Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 23 hours of continuous home preparation for the class, self-study; 18 hours of seminar work; 12 hours of preparation of a paper. Total 75 hours of student work

Teaching methods:

explanation, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):

KOLEČÁNI LENČOVÁ et al. 2012. Grammatik-Karussell: German language practice book. Bratislava: Príroda, 2012. 104 p. ISBN 978-80-07-01932-4

STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2, Chapter 3 (Die sprachlichen Mittel)

Recommended reading:

BOHN, R. 2000. Probleme der Wortschatzarbeit. Berlin: Langenscheidt, 2000. 189 p. ISBN 3-

468-49652-4

FUNK, H./KOENIG, M. 1994. Grammatik lehren und lernen. Tübingen. 2010. 237 p. ISBN 3- 7639-1842-6

KOLEČANI LENČOVÁ, I. 2020. Linguistic landscape and reading comprehension in foreign

languages teaching. In. Roč. 10, č. 1 (2020), 160-164. ISSN (print) 1804-7890 NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8

SELIMI, N. 2010. Wortschatzarbeit konkret: Eine didaktische Ideenbörse für alle Schulstufen. Baltmannsweiler, 2010. 190 p. ISBN 978-3-8340-0663-9

Course completion requirements:

during the semester, the student prepares and presents a report, prepares a seminar paper. Active participation in the seminar is required in solving problem problems, as well as independent and creative work. Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.

Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.

Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.

Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.

german, slovak

1. The role of linguistic resources (lexis, grammar, pronunciation, spelling) in foreign language teaching depending on the specific teaching objectives.

2. Methods of their mediation and practice.

3. Task typology and testing options in face-to-face and online environments.

4. Linguistic resources in the context of the lesson in relation to its phases and objectives.

5. Application suggestions to German language teaching.

Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).

Learning outcomes

/Objectives and learning outcomes:

Objectives of education: to acquire professional knowledge and orientation in the field of basic linguistic planes - phonetic, lexical, morphosyntactic and orthographic in the teaching of German as a foreign language.

Learning outcomes: the graduate of the course is able to integrate the acquired knowledge into logical contexts and connect it with previous knowledge. He/she masters the didactic principles and techniques of mediation, practice, consolidation and testing in the field of linguistic resources in the full-time and distance form of teaching. The student is able to formulate recommendations, design his/her own methodological procedures and critically evaluate them. Is able to provide innovative and creative solutions, is open to new knowledge and experience.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):

STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2 ch. 4, pp. 117-154 and ch. 6, pp. 213-260

Recommended reading:

KOLEČANI LENČOVÁ, I. 2012. Visual media in foreign language teaching: selected chapters with practical examples from German. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2012. 138 s. ISBN 978-80-557-0428-9

KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2

- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978--88-5753-350-6

KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9

NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8

ROCHE, J. 2005. Fremdsprachenerwerb und Fremdsprachendidaktik. Tübingen: 2005. 282 p. ISBN 13: 978-3825226916

german, slovak

Course outcomes of subject (content):

1. Developing the communicative skill of listening comprehension: the process of listening comprehension as an interaction between the spoken language and the listener, conditions, phases, typology of exercises.

2. Developing communicative speaking skills: components of communicative situation as a psychological basis for the formation of the structural-compositional character of the linguistic expression, conditions, phases, typology of exercises.

3. Developing the communicative skill of reading comprehension: communicative activity of reading comprehension in the conception of the process of interaction between the written text and the reader, conditions, stages, typology of exercises.

4. Developing the skill of written expression: content composition of written expression as a linguistic-intellectual activity, conditions, phases, typology of exercises.

Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Learning objectives: to acquire knowledge, skills and competences in language skills - reading comprehension, listening comprehension, speaking and writing.

Learning outcomes: the graduate of the course will acquire the methodological competence of the strategic procedure for the implementation of teaching units with targeting the independent reception and production of spoken and written text, as well as the promotion and development of listening and reading comprehension. These can also be transferred to the online environment. Develops presentation and argumentation skills, the ability to formulate, justify and defend own opinions and attitudes, as well as autonomy and effective self-study strategies. He/she can design, implement and evaluate solutions to professional tasks in a responsible, innovative and creative way.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for the final assessment (written and oral exam). Total 100 hours of student work.

Teaching methods:

explanation, work with a specialist text, discussion of the topic, motivating conversation about the features, occurrence and function of phrases, search and identification of phrases in texts and their analysis, guided independent study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation):

ĎURČO, P./Vajičková, M./Tomášková, S. 2019. Kollokationen im Sprachsystem und

Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 12-50. ISBN 978-3-

943906-45-5

VAJIČKOVÁ, M. 2009. Handbuch der deutschen Phraseologie unter fremdsprachendidaktischen Aspekten. 3rd revised edition. Bratislava: Comenius University, 2009. 197 s. ISBN 978-80-223-2611-7

Recommended reading:

BURGER, H. 2010. Phraseology. Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt Verlag. 2010. 240 p. ISBN 978-3-5030-9812-5

FLEISCHER, W. 1997. Phraseologie der deutschen Gegenwartssprache. Tübingen: Max Niemeyer, 1997. 299 p. ISBN 978-3-4847-3032-8

MLACEK, J. 2001. Shapes and faces of phrase in Slovak. Bratislava: Stimul - Centre for Informatics and Education, Faculty of Arts, Charles University, 2001. 170 p. ISBN 978-80- 88982-40-5

Mastery of theoretical content, conceptual instrumentation and proof of concepts with examples of phrases, active cooperation is required. Assessment points: interim assessment in the form of a discussion: 50 points, final written and oral examination: 50 points (50/50).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the development of phraseological theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of the development of phraseological theories on the basis of the conceptual instrumentation acquired, ability to link new knowledge with prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the development of phraseological theories based on acquired conceptual instrumentation, ability to relate new knowledge to prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.

Satisfactory: phraseological theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize phrases in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.

Inadequate: insufficient knowledge of the development of phraseological theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret phrasemes in the system as well as in the text.

german, slovak

Course outcomes of subject (content):

Introduction. Lexicology and phraseology. Basic unit - phrase. Features of a phrase: anomalousness, constancy, idiomaticity, reproducibility, lexicalization, imagery, polysemy. Phrasemes as a part of vocabulary. Phrasemes in the system. Phrasemes as a heterogeneous system. Stylistic values and stylistic colouring of phrasemes. Expressiveness of phrases.

Phrasemes in texts. Phraseological variability. Variants of phrasemes. Okazonal changes of phrases. Modifications and updates. On some subgroups of German phraseology: phraseological pairs, phraseological similes. Winged words. One-word phrasemes. Adverbs and phrasemes. Phrasemes in terms of linguistic comparison. Phrasemes in foreign language teaching and foreign language didactics.

