Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)

Student workload: 19 hours of direct instruction; 24 hours of continuous preparation for the topics of each session, including analysis of textbooks and educational standards; 21 hours of preparation for the implementation of the lesson and for the creation of a written preparation for it; 56 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.

Teaching methods: lecture, inductive-generative interview, demonstration and analysis of concrete examples, problem solving, discussion, guided self-study, e-learning

Compulsory readings:

BETÁKOVÁ, V. – TARCALOVÁ, Ž. 1984. Didaktika materinského jazyka. Bratislava: SPN. 313 s.

PALENČÁROVÁ, J. – KESSELOVÁ, J. – KUPCOVÁ, J. 2003. Učíme slovenčinu komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 222 s. ISBN 801000328X.

Recommended readings:

ELIAŠOVÁ, V. – KOČANOVÁ, M. – LACKO, I. Eds. 2007. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav. 136 s. ISBN 978-80-89225-35-4.

HORVÁTHOVÁ, Ľ. 2022. Hodnotenie a rozvíjanie vedomostí, zručností a nadania žiakov v kontexte pregraduálnej prípravy učiteľov slovenského jazyka a literatúry. Národné merania, predmetová olympiáda, recitačné súťaže, školský časopis a rozhlas [elektronický zdroj]. Bratislava: Univerzita Komenského v Bratislave. 65 s. ISBN 978-80-223-5360-1. (selected chapters)

LIPTÁKOVÁ, Ľ. a kolektív. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Alldata, v. o. s. 580 s. ISBN 978-80-555-0462-9. (selected chapters)

textbooks of Slovak language for lower and upper secondary education

Educational standards in Slovak language and literature for lower and upper secondary education

Active participation in the class is required to pass the course. The student will be evaluated continuously on the basis of the implementation of a lesson focused on the assigned topic in a specific grade of primary/secondary school and the creation of a detailed written preparation for this lesson (50 points) and in the exam period in the form of a final test (50 points).

The course is completed with a grade resulting from an interim review of learning outcomes during the instructional portion of that semester of study and a final review of learning outcomes (50/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (delivery of the lesson and written preparation for the lesson: less than 30 points; final test: less than 24 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of the Slovak language in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can apply and adapt the knowledge from the didactics of the Slovak language and from individual linguistic disciplines in a methodologically correct, professional, effective and creative manner, as well as the requirements and information given in pedagogical documents in the preparation and implementation of lessons and in the creative and independent solution of individual tasks and assignments, also in a broader linguistic and didactic context, he excellently supports pupils in actively acquiring knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply and adapt the knowledge of the didactics of the Slovak language and of individual linguistic disciplines in a methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson as well as in the independent solution of individual tasks and assignments, also in the broader linguistic and didactic context, he supports the active acquisition of knowledge, skills and competences by pupils very well, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, he/she organises the presented facts appropriately, he/she is able to apply and adapt knowledge from the didactics of the Slovak language and from individual linguistic disciplines in a methodologically correct way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils in the active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, shows some deficiencies in the arrangement of facts, is able to apply the acquired knowledge satisfactorily in the preparation and implementation of the lesson as well as in the satisfactory solving of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student knows the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent only at a minimal level and demonstrates deficiencies in the arrangement of facts, can apply the acquired knowledge only to a minimal extent in the preparation and implementation of the lesson, at a sufficient level solves the individual tasks and assignments, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-educate himself/herself.

Slovak

1. Theory of Slovak language teaching as a borderline discipline. Slovak language as a teaching subject. Basic pedagogical documents.

2. Preparation of a teacher of Slovak language for teaching, textbooks of Slovak language, didactic aids, information resources.

3. Classification of teaching methods, their modernization. Use of motivational methods in the language component.

4. Use of expositary methods in the language component.

5. The use of fixation methods in the language component. Comprehensive linguistic analysis.

6. Use of diagnostic and classification methods in the language component.

7. Teaching of phonology and spelling - suggestions and practical examples of lessons, their analysis and evaluation.

8. Teaching the lexical subsystem - proposals and practical examples of lessons, their analysis and evaluation.

9. Teaching the morphological subsystem - suggestions and practical examples of lessons, their analysis and evaluation.

10. Teaching the syntactic subsystem - suggestions and practical examples of lessons, their analysis and evaluation.

11. Teaching of style - suggestions and practical examples of lessons, their analysis and evaluation.

Students will acquire knowledge of the didactics of the Slovak language, acquire professional terminology, learn the content and structure of pedagogical documents, especially the educational standards of Slovak language and literature for lower and upper secondary education (performance and content standards in the language component of the subject), as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. They will learn about different types of motivational, expository, fixation, diagnostic and classification methods, the possibilities of their modernisation and the specifics of their use in different teaching content in the language component of the subject Slovak language and literature. They will be able to apply the acquired theoretical knowledge together with the knowledge from individual linguistic disciplines in designing, implementing, analysing and critically evaluating the teaching of a specific teaching content in a specific year of primary/secondary school with regard to the fulfilment of the objectives and requirements set out in the relevant educational standard in Slovak language and literature. When planning a specific lesson, they will be able to set appropriate objectives and design the course of the lesson in such a way that the methods, organisational forms and activities used lead to their fulfilment, motivate pupils and enable them to actively acquire knowledge and acquire the necessary skills. They will be able to work effectively with the Slovak language textbook and other appropriate teaching aids in meeting the lesson objectives, while also acquiring the ability to create their own teaching materials and aids. They will learn how to transform scientific knowledge from individual linguistic disciplines and how to lead pupils methodologically correctly, professionally, efficiently and creatively to the development of concepts, definitions and rules, to create appropriate conditions for the active acquisition of knowledge, skills and competences and to develop not only subject-specific, but also key competences. Students will also strengthen and develop their communication skills, the ability to interpret facts correctly, to follow the principles of authorial ethics, to be responsible for the quality of their work and to be actively responsible not only for their own education, but also for the education of others (pupils).

The student has acquired theoretical knowledge of the didactics of the Slovak language, including professional terminology, knows the content and structure of pedagogical documents, as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. The student is able to search for necessary information in relevant sources, perceive it in mutual relations and contexts, critically evaluate it, integrate it and comprehensively use it together with the acquired theoretical knowledge of didactics and linguistics in planning, implementing, analysing and evaluating teaching activities and in creating his/her own teaching materials and aids, which results in the development of critical and creative thinking, as well as analytical, organisational, interpersonal and communication skills. The student is able to creatively and independently solve problem-solving tasks and assignments also in a broader linguistic and didactic context, and is able to communicate knowledge to professionals and lay audiences. The acquired knowledge and skills can be used and creatively applied in the school environment as a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)

Student workload: 19 hours of direct instruction; 24 hours of continuous preparation for the topics of each session, including analysis of textbooks and educational standards; 21 hours of preparation for the implementation of the lesson and for the creation of a written preparation for it; 56 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.

