critically reflect on gendered socio-pedagogical phenomena in socio-educational practice on the basis of available scientific theories.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education
program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica:
Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
· teaching a determined number of lessons
· 1-hour long classroom observation,
· active participation in the extracurricular activities of the teaching mentor,
· student evaluation by the teaching mentor,
· evaluation of the teacher notes submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not
following the set deadlines and the supervisor’s instructions may be punished by lowering the grad
or not receiving the credits for teacher training.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak, the language of the relevant language approbation
Familiarising students with the teacher training requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities. Producing classroom observation records from the teaching mentor’s classes Producing class analyses. Production of written preparations for lessons. Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
· develop their professional competencies necessary for their independent planning,
projecting, management, and organisation of the educational process in the relevant subject
based on the valid curricular documents while adapting the educational program to specific
groups of pupils,
· develop their competencies in the pedagogic evaluation of the pupils,
· develop their competencies to apply the knowledge from educational psychology and
subject didactics in the educational process,
· develop their abilities to evaluate diverse teaching situations and processes, to respond
flexibly to them, and to deal properly with them,
· gain practical experience in identification of psychological and social factors of the pupil’s
learning,
· deepen their knowledge about the differences in children’s development that result from
their health and social disadvantages or talent, so that they can effectively cooperate with
the special educators, psychologists, and other professionals during the inclusive educational
process, and follow their professional recommendations and findings,
· deepen their knowledge in the laws of general application pertaining to teacher’s job,
pedagogical and other documenting, conceptual, and strategic documents of the school
· develop their abilities to assess the suitability of the educational materials,
· develop their communication and presentation skills, abilities to cooperate with their
colleagues, parents, community, etc.,
· gain the competencies related to creating a pedagogical portfolio,
· develop their abilities to self-evaluate and to further improve their professional
development,
· develop their abilities to express and accept effective criticism and praise.
Muchová, Ľudmila, 2000, Cíle a cesty k hlubšímu lidství. Petrinum. 248 s. ISBN: 978-80-87900-05-5
Muchová, Ľudmila, 1994, Úvod do náboženské pedagogiky; Olomouc: Matice cyrilométodejská, 245 s.
Muchová, Ľudmila, 2005, Vyslovit nevyslovitelné, Brno: CDK, 248 s. ISBN: 80-7325-075-6
Benka, Jozef, 2013, Didaktika náboženstva. (skriptum – rukopis), Bratislava: Evanjelická bohoslovecká fakulta, 26 s.
Pasch, Marvin et al. 2005, Od vzdelávacího programu k vyučovací hodině. Jak pracovat s kurikulem. Praha: Portál, s. 460, ISBN: 8073670542
Grethlein, Christian, 2005, Fachdidaktik Religion: Evangelischer Religionsunterricht in Studium und Praxis, Geottinngen: Vandenhoeck&Ruprecht, 348 s., ISBN 3-525-03609-4
Schmalfuss, R. Pertsch, R., 1987, Methoden im Religionsunterricht; Ideen, Anregungen, Modelle; München, 238 s. ISBN: 3532620626
BÁNDY, Juraj, GREŠO, Ján, KIŠS, Igor, redaktori, 1999. Biblia. Písmo Sväté Starej a Novej zmluvy. Liptovský Mikuláš: Tranoscius. 882 s. ISBN 80-7140-182-X.
GÁBRIŠ, Karol, 1995. Teológia Novej zmluvy. Ježišova teológia. Univerzita Komenského v Bratislave. 158 s. ISBN 80-223-0695-9.
GOPPELT, Leonhard, 1977. Theologie des Neuen Testaments. Erster teil: Jesu Wirken in seiner theologischen Bedeutung. Herausgegeben von Jürgen Roloff. Berlin: Evangelische Verlagsanstalt. 312 s.
GOPPELT, Leonhard, 1981. Theology of the New Testament. Volume 1: The Ministry of Jesus in Its Theological Significance. Translated by John E. Alsup. Edited by Jürgen Roloff. Grand Rapids, MI: Eerdmans. 292 s. ISBN 0-8028-2384-X.
HÜBNER, Hans, 1990. Biblische Theologie des Neuen Testaments. Band 1: Prolegomena. Göttingen: Vandenhoeck and Ruprecht. 307 s. ISBN 3-525-53586-4.
KITTEL, Gerhard, FRIEDRICH, Gerhard, eds., 1964–1976. Theological Dictionary of the New Testament. Translated by G. W. Bromiley. 10 vols. Grand Rapids, MI: Eerdmans.
SCHNELLE, Udo, 2009. Theology of the New Testament. Translated by M. Eugene Boring. Grand Rapids, MI: Baker Academic. 910 s. ISBN 978-0-8010-3604-0.
THEISSEN, Gerd, 2011. Die Entstehung des Neuen Testaments als literaturgeschichtliches Problem. 2. aktualisierte Auflage. Schriften der Philosophisch-historischen Klasse der Heidelberger Akademie der Wissenschaften, Band 40. Heidelberg: Universitätsverlag Winter. 371 s. ISBN 978-3-8253-5323-0.
Študijný materiál pripravený prednášajúcim vo forme prezentácií, ktorý predstavuje výber z aktuálnej zahraničnej literatúry k predmetu.
Ďalšie relevantné pomôcky, komentáre a literatúra dostupná v knižnici EBF UK, vrátane externých informačných zdrojov UK, podľa vlastného výberu.
Selection of literature according to the chosen topic of the thesis;
The current directive of the Rector of Comenius University on the basic requirements of theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007.
Active participation, ongoing reporting on work on the thesis. A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Choice of thesis topic.
Review of literature on the topic.
Basic material research and the procedure of its processing.
Methods of processing and producing the thesis (citation standards, manuscript editing, note-taking apparatus).
Presentation of a partial output (e.g. in the form of one chapter of the thesis).
100/0
Definition of the thesis topic, overview of the current state of problem solving, choice of the theoretical-methodological concept of the thesis and the ability to work selectively and correctly with secondary literature.
According to the topic of the master thesis.
Examination: state examination
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
1. The contribution of the final work for the given field of study depending on its nature and degree of study. The evaluation of the diploma thesis takes into account whether the student adequately processes the selected topic at the level of scientific study with a representative selection of professional literature, whether the chosen scientific procedures are appropriate and appropriate, and whether he adequately works with hypotheses that can be verified. The diploma thesis should be a clear contribution in the relevant field of study;
2. Originality of the thesis (the final thesis must not have the character of a plagiarism, must not infringe the copyrights of other authors), part of the documentation for the defense of the final thesis as a subject of state examination is the protocol of originality from the central register.
3. Correctness and correctness of citation of used information sources, research results of other authors and author groups, correctness of description of methods and working procedures of other authors or author groups;
4. Compliance of the structure of the final work with the prescribed composition defined by Internal Regulation no. 12/2013;
5. Respecting the recommended scope of the final thesis (the recommended scope of the diploma thesis is usually 50 - 70 standard pages - 90,000 to 126,000 characters, including spaces), the adequacy of the scope of the thesis is assessed by its supervisor;
6. Linguistic and stylistic level of work and formal arrangement;
7. The method and form of the defense of the final thesis and the student's ability to adequately respond to comments and questions in the opinions of the supervisor and the opponent.
8. In the teaching of art-educational subjects, the final work and its defense may also include the presentation of artistic outputs and performances.
0/100
The student is able to work on the chosen topic at the level of scientific study with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. The diploma thesis is a contribution in the relevant field of study.