Mastery of theoretical content, conceptual instrumentation and proof of concepts with examples of phrases, active cooperation is required. Assessment points: interim assessment in the form of a discussion: 50 points, final written and oral examination: 50 points (50/50).

Objectives and learning outcomes:

Educational objectives: to highlight the importance of phraseology in the formulation of comprehensible utterances, the subject is intended to contribute to the development of communication skills by pointing out the importance of knowing the stylistic values of phrases in stylistically appropriate communication.

Learning outcomes: the graduate of the course will gain knowledge of German phraseology in the broader context of the language system, gain knowledge of the function of phrases in communication and their stylistic value in the text. In addition to theoretical knowledge, the student will also acquire the ability to determine their stylistic and text-forming function in interpretation as well as in text production.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 22 hours of continuous home preparation for class, self-study; 31 hours of preparation for the final assessment (oral examination). A total of 75 hours of student work.

Teaching methods:

explanations, work with professional texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation):

BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

LEIß, I./STADLER, H. 2004. Deutsche Literaturgeschichte, Bd. 8: Wege in die Moderne 1890- 1918. Munich: dtv, 2004. 442 p. ISBN 3423033487

LEIß, I./STADLER, H. 2003. Deutsche Literaturgeschichte, Bd. 9: Weimarer Republik. Munich: dtv, 2003. 416 p. ISBN-13: 9783423033497

MIKULÁŠOVÁ, A./Mikuláš, R. 2006. Zu einigen Analogien in den Tiergeschichten von Felix Salten und Martin Hranko - eine Vergleichsanalyse. In: Felix Salten - der unbekannte Bekannte. Wien: Praesens, 2006, 145-155. ISBN 3-7069-0368-7

MIKULÁŠOVÁ, A. 2010. Metatextuelle Reflexion der Werke Erich Kästners und Karl Mays in der Slowakei. In: Kindheit zwischen West und Ost: Kinderliteratur zwischen Kaltem Krieg und neuem Europa. Bern: Peter Lang, 2010, 139-150. ISBN 978-3-0343-0560-0

MIKULÁŠ, R. 2004. On the category of the "hero" in the work of E. Canetti. In: The Hero in Central European and Balkan Literatures of the 19th and 20th Centuries. Bratislava: VEDA, 2004, 82-99. ISBN 80-224-0821-2

RIEGEL, P./RINSUM, W. VAN. 2000. Deutsche Literaturgeschichte. Band 10: Drittes Reich und Exil 1933-1945. Munich: dtv, 2000. 304 p. ISBN-10: 342303333509

Course completion requirements:

mastery of theoretical contents, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

The rating:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable work),

D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, the ability to link new knowledge and skills with knowledge and skills acquired in the past, fluent speech, structured statements, sovereign handling of the conceptual means, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the literature of the period ability to interpret them on the basis of the acquired means, fluent speech with several shortcomings, limited ability to formulate evaluative critical attitudes.

Satisfactory: content mastery with several weaknesses, basic mastery and understanding of issues and interpretive procedures, weak scientific argumentation and formulation of evaluative critical stances.

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.

Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literature.

german, slovak

Course outcomes of subject (content):

F. Nietzsche, A. Schopenhauer, S. Freud/Crisis of Consciousness, Language, Society. Impressionism, Symbolism. R. Musil, H. Broch, J. R. Roth, H. Hesse, Th. Mann, A. Döblin; Pluralism of styles (F. Wedekind, H. Hesse, R Walser). Literary revolution in expressionism, expressionism in poetry (G Heym, G Trakl), in drama (E Toller, G Kaiser) and in prose (G Benn). Franz Kafka and Prague German literature (F. Werfel and others). The end of the bourgeois epoch and the literature of the Weimar Republic (T. Mann, H. Mann). Epic theatre,

B. Brecht, literary cabaret. Drama in the interwar period (Ö. v. Horváth and others). The big city and its representation in the novel, the historical novel, social criticism, literature against the war (A. Döblin, A. Seghers, E. M. Remarque, A. Zweig - Part 1). Continuation (L. Feuchtwanger - Part 2). German literature in emigration after 1933. The texts are updated at the beginning of the academic year.

mastery of theoretical contents, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to learn about the specifics of the literary process from the turn of the century to 1945.

Learning outcomes: the graduate of the course knows the main literary works, which can be interpreted in the context of the time. On the basis of concrete experience with the texts read, he/she has learned to think about literature, to use terms denoting aspects of literary texts, as well as the concepts of literary metadiscourse. He/she can work with specialist literature and formulate his/her own argumentative positions. Is capable of self-reflection and open to further learning.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for the final assessment (oral examination). Total 100 hours of student work.

Teaching methods:

explanations, work with professional text, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation):

BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

BRAUN, M. 2010. Die deutsche Gegenwartsliteratur: Eine Einführung. Böhlau: UTB, 2010. 247 p. ISBN-10:3825233529

FORSTER, H./RIEGEL, P. 1995. Deutsche Literaturgeschichte. Bd.11. Die Nachkriegszeit 1945-1968. Munich: dtv 1995. ISBN 3-423-03351-7

FORSTER, H./RIEGEL, P. 1999. Deutsche Literaturgeschichte. Gegenwart 1968-1990. Bd. 12. 2. Aufl. Munich: dtv, 1999. 376 p. ISBN 3-423-03352-5

MIKULÁŠ, R. 2016. Auf der Spur einer Wahrnehmungsästhetik im Rahmen der Kognitiven Literaturwissenschaft: Gestaltung von Wahrnehmung bei Peter Handke. In: Schlüsselkonzepte und Anwendungen der Kognitiven Literaturwissenschaft. Münster: Mentis, 2016, 185-209.

ISBN 978-3-89785-461-1

MIKULÁŠOVÁ, A./Mikuláš, R. 2018. Wirklichkeitskonstruktion durch Metaphern bei Ingeborg Bachmann = The construction of reality through metaphor in Ingeborg Bachmann's work. In: World Literature Studies. Vol. 10, č. 3 (2018), 47-67. ISSN (online) 1337-9690 SCHNELL, R. 2016. Geschichte der deutschsprachigen Literatur seit 1945. Stuttgart: Metzlersche Verlagsbuchhandlung, 2016. 614 p. ISBN-10:3476019004

Course completion requirements:

mastery of theoretical contents, reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentarium and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the literature of the period in the context of the social context and the ability to interpret it on the basis of the acquired instrumentarium, the ability to link new knowledge and skills with knowledge and skills acquired in the past, fluent speech, structured statements, sovereign handling of the conceptual instrumentarium, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired instrumentation, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the literature of the period ability to interpret them on the basis of the acquired instrumentation, fluent speech with several shortcomings, limited ability to formulate evaluative critical attitudes.