Teaching methods: lecture, inductive-generative interview, demonstration and analysis of concrete examples, problem solving, discussion, guided self-study, e-learning

Compulsory readings:

BETÁKOVÁ, V. – TARCALOVÁ, Ž. 1984. Didaktika materinského jazyka. Bratislava: SPN. 313 s.

PALENČÁROVÁ, J. – KESSELOVÁ, J. – KUPCOVÁ, J. 2003. Učíme slovenčinu komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 222 s. ISBN 801000328X.

Recommended readings:

ELIAŠOVÁ, V. – KOČANOVÁ, M. – LACKO, I. Eds. 2007. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav. 136 s. ISBN 978-80-89225-35-4.

HORVÁTHOVÁ, Ľ. 2022. Hodnotenie a rozvíjanie vedomostí, zručností a nadania žiakov v kontexte pregraduálnej prípravy učiteľov slovenského jazyka a literatúry. Národné merania, predmetová olympiáda, recitačné súťaže, školský časopis a rozhlas [elektronický zdroj]. Bratislava: Univerzita Komenského v Bratislave. 65 s. ISBN 978-80-223-5360-1. (selected chapters)

LIPTÁKOVÁ, Ľ. a kolektív. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Alldata, v. o. s. 580 s. ISBN 978-80-555-0462-9. (selected chapters)

textbooks of Slovak language for lower and upper secondary education

Educational standards in Slovak language and literature for lower and upper secondary education

Active participation in the class is required to pass the course. The student will be evaluated continuously on the basis of the implementation of a lesson focused on the assigned topic in a specific grade of primary/secondary school and the creation of a detailed written preparation for this lesson (50 points) and in the exam period in the form of a final test (50 points).

The course is completed with a grade resulting from an interim review of learning outcomes during the instructional portion of that semester of study and a final review of learning outcomes (50/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (delivery of the lesson and written preparation for the lesson: less than 30 points; final test: less than 24 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of the Slovak language in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can apply and adapt the knowledge from the didactics of the Slovak language and from individual linguistic disciplines in a methodologically correct, professional, effective and creative manner, as well as the requirements and information given in pedagogical documents in the preparation and implementation of lessons and in the creative and independent solution of individual tasks and assignments, also in a broader linguistic and didactic context, he excellently supports pupils in actively acquiring knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply and adapt the knowledge of the didactics of the Slovak language and of individual linguistic disciplines in a methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson as well as in the independent solution of individual tasks and assignments, also in the broader linguistic and didactic context, he supports the active acquisition of knowledge, skills and competences by pupils very well, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, he/she organises the presented facts appropriately, he/she is able to apply and adapt knowledge from the didactics of the Slovak language and from individual linguistic disciplines in a methodologically correct way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils in the active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, shows some deficiencies in the arrangement of facts, is able to apply the acquired knowledge satisfactorily in the preparation and implementation of the lesson as well as in the satisfactory solving of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student knows the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent only at a minimal level and demonstrates deficiencies in the arrangement of facts, can apply the acquired knowledge only to a minimal extent in the preparation and implementation of the lesson, at a sufficient level solves the individual tasks and assignments, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-educate himself/herself.

Slovak

1. Theory of Slovak language teaching as a borderline discipline. Slovak language as a teaching subject. Basic pedagogical documents.

2. Preparation of a teacher of Slovak language for teaching, textbooks of Slovak language, didactic aids, information resources.

3. Classification of teaching methods, their modernization. Use of motivational methods in the language component.

4. Use of expositary methods in the language component.

5. The use of fixation methods in the language component. Comprehensive linguistic analysis.

6. Use of diagnostic and classification methods in the language component.

7. Teaching of phonology and spelling - suggestions and practical examples of lessons, their analysis and evaluation.

8. Teaching the lexical subsystem - proposals and practical examples of lessons, their analysis and evaluation.

9. Teaching the morphological subsystem - suggestions and practical examples of lessons, their analysis and evaluation.

10. Teaching the syntactic subsystem - suggestions and practical examples of lessons, their analysis and evaluation.

11. Teaching of style - suggestions and practical examples of lessons, their analysis and evaluation.

Students will acquire knowledge of the didactics of the Slovak language, acquire professional terminology, learn the content and structure of pedagogical documents, especially the educational standards of Slovak language and literature for lower and upper secondary education (performance and content standards in the language component of the subject), as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. They will learn about different types of motivational, expository, fixation, diagnostic and classification methods, the possibilities of their modernisation and the specifics of their use in different teaching content in the language component of the subject Slovak language and literature. They will be able to apply the acquired theoretical knowledge together with the knowledge from individual linguistic disciplines in designing, implementing, analysing and critically evaluating the teaching of a specific teaching content in a specific year of primary/secondary school with regard to the fulfilment of the objectives and requirements set out in the relevant educational standard in Slovak language and literature. When planning a specific lesson, they will be able to set appropriate objectives and design the course of the lesson in such a way that the methods, organisational forms and activities used lead to their fulfilment, motivate pupils and enable them to actively acquire knowledge and acquire the necessary skills. They will be able to work effectively with the Slovak language textbook and other appropriate teaching aids in meeting the lesson objectives, while also acquiring the ability to create their own teaching materials and aids. They will learn how to transform scientific knowledge from individual linguistic disciplines and how to lead pupils methodologically correctly, professionally, efficiently and creatively to the development of concepts, definitions and rules, to create appropriate conditions for the active acquisition of knowledge, skills and competences and to develop not only subject-specific, but also key competences. Students will also strengthen and develop their communication skills, the ability to interpret facts correctly, to follow the principles of authorial ethics, to be responsible for the quality of their work and to be actively responsible not only for their own education, but also for the education of others (pupils).

The student has acquired theoretical knowledge of the didactics of the Slovak language, including professional terminology, knows the content and structure of pedagogical documents, as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. The student is able to search for necessary information in relevant sources, perceive it in mutual relations and contexts, critically evaluate it, integrate it and comprehensively use it together with the acquired theoretical knowledge of didactics and linguistics in planning, implementing, analysing and evaluating teaching activities and in creating his/her own teaching materials and aids, which results in the development of critical and creative thinking, as well as analytical, organisational, interpersonal and communication skills. The student is able to creatively and independently solve problem-solving tasks and assignments also in a broader linguistic and didactic context, and is able to communicate knowledge to professionals and lay audiences. The acquired knowledge and skills can be used and creatively applied in the school environment as a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)

Student workload:

13 hours of direct instruction;

23 hours of continuous preparation for class, combined with reading of literary texts for individual meetings;

21 hours of preparation for two mid-term tests;

33 hours of preparation for the oral examination combined with literature study.

A total of 90 hours of student work.