Satisfactory: content mastery with several weaknesses, basic mastery and understanding of issues and interpretive procedures, weak scientific argumentation and formulation of evaluative critical stances.

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.

Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, no reading of works of fiction.

german

Course outcomes of subject (content):

The lecture will consist of the following modules: literature of the German Democratic Republic, literature of the GDR, literature in unified Germany. Post-war literature, political situation and literary situation, W. Borchert, H. Böll. Group 47, short stories after 1945 (H. Böll, W. Borchert, G. Wohmann), lyric poetry between 1950 and 1970 (G. Benn, W. Lehmann,

G. Eich, H.M. Enzensberger, E. Fried), drama after 1945 (R. Hochhuth, P. Weiss, et al.), novels of the 1950s (H. Böll, G. Grass, W. Koeppen), literature of the new subjectivity (M. Walser, B. Strauß, Ch. Wolf, G. Wohmann, etc.), literature of the GDR (building literature, socialist realism, literature of arrival (Ankunftsliteratur 1961-1971), criticism of socialism 1971-1989). The texts of the fiction minimum are updated at the beginning of the academic year.

mastery of theoretical contents, reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentarium and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to show the vicissitudes of literary processes in Germany after 1945. Learning outcomes: the graduate of the course acquires knowledge of cultural-historical contexts, recognises the key literary works of the period and is able to interpret them, has acquired conceptual instrumentarium. Against the background of concrete examples, the student will learn to reflect on the central formal, thematic and motivational shifts in literary genres. The student is able to adapt and transfer the knowledge acquired into practice.

Type of activities, scope (number of hours) and methods of educational activities

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.

Teaching methods:

explanation, work with a professional text, discussion of the topic, motivational conversation about the stylistic appropriateness of expressive devices from different linguistic planes in different communicative situations, stylistic analysis of texts, presentation of a report, critical comments on the reports of classmates - critical discussion of the expressive devices used.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper):

FIX, U./POETHE, H./YOS, G. 2003. Textlinguistik und Stilistik für Einsteiger. Ein Lehr- und Arbeitsbuch: Frankfurt am Main: Peter Lang, 2003. 236 p. ISBN 978-3-6315-1829-8

Recommended reading:

EROMS, H., W. 2008. Stil und Stilistik. Berlin: Erich Schmidt Verlag, 2008. 255 p. ISBN 978- 3-5030-9823-1

FLEISCHER, W./MICHEL, G./STARKE, G. 1996. Stilistik der deutschen Gegenwartssprache. Frankfurt am Main: 1996. 394 p. ISBN 978-3-4841-0680-8

RIESEL, E./SCHENDELS, E. 1975. Deutsche Stilistik. Moskau: Verlag Hochschule Moskau, 1975. 315 p. ISBN 978-3-7815-1368-8

SANDIG, B. 2006. Textstilistik des Deutschen. Berlin: Walter de Gruyter, 2006. 584 p. ISBN 978-3-1101-8870-7

VAJIČKOVÁ, M. 2009. Stilistische Prinzipien der Textgestaltung von wissenschaftlichen

Texten. In: Ausgewählte Aspekte der Fachtexte. Banská Bystrica,

2009. 7- 40. ISBN 978-80-8083-834-8

VAJIČKOVÁ, M. 2007. Theoretische Grundlagen stilistischer Textanalyse. Bratislava: Comenius University in Bratislava, 2007. 168 p. ISBN 978-8-0892-2094-6

VAJIČKOVÁ, M. 2015. Theoretische Grundlagen stilistischer Textanalyse. 2. rozšír. 2nd ed.

Nümbrecht: Kirsch-Verlag, 2015. 203 p. ISBN 978-3-943906-18-9

VAJIČKOVÁ, M. 2019. Textlinguistische Aspekte der Kollokationen. In. Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019. 133-162. ISBN 978-3-943906-45-5

VAJIČKOVÁ, M. 2017. Letter as a textual genre. In. Roč. 27, č. 2 (2017), 59-70. ISSN 1339-

2026

VAJIČKOVÁ, M. 2021.

Competence in foreign language teaching: the case of German as a foreign language. In: Philology. Vol. 31, no. 1 (2021), 207-17. ISSN (print) 1339-2026

VAJIČKOVÁ, M. 2021. Von der Kollokationenkompetenz zur Textkompetenz. Die Rolle der Kollokationen bei der Kohäsion und Kohärenz eines Textes. In: Philologia. Vol. 31, č. 1 (2021), 179-188. ISSN (print) 1339-2026

Course completion requirements:

active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0). The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign use of conceptual instrumentation, excellent ability to think analytically and formulate critical evaluative attitudes.

Very good: solid knowledge of the development of stylistic theories and the ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the development of stylistic theories based on acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.

Satisfactory: stylistic theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize styles in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.

Insufficient: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text.

Course outcomes of subject (content):

The subject and tasks of stylistics. Micro- and macro stylistics. Style (functional style and types of style, individual style). Stylistic colouring and its categories. Text and text typology. Phonetic and graphemic stylistic devices. Lexical stylistic devices. Thematic groups and thematic series. Synonymy. Stylistic differentiation of vocabulary, lexical neologisms, archaisms and historicisms. Territorial doublets and dialectisms. Argotisms, vulgarisms and social jargonisms, foreign words. Stylistic classification of phraseological phrases. Expressive possibilities of phraseologisms, ocasional phraseological compounds. Means of figurative expression. Simile and its types, metaphor, metonymy, periphrasis, epithet and their types.

Word games. Functional styles. Branch stylistics. Rhetorical figures.

active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to point out the importance of correct and appropriate stylisation of a text in accordance with its function, purpose, the environment in which the text is produced and the intended addressee.

Learning outcomes: the graduate of the course will master stylistic principles and stylistic means of text production in practical terms. On the basis of work with selected texts, the student will acquire the ability to assess the stylistic value of expressive devices from individual linguistic planes, as well as the ability to use stylistically appropriate expressive

devices in the production of selected text types and genres.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.

Teaching methods:

analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

BRAUN, M. 2010. Die deutsche Gegenwartsliteratur: Eine Einführung. Böhlau: UTB, 2010. 247 p. ISBN-10:3825233529

FORSTER, H./RIEGEL, P. 1999. Deutsche Literaturgeschichte. Gegenwart 1968-1990. Bd. 12. 2. Aufl. Munich: dtv, 1999. 376 p. ISBN 3-423-03352-5

FORSTER, H./RIEGEL, P. 1995. Deutsche Literaturgeschichte. Bd.11. Die Nachkriegszeit 1945- 1968. Munich: dtv, 1995. 380 p. ISBN 3-423-03351-7

SCHNELL, R. 2019. Geschichte der deutschsprachigen Literatur seit 1945. Stuttgart: Metzlersche Verlagsbuchhandlung, 2019. 614 p. ISBN-10:3476019004

Course completion requirements:

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions, preparation/presentation of a paper: 40 points, seminar paper: 60 points (100/0).

The rating:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable work),

D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.

german

Course outcomes of subject (content):

The subject of the thesis will be texts from the environment of Group 47, authors of internal emigration, the so-called "holorub" period, social-critical novels of the 1950s, avant-garde writing of the 1960s, concrete poetry, experimental literature, the works of the Dortmund Group 61, documentary theatre, lyricism of the so-called "Dortmund Group 61", the so-called "Dortmund Group 61". Texts of building enthusiasm are read, the so-called Bitterfeld Way, prose and drama of the 50s and 60s, the generational change of the 60s, women's literature, etc. are discussed. The texts are updated at the beginning of the academic year.

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions, preparation/presentation of a paper: 40 points, seminar paper: 60 points (100/0).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to discuss the central formal, thematic and motivic shifts in literature from 1945 to the present day, using concrete examples.

Learning outcomes: by contact with texts of various kinds, the graduate of the course constructs his/her own multidimensional picture of literary processes in an authentic way. The graduate of the course develops communication, presentation and argumentation skills, formulates his/her own critical opinions, has the ability to self-reflect, as well as the ability to provide feedback, is open to new knowledge and further learning.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily full-time). Student workload:

11 x 2 hours of direct teaching = 22 hours; 15 hours of seminar paper preparation; 8 hours of thesis preparation; 30 hours of preparation for the final evaluation (seminar paper presentation, oral examination). Total 75 hours of student work.

Teaching methods:

explanation, work with professional text, brainstorming, discussion on the topic, authentic presentation and critical reflection of papers, problem solving, application of theoretical knowledge to practice, guided self-study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):

KOLEČANI LENČOVÁ, I. 2008. Literary artefact in foreign language teaching. Banská

Bystrica : Matej Bel University, Faculty of Humanities, 2008. 198 s. ISBN 978-80 8083-572-9

KOLEČÁNI LENČOVÁ, I./KOVÁČOVÁ, M./TOMÁŠKOVÁ, S. 2018. Neue Wege im DaF-

Unterricht : Bildende Kunst - Spielfilm - digitale Medien. Nümbrecht: Kirsch-Verlag, 2018. 177 p. 13 AH. ISBN 978-3-943906-46-2

KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2

- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978-88-5753-350-6

Recommended reading:

BISCHOF et al. 2011. Landeskunde und Literaturdidaktik. Berlin: Langenscheidt, 2011. 183 p. ISBN 978-3-468-49677-6

BOLTON, S. et al. 2003. Testen und Prüfen in der Grundstufe: Einstufungstests und Sprachstandsprüfungen. Berlin: Langenscheidt, 2003. 200 p. ISBN 3-468-49673-7 HALLET, W./KÖNIGS, FRANK G. 2010. Handbuch Fremdsprachendidaktik. Kallmeyer: Klett, 2010. 399 p. ISBN 978-3-7800-1053-7. Kap. IV (pp. 120-150, Literatur- und

Kulturdidaktik)

KOLEČANI LENČOVÁ, I./DAŇOVÁ, M. 2010. Holistic pedagogy in foreign language teaching: with practical examples from German language teaching. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2010. 124 p. ISBN 978-80-557-0054-0

KOLEČANI LENČOVÁ, I. 2006. Selected aspects of image use in foreign language teaching. Banská Bystrica: Matej Bel University, 2006. 143 s. ISBN 80-8083-308-7

KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9

Course completion requirements:

Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.

Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.

Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.

Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.

german, slovak

Course outcomes of subject (content):

1. Issues of testing and examination: issues of language standard, control and evaluation, types of examination and testing, objectives, criteria and typology of test tasks; models of testing the level of language proficiency, receptive and productive communicative skills.

2. Landscape knowledge and competences as an integral part of communicative competence. Didactic concepts, sociocultural knowledge and intercultural competence as part of foreign language teaching.

3. The position of literary texts in contemporary German language teaching and didactic implications: literary texts as a means of developing intercultural competence and social empathy.

4. Characteristics of the online environment; existing platforms and tools, their functionalities; digital learning resources and tools, interactivity.

5. Criteria for the analysis of textbooks and teaching materials, analysis of German language textbooks, evaluation and comparison of the quality and quantity of language material.

6. Autonomous learning and teaching: new approaches in foreign language teaching, paradigm shift, open classrooms, the role of teacher and learner.

Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Aims of education: to gain knowledge of the latest theoretical foundations of post- communicative didactics of foreign languages in connection with the development of relevant reference disciplines and interdisciplines that have an impact on the construction and innovation of didactics of foreign languages.

Learning outcomes: the graduate of the course will gain a more comprehensive view of the construction and innovation of foreign language didactics, forming a subjective theory of language learning and teaching. He/she will be able to correlate the acquired professional knowledge, to design and implement innovative and original methodological procedures and to evaluate them. Develops multimedia literacy and the skills to adequately apply online tools in the classroom. Is independent, creative and responsible in dealing with unpredictable

learning situations with a high degree of teaching ethics and empathy.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar/internship, combined form (primarily full-time).

Student workload:

5 x 2 hours of direct teaching = 10 hours; 16 hours internship, 10 hours preparation for internship, 14 hours preparation for seminar paper. Total 50 hours of student work.

Teaching methods:

explanations, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, guided self-study

Compulsory/Recommended readings:

Required reading:

KOLEČÁNI LENČOVÁ, I./DOVIČÁK, M. 2021. From text to project. Bratislava: PedF UK.

2021. 70 p. ISBN 978-80-223-5278-9

KOLEČÁNI LENČOVÁ, I. 2021. Language seminar. The construction of a lesson. Internship methodology. Bratislava: PedF UK, 2021. 33 p. 1,5 AH. ISBN 978-80-223-5263-5 Recommended reading:

BIMMEL, P./KAST B./NEUNER, G. 2011. Deutschunterricht planen. München: Langenscheidt Verlag, 2011. 208 p. ISBN 978-3-468-49638-7

KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Wissenschaft, Band 3. Hohengehren: Schneiderverlag, 2011. 303 p. ISBN 978-3-8340-0892-3

KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Praxis. Band 2.

Hohengehren: Schneiderverlag, 2011. 253 p. ISBN 978-3-8340-0893-0

KÜPPERS, A./SCHMIDT, T./MAIK, W. 2011. Inszenierungen im Fremdsprachenunterricht. Grundlagen, Formen, Perspektiven. Braunschweig: Klinkhardt. 231 p. ISBN 978-3-7815- 1788-2

NEUNER, Gerhard/HUNFELD, Hans. 2011. Methoden des fremdsprachlichen

Deutschunterrichts. München: Langenscheidt Verlag, 2011. 184 p. ISBN 312-606-513-9

active participation in seminars and preparation of a seminar paper, preparation of an internship and its reflection in written form is required. Points: active participation in seminars: 10 points, seminar paper + presentation: 45 points, internship + reflection: 45 (100/0).