Teaching methods: lecturing, interpretation of theoretical knowledge and its application to practical examples, moderated conversation, text analysis, guided self-study, e-learning

Compulsory readings:

KÁKOŠOVÁ, Z. 2007. Príručka k dejinám staršej slovenskej literatúry. Trnava: Univerzita sv. Cyrila a Metoda v Trnave. 209 s. ISBN 978-80-8922-064-9.

TKÁČIKOVÁ, E. 2005. Staršia slovenská literatúra. Antológia textov. Bratislava: Univerzita Komenského. 203 s. ISBN 802-23-1947-3.

Recommended readings:

BRTÁŇOVÁ, E. 2012. Na margo staršej literatúry. Zo žánrovej problematiky 11. – 18. storočia. Bratislava: Ústav slovenskej literatúry SAV – Kalligram. 294 s. ISBN 978-80-8101-678-3.

BRTÁŇOVÁ, E. 2000. Stredoveká scholastická kázeň. K recepcii latinských sermones v kódexoch slovenskej proveniencie. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied. 200 s. ISBN 80-2240-634-1. (selected sections)

ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry I. (9. – 18. storočie). 4. vyd. Bratislava: Literárne informačné centrum. 359 s. ISBN 978-80-89222-28-5.

Further study texts will be available electronically in MS Teams/Moodle.

Active participation in the class is required to pass the course. The student will be evaluated during the semester on the basis of two continuous written tests (the first test within the scope of the first 6 topics, the second at the end of the continuous teaching, both tests 25 points each). The course is concluded with a final oral examination of the knowledge of the whole semester (50 points). The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).

A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (mid-term test: less than 15 points; final test: less than 15 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of the history of early literature to the required extent, logically arranges the facts presented in a flawless manner, can critically and independently evaluate the acquired literary-historical knowledge convincingly, creatively apply and adapt it in practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for further independent education;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the history of early literature to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and can apply and adapt it very well in practice, has the ability to solve individual tasks and assignments independently and in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills for independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the history of early literature to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply and adapt the literary-historical knowledge acquired in practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the history of early literature to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge in practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of the history of early literature to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge in practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of early literature to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge in practice, cannot solve individual tasks and assignments, cannot further self-study.

Slovak

1. Older Slovak literature. Literary culture in medieval Slovakia, historical context and conditions. Literary monuments from the pre-Christian period.

2. Old Slavonic written culture, its significance and European context.

3. The Hungarian state and the new formation of culture in the 11th-15th centuries. Species and genre composition.

4. Literature of Renaissance humanism, historical context and conditions. Cultural centres. The authorial community. Species and genre composition. Mannerism.

5. Poetry of the 16th century and its means of expression. The tradition of sacred and historical songs. Love lyrics from Fanchali's codex.

6. Specific peculiarities of Renaissance drama.

7. Baroque literature, historical context and conditions. Cultural centres. Author's community. Species and genre composition.

8. Sacred song and sermon writing and the contemporary canon.

9. Features of Baroque poetics. Love and occasional lyricism. Historical and temporal verse epic.

10. Rhetorical strategies of baroque authors. Memoir and travelogue prose. Jocular and parodic writing.

11. Centers of learning. Scientific and educational writing. Manifestations of national consciousness.

The taught subject will provide the student with a space for the integration of knowledge and its consolidation in the form of his/her own study path leading to the profiling of a professionally competent personality ready to implement methods of critical thinking about Slovak literature, especially in the context of current trends in thinking about the historical-cultural development of the European cultural space. The student will acquire the competences necessary for teaching the history of early literature. The student will be able to plan and implement individual lessons, practically apply various methods of making the material from the given period accessible. The student will be able to use digital technologies in teaching the history of literature. On the basis of the knowledge and skills acquired, he/she will acquire the prerequisites and motivation to develop the skills necessary for further self-study and to encourage pupils to actively acquire literary-historical knowledge.

The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, consolidate and develop his/her skill to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.

The student has knowledge of basic literary terms, literary genealogy and aesthetics, has mastered the periodization milestones and general characteristics of individual periods (Middle Ages, Humanism and Renaissance, Baroque). It is familiar with the dominant authorial figures of the 9th-18th centuries, the development of literary languages and intercultural relations in the Central European area. Is able to classify individual literary monuments into historical periods and to analyse and interpret a literary fiction text of earlier literature in a professional manner. Theoretical knowledge can also be applied at a higher level of higher education. They can use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education. Based on problem solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. It also has a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.

Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)

Student workload:

19 hours of direct teaching; 26 hours of continuous preparation for individual meetings, including the development and presentation of partial assignments using modern teaching methods; 19 hours of preparation for the presentation of partial assignments using a predetermined teaching method at a specific stage of the lesson, 56 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.

Teaching methods: lecture, inductive-generative interview, discussion, demonstration and analysis of concrete examples, work with text, problem-based tasks, small group work, guided self-study, e-learning

Compulsory readings:

GERMUŠKOVÁ, M. a kol. 2013. Kapitoly z didaktiky slovenského jazyka a literatúry. Prešov: Filozofická fakulta Prešovskej univerzity v Prešove. 159 s. ISBN 978-80-555-0903-3. (selected chapters)

Recommended readings:

HNÍK, O. 2014. Didaktika literatury: výzvy oboru. Od textů umělecké povahy k didaktice estetickovýchovného oboru. Praha: Karolinum. 180 s. ISBN 978-80-246-2626-0. (selected chapters)

LIPTÁKOVÁ, Ľ. a kol. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta. 580 s. ISBN 978-80-555-0462-9. (selected chapters)

PRŠOVÁ, E. 2015. Literárny text v komunikačno-zážitkovom vyučovaní. Banská Bystrica: Univerzita Mateja Bela v Banskej Bystrici. 121 s. ISBN 978-80-557-1052-5. (selected chapters)

ŠRANK, J. 2013. Individualizovaná literatúra. Bratislava: Cathedra. 470 s. ISBN 978-80-89495-12-2. (selected chapters)

ŠRANK, J. 2009. Nesamozrejmá poézia. Bratislava: Literárne informačné centrum. 239 s. ISBN 978-80-89222-73-0. (selected chapters)

VITÉZOVÁ, E. 2021. Moderné metódy vo vyučovaní literatúry I. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. 102 s. ISBN 978-80-568-0423-0.

textbooks of literatury education and of literature for lower and upper secondary education

Educational standards in Slovak language and literature for lower and upper secondary education

O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.

Active participation in the class is required to pass the course. Assessment includes:

• in the interim assessment, the development and presentation of partial assignments using modern teaching methods (30 points) and the development and presentation of partial assignments using a predetermined teaching method at a specific stage of the lesson (20 points);

• in the examination period, a final test (50 points). The test will assess the degree of mastery of theoretical knowledge and practical skills in the teaching of literature.

The course is completed with an assessment resulting from the continuous monitoring of the learning outcomes during the teaching part of the semester of study and in the examination period (50/50).

To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D and a minimum of 60 points of the total number of points for a grade of E. Credit will not be awarded to a student who achieves less than 60 % of the points for any component of the assessment (assignments using modern teaching methods: less than 18 points; assignments using a predetermined teaching method at a particular stage of the lesson: less than 12 points; final test: less than 30 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of literature in the required scope, logically arranges the presented facts flawlessly, is able to critically and independently evaluate the acquired knowledge convincingly, is able to apply, adapt and innovate the knowledge from the didactics of literature and from the individual literary disciplines at an excellent level and methodologically correct, professionally, efficiently and creatively, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, excellently supports the pupils in the active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge, is able to apply, adapt and innovate the knowledge of the didactics of literature and of the individual literary disciplines in a reliable and methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, supports very well the active acquisition of knowledge, skills and competences by the pupils, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: The student has a good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, he/she arranges the facts presented appropriately and makes only occasional mistakes, he/she is able to apply and adapt knowledge from the didactics of literature and from the individual literary disciplines in a reliable and methodologically correct way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils' active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working methods in the preparation and implementation of the lesson and in the satisfactory solution of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student possesses the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent only at a minimal level and demonstrates significant deficiencies in the arrangement of facts, can apply the acquired knowledge and existing working procedures only to a minimal extent in the preparation and implementation of the lesson, solves individual tasks and assignments at a sufficient level, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-study.

Slovak, Czech

1. Basic pedagogical documents, content and objectives of teaching literature and literature education in lower and upper secondary education, textbooks of literature and literature education, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for teaching.

2. Ontogenetic and psychosocial prerequisites for decoding the literary message. The process of text reception. Types of reading.

3. Approaches to the literary text in didactic communication, the importance of the interpretative approach in school literary education. Creative interpretation. School interpretation of an artistic text.

4. Formation of a cultured and cultivated reader.

5. Possibilities of developing pupil's literary competence. Practical examples of the analysis and interpretation of literary texts with emphasis on the development of literary competence of the pupil of lower and upper secondary education.

6. Classification and modernization of teaching methods in the literary component in lower and upper secondary education. The use of didactic play, creative writing, creative dramatics.

7. Use of visualisations and mental mapping, sound tools and project-based learning in the literary component in lower and upper secondary education.

8. Practical examples of the use of motivational methods in the literary component in lower and upper secondary education.

9. Practical demonstrations of the use of expositary methods in the literary component in lower and upper secondary education.

10. Practical demonstrations of the use of fixation methods in the literary component in lower and upper secondary education.

11. Practical demonstrations of the use of diagnostic and classification methods in the literary component in lower and upper secondary education.

The student will master the basic content and objectives of teaching literature education and literature in lower and upper secondary education, will understand the conceptual basis of integrated teaching of Slovak language and literature, will understand the importance of comprehensive development of pupil's competences in the context of transcurricular key competences. The student will learn about literature education and literature textbooks, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for the classroom. The student will become familiar with ontogenetic and psychosocial prerequisites for decoding a literary message, and will understand the process of internalisation and the process of reception of a text. The student will learn both the types of reading and the criteria for selecting an appropriate text for didactic interpretation, which he/she will be able to implement in school practice. The student will be able to explain the need for intensive aesthetic stimuli from age-appropriate literature in a variety of genres in the development of the process of reception of a text. The student will be familiar with the basic characteristics of the interpretive, informational and illustrative approaches and will be able to use them appropriately when working with different types of texts. The student will become aware of the importance of the interpretative approach in school literary education. It will be able to explain literary competence and the literary work as a source of aesthetic experience and literary-communicative activities at the same time. He/she will become familiar with the cognitive and non-cognitive prerequisites for the formation of literary culture, will become aware of the meaning of literature in the human world, the need for stimuli at the right time and in adequate intensity. It will be able to form simple definitions of literary terms and give age-appropriate examples. The student will be familiar with activating methods of introducing and fixing selected concepts. The student will be able to identify and correct the most frequent mistakes in working with text in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to perceive, experience, interpret and evaluate an artistic text and use the experience with an artistic text in his/her own individual (reception and production) activity. The acquired knowledge will be creatively applied to activities aimed at intensifying aesthetic sensitivity to the literary text, taking into account the student's experiential and cognitive horizons. He/she will be familiar with the methods of developing the pupil's literary competence and will be able to implement them. The student will be able to creatively apply methods that promote reading appetite (spontaneous childhood desire to read) and will be familiar with such projects. The student will be familiar with methods for developing a cultivated child reader (e.g. from the Reading Room project) and will be able to implement them in literary education and literature lessons. The student will consolidate creative work with a literary text through analysis and interpretation, with an emphasis on developing the literary competence of lower and upper secondary pupils, indicating the potential of tasks set before, during and after reading a text, as well as with regard to pro-social, linguistic, environmental and intercultural education through children's and young people's literature. The student will learn to apply, adapt, innovate and design innovative ways of working with literary texts in lower and upper secondary education, as well as to design, implement, analyse and critically evaluate the teaching of specific curricular content with a view to meeting the objectives set out in the relevant educational standard, applying the theoretical and analytical-interpretive skills acquired. The student will learn to actively acquire information, consolidate and develop the ability to formulate and defend arguments, communication competences, the ability to interpret facts correctly, to observe the principles of author's ethics, to be responsible for the quality of his/her work, the ability to plan and be actively responsible for his/her own education, as well as for the education of others (pupils), to develop and consolidate the sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy, to use digital technologies in teaching.

The student has proven theoretical knowledge of didactics of literature, including professional terminology, knows the content and structure of pedagogical documents (educational standard of Slovak language and literature for lower and upper secondary education - performance and content standard in the literary component of the subject), the content and structure of textbooks of literary education for lower secondary education and textbooks of literature for upper secondary education, as well as the process of text reception, types of reading, approaches to literary text in didactic communication, school interpretation of an artistic text, prerequisites for the formation of literary culture and literary competence. The student has developed the ability to actively acquire information in relevant sources, to perceive them in mutual relations and contexts, to critically evaluate them, to integrate and comprehensively use them together with the acquired theoretical knowledge of didactics and the theory and history of literature in the preparation (planning), implementation, analysis and critical evaluation of a literature lesson, as well as in the creation of their own teaching materials and teaching aids. The acquired knowledge and skills can be used methodologically correctly, professionally, effectively, creatively and independently in working with literary text in school practice, with emphasis on intensifying aesthetic sensitivity to the literary text and taking into account the pupil's experiential and cognitive horizons, is able to transform and apply theoretical knowledge from individual literary disciplines in teaching, does not present pupils with ready-made knowledge, but creates appropriate conditions for active acquisition of knowledge, skills and competences and for developing not only subject-specific, but also key competences. The student is also able to actively search for new approaches to the text and is able to implement them in the work with literary text in teaching practice. The student is able to creatively and independently solve problem-solving tasks and assignments also in broader literary and didactic contexts; he/she can communicate facts, concepts and opinions, formulate and defend arguments, creatively and independently apply and interpret them; he/she has developed analytical thinking, creativity and the ability to think abstractly and critically, and to reason in context, as well as digital, organisational, interpersonal and communication skills. Can communicate knowledge to both professional and lay audiences. Can use and creatively apply acquired knowledge and skills in a school environment as a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)

Student workload:

19 hours of direct teaching; 26 hours of continuous preparation for individual meetings, including the development and presentation of partial assignments using modern teaching methods; 19 hours of preparation for the presentation of partial assignments using a predetermined teaching method at a specific stage of the lesson, 56 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.