The rating is awarded on a scale:

A (100 - 91%, excellent - outstanding results),

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable operation),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.

Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.

Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.

Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretative

german, slovak

Course outcomes of subject (content):

1. Study and comparison of literature on planning, course, analysis and evaluation of the lesson.

2. Interactive approach, experiential learning and open forms of teaching in conveying the curriculum with an emphasis on the holistic development of the learner.

3. Comparison of traditional methods and innovative practices, design of a model teaching unit, its application in practice and evaluation of its effectiveness.

4. Based on the study of the literature, creating a proposal for a teaching unit (seminar paper) and elaboration of the practical experience in the reflection from the hospitality placement. Emphasis is placed on innovative teaching methods and aids.

100/0

Learning outcomes

/Objectives and learning outcomes:

Learning objectives: to acquire theoretical knowledge, methodological and didactic principles and criteria of lesson planning and lesson design.

Learning outcomes: the graduate of the course can apply the acquired knowledge and skills in the educational conditions of the school. The student will be able to design thematically focused lessons in order to incorporate all linguistic competences into the lesson using innovative methods and new technologies. Acquire the skills required to deal with unpredictable situations during lessons, be responsible and independent, able to present their

own attitudes and opinions adequately and professionally, and reflect critically on them.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.

Teaching methods:

analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the report/seminar paper): MIKULÁŠOVÁ, A. 2000. Einblicke in die neuere österreichische Kinder- und Jugendliteratur. Bratislava: Monitor Promotion, 2000. 176 p. ISBN 80-968927-8-9

Recommended reading:

RUSTERHOLZ, P./SOLBACH, A. 2007. Schweizer Literaturgeschichte. Stuttgart/Weimar: Metzlersche J. B. Verlagsbuchhandlung, 2007. 529 p. ISBN-10:3476017362

SEIBERT, E. 2005. Kindheitsmuster in der österreichischen Gegenwartsliteratur. Frankfurt a i.: Peter Lang, 2005. 499 p. ISNB 3-631-53497-3

Course completion requirements:

Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses is required. Points: 25 points, preparation/presentation of papers: 25 points, seminar work: 50 points (100/0).

The rating:

A (100 - 91%, excellent - outstanding results),

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.

german

Course outcomes of subject (content):

Austrian literature for children and youth from the 18th century to the First World War. Children's and youth literature in the First Republic and literature in exile. Proletarian literature. Exile literature. Literature for children and young adults after the Second World War up to the present day and its representatives. Swiss literature for children and young adults after the Second World War up to the present day and its representatives. Key texts are

updated at the beginning of the academic year.

Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses is required. Points: 25 points, preparation/presentation of papers: 25 points, seminar work: 50 points (100/0).

The rating:

Learning outcomes

/Objectives and learning outcomes:

Learning objectives: to get to know well-known and lesser-known texts for children and young people by authors who lived or worked in Austria and Switzerland. The selection consists of texts from the 18th and 19th centuries as well as, and especially, 20th century and contemporary literary texts.

Learning outcomes: the graduate of the course will become familiar with the issues of the reception of literature, the prerequisites and forms of aesthetic impact of literature intended for a children's audience, or literature thematizing childhood from a timeless perspective (Kindheitsliteratur). He/She will gain an orientation on how to proceed in the selection of texts in the teaching of German as a foreign language in school practice. They will learn to correlate familiar and new content, to evaluate critically and to argue logically. The student will be able to adapt the acquired knowledge and transfer it into practice. Develop communication and interpretation skills.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.

Teaching methods:

explanations, work with professional text as well as with other text genres in which phrases occur, discussion of the topic under discussion, motivational conversation about the use and stylistic appropriateness of phrases in different communicative situations, morphological, syntactic and semantic analysis of phrases, presentation of a paper, critical comments on classmates' papers - critical discussion of phraseological theories, the features of phrases and

their use in communication.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): ĎURČO, P./Vajičková, M./Tomášková, S. 2019. Kollokationen im Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 133-190. ISBN 978-3-

943906-45-5

VAJIČKOVÁ, M./KRAMER, U. 2009. Lehr- und Übungsbuch der deutschen Phraseologie. Bratislava: Comenius University, 2009. 102 p. ISBN 978-80-223-2596-7

Recommended reading:

BURGER, H. 2010. Phraseology. Eine Einführung am Beispiel des Deutschen. Berlin: Erich

Schmidt Verlag. 2010. 240 p. ISBN 978-3-5030-9812-5

FLEISCHER, W. 1997. Phraseologie der deutschen Gegenwartssprache. Tübingen: Max

Niemeyer, 1997. 299 p. ISBN 978-3-4847-3032-8

MLACEK, J. 2001. Shapes and faces of phrase in Slovak. Bratislava: Stimul - Centre for Informatics and Education, Faculty of Arts, 2001. 170 p. ISBN 978-80-88982-40-5 VAJIČKOVÁ, M. 2009. Handbuch der deutschen Phraseologie unter fremdsprachendidaktischen Aspekten. 3rd revised edition. Bratislava: Comenius University, 2009. 197 s. ISBN 978-80-223-2611-7

Course completion requirements:

active participation in the seminar is required, continuous assessment based on active cooperation in seminars, on the basis of the paper presented and the seminar work handed in, mastery of conceptual instrumentarium as well as specific phrases is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).

The rating is awarded on a scale:

A (100 - 91%, excellent - outstanding results),

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable operation),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the development of phraseological theories and excellent ability to link new knowledge with previous linguistic, especially morphological, syntactic and lexical, knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes, practical mastery of a large part of the phraseological richness.

Very good: solid knowledge of the development of phraseological theories and the ability to link new knowledge with previous morphological, syntactic and lexical knowledge and skills, fluent speech with minor deficiencies, very good ability to think analytically and formulate critical evaluative attitudes, practical mastery of a relatively large part of the phraseological wealth.

Good: average knowledge of the development of phraseological theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with previous morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with several deficiencies, limited ability to formulate evaluative critical attitudes, practical mastery of an average part of the phraseological richness..

Satisfactory: phraseological theories are mastered with several deficiencies, basic mastery and understanding of the subject and ability to recognize phrases in the system and in the text, weak scientific argumentation and formulation of evaluative critical attitudes, relatively small part of the phraseological richness is practically mastered..

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific argumentation and formulation of evaluative critical attitudes, very little of the phraseological richness practically mastered..