Teaching methods: lecture, inductive-generative interview, discussion, demonstration and analysis of concrete examples, work with text, problem-based tasks, small group work, guided self-study, e-learning

Compulsory readings:

GERMUŠKOVÁ, M. a kol. 2013. Kapitoly z didaktiky slovenského jazyka a literatúry. Prešov: Filozofická fakulta Prešovskej univerzity v Prešove. 159 s. ISBN 978-80-555-0903-3. (selected chapters)

Recommended readings:

HNÍK, O. 2014. Didaktika literatury: výzvy oboru. Od textů umělecké povahy k didaktice estetickovýchovného oboru. Praha: Karolinum. 180 s. ISBN 978-80-246-2626-0. (selected chapters)

LIPTÁKOVÁ, Ľ. a kol. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta. 580 s. ISBN 978-80-555-0462-9. (selected chapters)

PRŠOVÁ, E. 2015. Literárny text v komunikačno-zážitkovom vyučovaní. Banská Bystrica: Univerzita Mateja Bela v Banskej Bystrici. 121 s. ISBN 978-80-557-1052-5. (selected chapters)

ŠRANK, J. 2013. Individualizovaná literatúra. Bratislava: Cathedra. 470 s. ISBN 978-80-89495-12-2. (selected chapters)

ŠRANK, J. 2009. Nesamozrejmá poézia. Bratislava: Literárne informačné centrum. 239 s. ISBN 978-80-89222-73-0. (selected chapters)

VITÉZOVÁ, E. 2021. Moderné metódy vo vyučovaní literatúry I. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. 102 s. ISBN 978-80-568-0423-0.

textbooks of literatury education and of literature for lower and upper secondary education

Educational standards in Slovak language and literature for lower and upper secondary education

O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.

Active participation in the class is required to pass the course. Assessment includes:

• in the interim assessment, the development and presentation of partial assignments using modern teaching methods (30 points) and the development and presentation of partial assignments using a predetermined teaching method at a specific stage of the lesson (20 points);

• in the examination period, a final test (50 points). The test will assess the degree of mastery of theoretical knowledge and practical skills in the teaching of literature.

The course is completed with an assessment resulting from the continuous monitoring of the learning outcomes during the teaching part of the semester of study and in the examination period (50/50).

To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D and a minimum of 60 points of the total number of points for a grade of E. Credit will not be awarded to a student who achieves less than 60 % of the points for any component of the assessment (assignments using modern teaching methods: less than 18 points; assignments using a predetermined teaching method at a particular stage of the lesson: less than 12 points; final test: less than 30 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of literature in the required scope, logically arranges the presented facts flawlessly, is able to critically and independently evaluate the acquired knowledge convincingly, is able to apply, adapt and innovate the knowledge from the didactics of literature and from the individual literary disciplines at an excellent level and methodologically correct, professionally, efficiently and creatively, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, excellently supports the pupils in the active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge, is able to apply, adapt and innovate the knowledge of the didactics of literature and of the individual literary disciplines in a reliable and methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, supports very well the active acquisition of knowledge, skills and competences by the pupils, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: The student has a good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, he/she arranges the facts presented appropriately and makes only occasional mistakes, he/she is able to apply and adapt knowledge from the didactics of literature and from the individual literary disciplines in a reliable and methodologically correct way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils' active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working methods in the preparation and implementation of the lesson and in the satisfactory solution of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student possesses the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent only at a minimal level and demonstrates significant deficiencies in the arrangement of facts, can apply the acquired knowledge and existing working procedures only to a minimal extent in the preparation and implementation of the lesson, solves individual tasks and assignments at a sufficient level, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-study.

Slovak, Czech

1. Basic pedagogical documents, content and objectives of teaching literature and literature education in lower and upper secondary education, textbooks of literature and literature education, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for teaching.

2. Ontogenetic and psychosocial prerequisites for decoding the literary message. The process of text reception. Types of reading.

3. Approaches to the literary text in didactic communication, the importance of the interpretative approach in school literary education. Creative interpretation. School interpretation of an artistic text.

4. Formation of a cultured and cultivated reader.

5. Possibilities of developing pupil's literary competence. Practical examples of the analysis and interpretation of literary texts with emphasis on the development of literary competence of the pupil of lower and upper secondary education.

6. Classification and modernization of teaching methods in the literary component in lower and upper secondary education. The use of didactic play, creative writing, creative dramatics.

7. Use of visualisations and mental mapping, sound tools and project-based learning in the literary component in lower and upper secondary education.

8. Practical examples of the use of motivational methods in the literary component in lower and upper secondary education.

9. Practical demonstrations of the use of expositary methods in the literary component in lower and upper secondary education.

10. Practical demonstrations of the use of fixation methods in the literary component in lower and upper secondary education.

11. Practical demonstrations of the use of diagnostic and classification methods in the literary component in lower and upper secondary education.

The student will master the basic content and objectives of teaching literature education and literature in lower and upper secondary education, will understand the conceptual basis of integrated teaching of Slovak language and literature, will understand the importance of comprehensive development of pupil's competences in the context of transcurricular key competences. The student will learn about literature education and literature textbooks, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for the classroom. The student will become familiar with ontogenetic and psychosocial prerequisites for decoding a literary message, and will understand the process of internalisation and the process of reception of a text. The student will learn both the types of reading and the criteria for selecting an appropriate text for didactic interpretation, which he/she will be able to implement in school practice. The student will be able to explain the need for intensive aesthetic stimuli from age-appropriate literature in a variety of genres in the development of the process of reception of a text. The student will be familiar with the basic characteristics of the interpretive, informational and illustrative approaches and will be able to use them appropriately when working with different types of texts. The student will become aware of the importance of the interpretative approach in school literary education. It will be able to explain literary competence and the literary work as a source of aesthetic experience and literary-communicative activities at the same time. He/she will become familiar with the cognitive and non-cognitive prerequisites for the formation of literary culture, will become aware of the meaning of literature in the human world, the need for stimuli at the right time and in adequate intensity. It will be able to form simple definitions of literary terms and give age-appropriate examples. The student will be familiar with activating methods of introducing and fixing selected concepts. The student will be able to identify and correct the most frequent mistakes in working with text in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to perceive, experience, interpret and evaluate an artistic text and use the experience with an artistic text in his/her own individual (reception and production) activity. The acquired knowledge will be creatively applied to activities aimed at intensifying aesthetic sensitivity to the literary text, taking into account the student's experiential and cognitive horizons. He/she will be familiar with the methods of developing the pupil's literary competence and will be able to implement them. The student will be able to creatively apply methods that promote reading appetite (spontaneous childhood desire to read) and will be familiar with such projects. The student will be familiar with methods for developing a cultivated child reader (e.g. from the Reading Room project) and will be able to implement them in literary education and literature lessons. The student will consolidate creative work with a literary text through analysis and interpretation, with an emphasis on developing the literary competence of lower and upper secondary pupils, indicating the potential of tasks set before, during and after reading a text, as well as with regard to pro-social, linguistic, environmental and intercultural education through children's and young people's literature. The student will learn to apply, adapt, innovate and design innovative ways of working with literary texts in lower and upper secondary education, as well as to design, implement, analyse and critically evaluate the teaching of specific curricular content with a view to meeting the objectives set out in the relevant educational standard, applying the theoretical and analytical-interpretive skills acquired. The student will learn to actively acquire information, consolidate and develop the ability to formulate and defend arguments, communication competences, the ability to interpret facts correctly, to observe the principles of author's ethics, to be responsible for the quality of his/her work, the ability to plan and be actively responsible for his/her own education, as well as for the education of others (pupils), to develop and consolidate the sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy, to use digital technologies in teaching.