Inadequate: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text, insufficient mastery of the basic part of phraseological richness.

german, slovak

Course outcomes of subject (content):

Introduction. Lexicology and phraseology. Basic unit - phrase. Features of a phrase: anomalousness, constancy, idiomaticity, reproducibility, lexicalization, imagery, polysemy. Phrasemes as a part of vocabulary. Phrasemes in the system. Phrasemes as a heterogeneous system. Stylistic values and stylistic colouring of phrasemes. Expressiveness of phrases.

Phrasemes in texts. Phraseological variability. Variants of phrasemes. Okazonal changes of phrases. Modifications and updates. On some subgroups of German phraseology: phraseological pairs, phraseological similes. Winged words. One-word phrasemes. Adverbs and phrasemes. Phrasemes in terms of linguistic comparison. Phrasemes in foreign language teaching and foreign language didactics.

active participation in the seminar is required, continuous assessment based on active cooperation in seminars, on the basis of the paper presented and the seminar work handed in, mastery of conceptual instrumentarium as well as specific phrases is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).

Learning outcomes:

/Objectives and learning outcomes:

Educational objectives: to acquire basic phraseological theories, the course is intended to contribute to the development of communication skills by pointing out the importance of knowing the stylistic values of phrases in stylistically appropriate communication.

Learning outcomes: the graduate of the course will master the concept of phrase with its semantic, structural and stylistic features and will acquire the skills to recognize, understand and use phrases in a text. On the basis of practice, the student will acquire a basic fund of phraseological units and implement them in the communicative process.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.

Teaching methods:

analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

LEIß, I./STADLER, H. 2004. Deutsche Literaturgeschichte, Bd. 8: Wege in die Moderne 1890- 1918. Munich: dtv, 2004. 442 p. ISBN 3423033487

LEIß, I./STADLER, H. 2003. Deutsche Literaturgeschichte, Bd. 9: Weimarer Republik.

Munich: dtv, 2003. 416 p. ISBN-13: 9783423033497

MIKULÁŠOVÁ, A./Mikuláš, R. 2006. Zu einigen Analogien in den Tiergeschichten von Felix Salten und Martin Hranko - eine Vergleichsanalyse. In: Felix Salten - der unbekannte Bekannte. Wien: Praesens, 2006, 145-155. ISBN 3-7069-0368-7

MIKULÁŠOVÁ, A. 2010. Metatextuelle Reflexion der Werke Erich Kästners und Karl Mays in der Slowakei. In: Kindheit zwischen West und Ost: Kinderliteratur zwischen Kaltem Krieg und neuem Europa. Bern: Peter Lang, 2010, 139-150. ISBN 978-3-0343-0560-0

MIKULÁŠ, R. 2004. On the category of the "hero" in the work of E. Canetti. In: The Hero in Central European and Balkan Literatures of the 19th and 20th Centuries. Bratislava: VEDA, 2004, 82-99. ISBN 80-224-0821-2

RIEGEL, P./RINSUM, W. VAN. Deutsche Literaturgeschichte. Band 10: Drittes Reich und

Exil 1933-1945. Munich: dtv, 2000. 304 p. ISBN-10: 342303333509

Course completion requirements:

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

The rating:

A (100 - 91%, excellent - outstanding results),

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

W Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.

german, slovak

Course outcomes of subject (content):

H. v. Hofmannsthal: Brief. A. Schnitzler. Reigen. Leutnant Gustl. R.M. Rilke: Malte. Anti- realist prose; J. Roth, R. Musil, H. Broch - to document in works the decay of values, the relationship to tradition and a new form in narrative - essayism. Pluralism of styles. F. Wedekind: Frühlingserwachen, H. Hesse: Siddharta. Literary expressionism in the works of the authors. Heym, G. Heym, G. G. Heym, G. Heym, G. Trakl, G. Heym. G. Trakl, G. Kaiser, G. Benn, A. Döblin. F. Kafka and his work. The peculiarities of the style of T. Mann and H. Man. B. Brecht/the role of the parable in his epic theatre. The big city in Döblin's work, man - mass. The idea of transformation in the literature of modernism. The analysis of time in the novel - T. Mann. Fiction minimum texts are updated at the beginning of the academic year.

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

Learning outcomes:

/Objectives and learning outcomes:

Learning objectives: to discuss the central formal, thematic shifts in the literature of the first half of the 20th century on the basis of selected key texts.

Learning outcomes: the graduate of the course will acquire an effective repertoire of strategies for dealing with texts of the first half of the 20th century on the basis of empirical experience with the text and the need to interpret it at different levels. Considering the literary-historical period covered, the analyses will be primarily psychologically and sociologically motivated. Graduates of the course will be able to analyse texts in a broader context, develop communication and interpretation skills, be capable of self-reflection and be able to apply the acquired knowledge in practice.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily on-site).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student wor in total. .

Teaching methods:

analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): SCHMIDT-DENGLER, W. 1995. Bruchlinien. Vorlesungen zur österreichischen Literatur 1945-1990. Salzburg/Wien: Residenz Verlag, 1995. 560 p. ISBN 3-70170957-2 Recommended reading:

MIKULÁŠ, R. 2014. Pät' podôb rakúského historického novánu = Five modalities of the

Austrian historical novel. In World Literature Studies. Vol. 6 (23), č. 2 (2014), 141-153. ISSN

(online) 1337-969

MIKULÁŠ, R. 2020. Oswald Wieners interdiskursive produktionspraxis: anmerkungen zu die verbesserung von mitteleuropa. In: Slowakische Zeitschrift für Germanistik. Roč. 12, č. 1 (2020), 45-58. ISSN (print) 1338-0796

MIKULÁŠOVÁ, A./Mikuláš, R. 2018. Wirklichkeitskonstruktion durch Metaphern bei Ingeborg Bachmann = The construction of reality through metaphor in Ingeborg Bachmann's work. In World Literature Studies. Vol. 10, č. 3 (2018), 47-67. ISSN (online) 1337-9690 MIKULÁŠOVÁ, A./Mikuláš, R. 2020. Zur metaphorisch-diskursiven Wirklichkeit in Josef Haslingers novel Opernball = On metaphorical-discursive reality in Josef Haslinger s novel Opernball. In World Literature Studies. Vol. 12, č. 2 (2020), 26-39. ISSN (online) 1337-9690 RUSTERHOLZ, P./SOLBACH, A. 2007. Schweizer Literaturgeschichte. Stuttgart/Weimar: Metzlersche J. B. Verlagsbuchhandlung, 2007. 529 p. ISBN-10:3476017362

SEIBERT, E. 2005. Kindheitsmuster in der österreichischen Gegenwartsliteratur. Frankfurt a i.: Peter Lang, 2005. 499 p. ISBN 3-631-53497-3

Course completion requirements:

reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentation and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

The rating is awarded on a scale:

A (100 - 91%, excellent - outstanding results),

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable operation),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.

german

Course outcomes of subject (content):

Definitions of Austrian and Swiss literature, respectively. Literary life from 1945 to the present in the context of cultural and historical peripeteia. Institutional background.