The student has proven theoretical knowledge of didactics of literature, including professional terminology, knows the content and structure of pedagogical documents (educational standard of Slovak language and literature for lower and upper secondary education - performance and content standard in the literary component of the subject), the content and structure of textbooks of literary education for lower secondary education and textbooks of literature for upper secondary education, as well as the process of text reception, types of reading, approaches to literary text in didactic communication, school interpretation of an artistic text, prerequisites for the formation of literary culture and literary competence. The student has developed the ability to actively acquire information in relevant sources, to perceive them in mutual relations and contexts, to critically evaluate them, to integrate and comprehensively use them together with the acquired theoretical knowledge of didactics and the theory and history of literature in the preparation (planning), implementation, analysis and critical evaluation of a literature lesson, as well as in the creation of their own teaching materials and teaching aids. The acquired knowledge and skills can be used methodologically correctly, professionally, effectively, creatively and independently in working with literary text in school practice, with emphasis on intensifying aesthetic sensitivity to the literary text and taking into account the pupil's experiential and cognitive horizons, is able to transform and apply theoretical knowledge from individual literary disciplines in teaching, does not present pupils with ready-made knowledge, but creates appropriate conditions for active acquisition of knowledge, skills and competences and for developing not only subject-specific, but also key competences. The student is also able to actively search for new approaches to the text and is able to implement them in the work with literary text in teaching practice. The student is able to creatively and independently solve problem-solving tasks and assignments also in broader literary and didactic contexts; he/she can communicate facts, concepts and opinions, formulate and defend arguments, creatively and independently apply and interpret them; he/she has developed analytical thinking, creativity and the ability to think abstractly and critically, and to reason in context, as well as digital, organisational, interpersonal and communication skills. Can communicate knowledge to both professional and lay audiences. Can use and creatively apply acquired knowledge and skills in a school environment as a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)

Student workload:

13 hours of direct instruction;

33 hours of continuous preparation for class, combined with reading of literary texts for individual meetings;

2 x 15 hours of preparation for two mid-term written tests = 30 hours;

44 hours of preparation for the oral examination, combined with literature study.

In total 120 hours of student work.

Teaching methods: lecturing, interpretation, explanation, interview, work with text, guided self-study, e-learning

Compulsory readings:

BRTÁŇOVÁ, E.(ed.) 2017. Literárnohistorické kolokvium. IV. Klasicizmus. Bratislava: Ústav slovenskej literatúry SAV. 185 s. ISBN 978-80-88746-37-9. (selected chapters)

ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry II (19. storočie a prvá polovica 20. storočia). 3. vyd. Bratislava: Literárne informačné centrum, s. 11 – 143. ISBN 978-80-89222-29-2.

VOJTECH, M. 2020. Slovenská klasicistická a preromantická literatúra. 2. vyd. Bratislava: Univerzita Komenského. 185 s. ISBN 978-80-223-5022-8.

Recommended readings:

BLAŽENCOVÁ, Ľ. 2023. Meditatívne tóny duchovnej poézie Andreja Sládkoviča. In: Philologia, roč. 33, č. 1, s. 49 – 60. ISSN (print) 1339-2026.

BRTÁŇOVÁ, E. 2017. Doležalov pokus o veľkú epiku. In: Český a slovenský literární klasicismus. Brno: Host, s. 245 – 271. ISBN 978-80-7577-186-5.

BRTÁŇOVÁ, E. 2018. Jonáš Záborský a antická kultúra. In: Ideológia v premenách času v pamiatkach gréckej a latinskej tradície. Bratislava: Univerzita Komenského v Bratislave, s. 344 – 353. ISBN 978-80-223-4626-9.

BRTÁŇOVÁ, E. 2014. Záborského predstava národnej literatúry. In: DORUĽA, J. (ed.). Historický význam a odkaz diela osobností slovenského národného obrodenia. Bratislava: Slavistický ústav Jána Stanislava SAV, s. 42 – 54. ISBN 978-80-89489-18-3.

Further study text will be made available to students in electronic form.

Course completion requirements:

Active participation in the class is required to pass the course. Assessment includes:

- two continuous written tests of literary-historical orientation (the first test within the scope of the first 6 topics, 25 points, the second test at the end of the continuous teaching, 25 points);

- an oral examination on professional knowledge and analytical-interpretive skills (50 points).

The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).

A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (first continuous assessment: less than 15 points; second continuous assessment: less than 15 points; oral examination: less than 30 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired literary-historical knowledge in a convincing manner, is able to creatively apply and adapt it at an excellent level, innovate and design procedures for working with literary works in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for further independent education;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply it very well, adapt and innovate the procedures of working with literary works in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his speech is very good, he has very well developed skills of independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, organises the facts presented appropriately and makes only occasional errors, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with literary works in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary classicism, pre-romanticism and romanticism to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with literary works in school practice, cannot solve individual tasks and assignments, is unable to further self-study.

Slovak

1. Issues of transition from older literature to modern literature. Philosophical and aesthetic foundations of classicism, the Enlightenment and the peak phase of classicism in Slovak literature, thematic and genre stratification of classical literature.

2. The Enlightenment phase of classicism in Slovak literature, social reforms, enlightenment efforts, learned societies. Issues of prose in the period of Enlightenment Classicism, the first Slovak novel.

3. Typological and poetological characteristics of Slovak poetry of the Enlightenment Classicism period, problems of verse and prosody. Overview of authors and their works.

4. The peak phase of classicism in Slovak literature. Literary works of J. Hollý.

5. Genesis of Slovak Pre-Romanticism, aesthetic starting points, thematic and genre stratification of Pre-Romantic literature. Literary works of J. Kollár.

6. Slovak Pre-Romantic prose and drama (K. Kuzmány, J. Chalupka and others).

7. Genesis of Slovak literary romanticism. Ideological differentiation of Romanticism (subject-pragmatic and messianic stream), thematic and genre stratification of Romantic literature.

8. Differentiating tendencies in Slovak Romantic poetry (folklorizing and artistic line). The forms of poetry in the period of Slovak literary romanticism (S. Chalupka, J. Kráľ, A. Sládkovič, J. Botto, etc.).

9. The Messianic current in Slovak Romantic poetry (S. B. Hroboň, M. M. Hodža and others).

10. The forms of prose and drama in the period of Slovak literary romanticism (J. M. Hurban, J. Kalinčiak, J. Záborský, J. Palárik and others).

11. Literary creation on the border between Romanticism and Realism (G. K. Zechenter-Laskomerský, Ľ. Kubáni and others).

The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will deepen and develop knowledge of the history of literary classicism, pre-Romanticism and Romanticism. The student will master and be able to implement in practice various methods of making the history of literary classicism, pre-Romanticism and Romanticism accessible, and will learn to look for typological connections and specifics of European and Slovak classicism, pre-Romanticism and Romanticism. On the basis of the knowledge acquired, the student will be able to assess the degree of continuity of literary-historical development with the European and Central European context and with the specific features of our region. They will learn to discuss, justify and compare the significance of key personalities and currents of thought, to select and name their sources and the basic attributes of literary and cultural life in Slovakia at the end of the 18th century and in the 19th century. He or she will be able to explain the nature of the social reforms and enlightenment efforts of the Bernoláks in the period of literary classicism, as well as to clarify the background of the Bernolákian controversies. They will recognise the author of the first Slovak novel and will be able to highlight the importance of this work and other prose works in the context of European Enlightenment literature and in the context of the history of Slovak literature. The student will deepen and develop knowledge of Slovak poetry of the Enlightenment Classical period, and will get to know the creators of the poetry of the waning Baroque and Rococo poetry. The student will be familiar with the typological characteristics of Pre-Romanticism and the dominant personalities of this period in the field of poetry, prose and drama. They will acquire knowledge of the social and cultural conditions in Slovakia during the period of literary Romanticism, understand the philosophical foundations of this period and understand the essence of the ideological differentiation of literary Romanticism. They will acquire knowledge of the poetry of the Slovak Romantics as well as the prose and dramatic works of the period and its main representatives. The student will be able to plan and implement lessons on the history of literary classicism, pre-Romanticism and Romanticism, focusing on the important periodisation milestones of the above-mentioned literary periods and the ideological and aesthetic features of these movements as they appear in the work of representative authors. The student will be able to identify and explain the development of our literature in a broader inter-literary context. The student will be able to articulate and demonstrate the essential attributes of literary and cultural life in Slovakia during the periods of literary classicism, pre-Romanticism and Romanticism. The student will know the theoretical and practical content and methods for independent student discovery of literary relationships. The student will understand the importance of researching the qualities of this literary phenomenon, the need to define its historical mission and the scope of its legacy in the literary scene. By successfully completing the course, the student will acquire the competence to orient himself/herself in the issues of the history of Slovak literary classicism, pre-Romanticism and Romanticism. On the basis of the acquired knowledge and understanding, the student will acquire the prerequisites and motivation to develop the skills necessary for further self-study and critical thinking and to encourage students to actively acquire literary-historical knowledge. The course will lead the student to the active acquisition of information and the effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and appropriate methods of the discipline. In the course, the student will strengthen and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and strengthen his/her sense of socially responsible action and pluralistic civic attitudes. The student will be competent in the use of digital technologies in the teaching of the history of literature.

The student has a deep and cross-cutting knowledge of the typological characteristics of the period of literary classicism, pre-Romanticism and Romanticism, has acquired knowledge of the history and various conceptions of the perception of literary classicism, pre-Romanticism and Romanticism. It has knowledge of the literary culture of the period in the context of contemporary political, social and cultural processes, of periodisation models and the internal differentiation of original Slovak works of the period. Can take a stance towards literary works, understands the theories, methods and procedures used in literary classicism, pre-Romanticism and Romanticism. Demonstrable knowledge of the typological characteristics of the period of Slovak literary classicism, pre-Romanticism and Romanticism and the ability to think in terms of the development of Slovak literature in a wider inter-literary context, and knowledge of the connections and relationships with other literary-historical periods. Possesses comprehensive theoretical knowledge and knowledge of the most significant personalities of the above-mentioned periods in the context of the history of Slovak literature. The student is able to integrate and link the information with the basic attributes of literary and cultural life in Slovakia in the periods of literary classicism, pre-Romanticism and Romanticism. The student is familiar with literary historical terms, periodisation milestones, general characteristics of the period and dominant literary authors. Can use analytical skills and creativity in the professional literary analysis of a fictional text. Has developed analytical skills as well as the ability to think abstractly and critically. The student can creatively apply the thoroughly acquired theoretical knowledge, practical skills and achieved competences in practical pedagogical school interpretation in practice. Based on problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the ability to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. It also has a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The student is able to communicate information on the history of literary classicism, pre-Romanticism and Romanticism to a general audience and to lay audiences. The student is able to use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)

Student workload: 13 hours of direct teaching; 30 hours of preparation for the mid-term test, 17 hours of preparation for the report, 30 hours of preparation for the language proofreading

Total 90 hours of student work.

Teaching methods: explanation, discussion of the topic, solving problems and assignments, practical problem solving, work with text, small group work, e-learning, guided self-study

Compulsory readings:

KAČALA, J. 2021. Súčasný spisovný jazyk. 1. vyd. Martin: Vydavateľstvo Matice slovenskej. 142 s. ISBN 978-80-8115-310-5.

Kultúra slova. Red. S. Mislovičová. Bratislava: JÚĽŠ v Bratislave.

Recommended readings:

KAČALA, J. 2014. State o slovenskej kvantite a rytmickom zákone. Bratislava: Univerzita Komenského v Bratislave. 140 s. ISBN 978-80-223-3833-2. (selected chapters)

DOLNÍK, J. 2010. Teória spisovného jazyka. 1. vyd. Bratislava: VEDA. 301 s. ISBN 978-80-224-1119-6. (selected chapters)

ŽEŇUCH, P. 2020. Zvuková rovina cirkevnej slovančiny u Slovákov. Bratislava: Ústav filologických štúdií Pedagogickej fakulty Univerzity Komenského v Bratislave, Katedra slovenského jazyka a literatúry. Elektronická publikácia vyšla vlastným nákladom autora na študijné účely. 57 s. ISBN 978-80-570-2716-4. Internetový odkaz: – https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KSJL/rozne/ZENUCH_Peter_Zvukova_rovina_cirkevnej_slovanciny_u_Slovakov__1_.pdf (selected chapters)

Pravidlá slovenského pravopisu. Red. M. Považaj. Bratislava: 2013. 592 s. ISBN 978-80-224-1331-2.