Publishing houses, magazines, literary groups. Dynamics of literary life. Current literary research. Post-war period, mannerist literature, avant-garde, new subjectivism, language- critical literature, prose of the late 1960s, critical narrative lyric, lyric as a medium of aesthetic or social reflection, experimental literature, texts of recent Austrian drama, social- critical drama, avant-garde drama, prose as an experiment in consciousness, social-critical prose, etc. Texts on the reading list are updated at the beginning of the academic year.

reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentation and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

Learning outcomes:

/Objectives and learning outcomes:

Aims of education: to get acquainted with the question of the specificity of Austrian or Swiss literature, the problem of the definition of these literatures as a subject of literary research. Learning outcomes: the graduate of the course knows the main texts of Austrian and Swiss literature and can analyse them. The student will learn about the aesthetic, historical, geographical specificities and traditions of Austrian and Swiss literature. They will develop presentation and argumentation skills, think critically and adapt the knowledge acquired to practice.

Required reading:

BREZINKA, V (1996) Filozofické základy výchovy. Praha: Zvon, 174 s. ISBN 80-7113-169-5

KASPER, T.- KASPEROVÁ, D. Dejiny pedagogiky. Praha : GRADA, 224 s. ISBN 978-80-247-2429-4

KOSOVÁ, B. (2013) Filozofické a globálne súvislosti edukácie. Banská Bystrica: UMB, 165 s. ISBN 978-80-557-0434-0

KUDLÁČOVÁ, B. (2003) Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9

RAJSKÝ, A. (2021) Filozofia výchovy. Vybrané state. Trnava : Trnavská univerzita a VEDA vydavateľstvo SAV, 265 s. ISBN 978-80-568-0407-0

Recommended reading:

BREZINKA, W. (2001) Východiská k poznání výchovy. Brno: Nakladatelství L.Marek, 310 s.

ISBN- 80-86263-23-1

GÁLIKOVÁ- TOLNAIOVÁ, S. (2007) Problém výchovy na prahu 21. storočia v súčasnej filozofii výchovy. Bratislava : IRIS, 231 s. ISBN 978-80-89256-04-4

KUDLÁČOVÁ, B. 2010. Európske pedagogické myslenie od antiky po modernu. Trnava: Trnavská univerzita/ VEDA, 2010, 317 s. ISBN 978-80-8082-336-8A

KUDLÁČOVÁ, B.; RAJSKÝ, A. 2012. Európske pedagogické myslenie od moderny k postmoderne po súčasnosť. Trnava: Trnavská univerzita/ VEDA. 293 s. ISBN 978-80-8082-574-4

PALOUŠ, R. (1991) K filosofii výchovy. Praha: SNP, 115 s.

ISBN 80-04-25390-3

PELCOVÁ, N. (2000) Filozofická a pedagogická antropologie. Praha : Karolinum, 196 s. ISBN 80-246-0076-5

SKARUPSKÁ, H. (2016) Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN

978-80- 86798-70-7

ŠARNÍKOVÁ, G. (2011) Z dejín filozofie výchovy. Starovek. Ružomberok : KU- VERBUM, 75 s. ISBN 978-80-8084-685-5

ŠARNÍKOVÁ, G. (2012) Z dejín filozofie výchovy. Od scholastiky po osvietenstvo. Ružomberok : KU- VERBUM, 132 s. ISBN 978-80-8084- 868-2

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of interim and final assessment is 50/50.

Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 50). The seminar paper is a condition for the award of the overall grade. As part of the final assessment of the course, students will take an oral examination (maximum possible points - 50).

For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

FX (59-0%, insufficient - completing the course still requires a significant amount of effort and work on the part of the student).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

: slovak and czech

Brief outline of the course:

Thematic focus of lectures:

1. Introduction to the philosophy of education

- Basic terminological issues (characteristics of philosophy and pedagogy as a science)

- relationship between philosophy and education

- philosophy of education as a philosophical discipline

- historical outline of the constitution of philosophy of education

- importance of philosophy for education and pedagogy

- man and education in the history of European philosophical thought

2. Ancient philosophy and its reflection in education

- characteristics of the period and philosophy

- the most important representatives of ancient philosophy (Sophists, Socrates, Democritus, Plato, Aristotle, and others)

- the philosophical foundations of education in the works of philosophers

3. Educational ideals in the Patristic and Scholastic periods

- characteristics of the period and philosophy

- the most important representatives of Patristic (Aurelius Augustinus, ...) and Scholastic (Thomas Aquinas, Roger Bacon, ...)

- the reflection of philosophy in the views on education

4. Educational ideals in humanism and the Renaissance

- characteristics of the period and philosophy

- the most important representatives (Thomas Morus, J.L. Vivés, F. Rabelais...)

- reflection of philosophical Renaissance thinking in education

5. Modern philosophy and its reflection in education

- characteristics of the period and philosophy

- the most important philosophical trends: empiricism and rationalism, their representatives and influence on education (Francis Bacon, Francois Rabelais ...)- Enlightenment philosophy and pedagogy and its philosophical foundations

6. Philosophical foundations of the pedagogical system of J. A. Comenius

- characteristics of the period and philosophy

- philosophical foundations of the pedagogical system of J. A. Comenius - characteristics of the period and philosophy

- philosophical foundations of the pedagogical system of J. A. Comenius

- the stages of Comenius' pedagogical work (pre-Pansophic, Pan-Sophic and Pan-Enlightenment) - their reflection in his works

- the importance of Comenius for the philosophy of education and pedagogy

7. Basic philosophical trends in the 19th century and their influence on education- characteristics of the period and philosophy

- the most important philosophical trends, their characteristics and representatives:

a) positivism

b) Marxism

c) voluntarism

d) anthropological philosophy

(e) philosophy of life, and others

- their representatives and influence on pedagogical thinking in Europe

8. The influence of philosophical trends on pedagogical thinking in the 20th century

- characteristics of the period and philosophy - the most important philosophical trends (neopositivism, pragmatism, existentialism, Marxism ...)

- philosophical and pedagogical anthropology

- man and education from the aspect of philosophical anthropology

- anthropological social and axiological and global contexts of human education

9. Philosophical foundations of education in the present

- characteristics of the period and philosophy - the most important philosophical trends in Europe

- the philosophical foundations of education in the present - Europeanization and globalization of education

- current trends and representatives of the philosophy of education in Europe

10. Objectives of education and their philosophical foundations

- Characteristics of educational objectives in relation to the definition of the nature of education

- Philosophical bases of educational objectives

- Approaches to the determination of educational objectives (sociological, psychological and convergent conceptions of education)

- Determination and concretization of educational objectives in the historical context and in the present day

- Relationship between the philosophy of education and the sociology of education

11. Versatility and harmony in education

- historical aspects of the development of versatility and harmony in education in the different periods of development (ancient, medieval, humanist and renaissance, modern, 19th and 20th century, contemporary)

- multifaceted and harmonious development of the personality - reflection of versatility and harmony in the aims and content of education

12. Democracy and power in education

- characteristics of democracy and pluralism, reflection of democracy and power in education in the field of objectives, content, methods, management,

- manipulative and communicative pedagogy, their characteristics and manifestations

50/50

Learning outcomes:

Aims and learning outcomes: the aim of philosophy of education is to acquire and understand the philosophical foundations of pedagogical theories and educational systems in their historical development and present, to develop the ability to analyse educational situations in terms of their philosophical and social conditioning. The student can apply his/her knowledge of the philosophy of education in relation to other compulsory elective subjects - History of Education and Pedagogy or Contemporary Alternative Directions in Pedagogy.

The student develops transferable competences - communication skills, critical thinking, reasoning in context.

Reference sources:

Required reading:

KOSTRUB, D. 2005. Dizajn procesu výučby. Bratislava: Rokus, 2005. ISBN 80-89055-56-7.

Recommended reading:

KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.

PORUBSKÝ, Š. 2014. ŠKOLA A KURIKULUM – TRANSFORMÁCIA V SLOVENSKOM KONTEXTE. UMB Banská Bystrica, 2014, Belianum , ISBN 978-80-557-0838-6

TÓTHOVÁ, R. 2013. Implementácia kurikula do vyučovacieho procesu. Bratislava : Z-F Lingua, 2013. ISBN 978-80-89328-93-2.

TOTHOVÁ R. - KOSTRUB, D. - FERKOVÁ Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0.

https://www.minedu.sk/8387-sk/statne-vzdelavacie-programy/

https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/

https://siov.sk/statne-vzdelavacie-programy/

https://www.nucem.sk/sk/nucem

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of midterm/final assessment is 50/50. During the semester students have to prepare 2 seminar papers of 25 points each (according to the teacher's assignment: e.g. designing the curriculum of their own school, the curriculum of their own subject for a given year, the thematic educational plan for a given subject and year, etc.). As part of the final assessment of the course, students take an oral examination (50 points). In total, students may obtain a maximum of 100 points. Successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess (critically evaluate, develop, enrich with own ideas), is oriented in the issues of curriculum theory, paradigms of teaching and can put them in the context of the current form of the state and school curriculum in Slovakia and can also critically analyse, evaluate and consider their use and implementation with implications for practice.

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in specifically selected problems and not in a generalizing way, is oriented in the issues of curriculum theory, teaching paradigms and is able to put them in the context of the current form of the state and school curriculum in Slovakia and is also able to critically evaluate them and is able to consider their use and implementation with implications for practice.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but there is no development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in the issues of curriculum theory, teaching paradigms, but there is no critical and generalizing evaluation of them.

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in the issues of curriculum theory, teaching paradigms is limited to specific areas, their critical evaluation is absent.

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, there is no critical analysis and development of own ideas, orientation in the issues of curriculum theory, teaching paradigms is limited to specific areas, there is no critical evaluation and generalization,

Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in the issues of curriculum theory, teaching paradigms is incoherent, limited to specific areas, their generalizing application is absent.

slovak language and czech language

Brief outline of the course:

1. Broader and narrower definitions of basic concepts. Definitions and interpretations of the following terms: school curriculum, educational reality, teaching process, teaching concept, pedagogical-didactic activity, teaching subjects, etc.; gnoseological, social, cultural and political definition of the conceptual bases of curriculum design.

2. Curriculum in the domestic context. Definition of basic concepts. Documents of educational policy in Slovakia after 1989. The planned curriculum. Decentralisation of the curriculum. Two-level model of curriculum.

3. Curriculum as an example of good practice. Integrative and formative aspects of curriculum for primary and secondary schools. The content of education in the new concept. Teaching-learning activities in intent of the central idea of this concept.

4. The teacher as a fundamental agent of curriculum design. Basic definitions of the processes of planning, designing and programming the content of teaching. Teacher's pedagogical-didactic decision-making, professional autonomy and creativity in narrower and broader contexts.

5. Student and teacher activism in the learning process. The activity and development-creative potential of teaching. Concepts of teaching-informative vs. formative, etc.

6. Principles of curriculum design and project development. Basic definition, characteristics and goal of curriculum design. Design, logical-sequential and content parameters of project creation. Didactic principles and pedagogical expression of the curricular project. 7. Programming of pedagogical-didactic activities. Principles, objectives, practical examples and their critical analysis. Practical design of curriculum projects, preparation, planning, critical evaluation of projects in the phase of their creation.

8. Presentation and evaluation of projects. Colloquial presentation and evaluation of conceptual project proposals, guided discussion

50/50

Learning outcomes:

Students will be able to theoretically reflect on different curriculum theories, teaching paradigms and will be able to put them in the context of the current form of the state and school curriculum in Slovakia (or in EU countries). Students will be able to design partial parts of the school educational program of their own school with an emphasis on the creation of the curriculum, curricula of subjects and thematic educational curricula.

Transferable competences: the student will know and be able to apply parts of the school curriculum for the development of communication, organisational and (self-)cognitive competencesContent structure of the course:

The concept of curriculum, its definitions in a broader and narrower sense. Definition of the basic concepts related to the concept of curriculum - curriculum, educational project, teaching process (content, course), curriculum of a field of study, teaching subject, teaching unit. Types of curriculum. Different points of view on curriculum: formal curriculum, informal curriculum, hidden curriculum; conceptual form of curriculum, planned (prescribed) curriculum, implemented curriculum, achieved (learned, acquired) curriculum, effect form of curriculum; supporting

Curriculum. Classification and reflection of different philosophical theories of curriculum (theories of education). Current curriculum trends in OECD and EU countries. Understanding curriculum in the Millennium Project. International measurements of planned, implemented and achieved curriculum - international research studies: TIMSS, PISA, PIRLS, CIVIC and others (ICILS, ICCS, TALIS). National curricula in the Slovak Republic: ISCED 0, 1, 2 and 3 (lower secondary education and upper secondary education) - basic structure and framework content. School curriculum. Basic structure and framework content. School curriculum for secondary vocational schools.

Principles, methodology of development and design of school educational program. Designing the school curriculum and curricula of subjects (especially own). Elements of the school curriculum and approach to its design. Curriculum components and approach to designing school curriculum in the subject. Specifics of designing educational (curricular) constructs in relation to the chosen paradigm of teaching