Active participation in the class is required to pass the course. The student will be evaluated during the semester by:

• a midterm test covering the first 4 topics (40 points),

• a paper (20 points),

• a proofreading of the text at the end of the intermediate course (40 points).

The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).

A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (mid-term test: less than 24 points; paper: less than 12 points; proofreading of the text: less than 24 points).

A (100 - 93 %, excellent - outstanding results): excellent performance: The student has an excellent knowledge of contemporary linguistic culture theory to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired knowledge in a convincing manner, and is able to apply and adapt it creatively at an excellent level, innovate and propose working procedures in the field of language standards and language practice in school practice, has the ability to creatively independently and imaginatively solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his speech is excellent, has well-developed skills for independent further self-study;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of contemporary theory of language culture to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge and is able to apply, adapt and innovate working practices in the field of language standards and language practice in school practice very well, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills for independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the current theory of language culture to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the acquired knowledge and existing working practices in the field of language standards and language practice in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the contemporary theory of language culture to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working practices in the field of language standard and language practice in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of contemporary linguistic culture theory to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices in the field of language standard and language practice in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has the minimum skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the current theory of language culture to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to work in the field of language standard and language practice in school practice, cannot solve individual tasks and assignments, cannot self-study further.

Slovak

1. Contemporary written language and contemporary written Slovak. Stability and dynamism of the written language.

2. National language and its stratification. Standard, codification, linguistic anxiety, orthography anxiety, valid codification manuals of contemporary written Slovak.

3. Users of written Slovak, language patterns, language personalities. Language education in and out of school.

4. Contemporary written Slovak. Language culture and criteria of orthography.

5. Problematic phenomena of the sound subsystem. Selected orthoepic phenomena.

6. Rhythmic law from the perspective of codification.

7. Problematic phenomena of the morphological and syntactic subsystem.

8. Problematic phenomena of the lexical subsystem. Spoken and unspoken lexis.

9. The question of the protection of the Slovak language. Non-linguistic influences. Adoption of expressions. Englishisms and Bohemianisms.

10. Selected orthographic phenomena.

11. Linguistic proofreading of the text.

The student will be able to define a linguistic norm and its relationship to linguistic practice. The student will be able to interpret the theoretical basis of the conditions for the definition of the concept and term user of written Slovak. The student will acquire knowledge of the basic factors that influence language culture and language learning. It will be able to explain the ways of acquiring and using the national or written language, with a focus on school and out-of-school language education. As a linguistic role model, he/she will be able to naturally activate and develop a positive attitude of the pupil towards the language and, in particular, towards the written Slovak language. He/she will learn to compare and critically evaluate the systemolinguistic and sociolinguistic approach to the language user and his/her linguistic expressions. In the context of problematic phenomena of the sound subsystem, the student will consolidate and practise knowledge focused on the pronunciation of soft and hard consonants, on the syllabic changes within and at the end of a word. The student will learn the essence of the rhythmic law and its reflection in older and newer codification and non-codification manuals, and will be able to apply it correctly in the production of his/her own speeches. The student will master the practical use of selected orthographic and orthographic rules and learn how to implement them in educational activities in school settings. The student will be able to identify and correct the most frequent lexical, morphological and syntactic linguistic errors. On the basis of vocabulary differentiation, the student will be aware of the different use of written and unwritten lexical resources in formal and informal speech and language and will be able to use them appropriately in specific speech and language expressions. The student will become familiar with the issue of the protection of the written language contained in the Act on the State Language and the concept of the care of the state language in the application subsystem, with a focus on education and training. The student will be familiar with and be able to critically evaluate the purist and functionalist approach to the protection of the written language and the related foreign language influences. The student will become familiar with the most frequent and established bohemianisms in the Slovak language and will be able to critically assess their occurrence in linguistic and speech manifestations from the perspective of systemic linguistics and sociolinguistics. He/she will learn how to actively acquire information related to linguistic norms, orthographic and orthographic norms and linguistic culture from the website of the Ľudovít Štúr Institute of Linguistics (mainly from the archive of the journal Kultúra slova, by using the online version of the currently valid codification manuals and by using the dictionary portal) and to implement them in educational and proofreading activities. The course will lead the student to the effective use of cross-cutting and specialized knowledge, will consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action.

The student knows the theoretical background in the field of linguistic culture. The student understands the concepts and terms contemporary written language and contemporary written Slovak language with a focus on the periodisation of the history of written language and written Slovak language. He is familiar with the codification manuals that stood at the beginning of the stage of contemporary written Slovak, as well as with the currently valid codification manuals in book and electronic form available on the website of the Ľudovít Štúr Institute of Linguistics. The student has knowledge of the systemolinguistic and sociolinguistic approach to language culture, to the norm, to language practice, to codification or to the user of the written language and can critically evaluate the use of these approaches in teaching and proofreading practice. They have acquired the approach of an active and creative language user and can correctly evaluate the use of linguistic resources in relation to the communicative environment and the mode of communication, with a focus on school-age children. The student possesses knowledge concerning current problematic phenomena in the field of linguistic norms within individual subsystems of language and is able to apply them creatively in the school environment in the position of a teacher of lower and upper secondary education. The student is able to see individual phenomena in a broader linguistic, cultural and social context. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments.

They have also acquired a number of transferable skills, in particular analytical thinking, creativity and the ability to think abstractly. It is able to use its ability to critically assess the suitability and appropriateness of the information it receives to develop its own linguistic expression and to improve the communicative competence of pupils in lower and upper secondary education. He is able to communicate the acquired information to professionals and lay people. The student has acquired the competence to expand his/her knowledge independently and the ability to identify and evaluate the broader context of professional issues.

Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)

Student workload:

13 hours of direct instruction;

33 hours of continuous preparation for the class, combined with reading of literary texts for each lesson;

2 x 15 hours of preparation for two mid-term tests = 30 hours;

44 hours of preparation for the oral examination combined with literature study.

In total 120 hours of student work.

Teaching methods: lecturing, explanation, interview, guided self-study - work with text, e-learning

Compulsory readings:

SEDLÁK, I. a kol. 2009. Dejiny slovenskej literatúry I. Martin: Matica slovenská, s. 418 – 518. ISBN 978-80-7090-935-5.

ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry II (19. storočie a prvá polovica 20. storočia). Bratislava: Literárne informačné centrum, s. 147 – 259. ISBN 978-80-89222-29-2.

Recommended readings:

BLAŽENCOVÁ, Ľ. 2021. Večný pútnik Martin Kukučín. In: SVORADOVÁ, V. – BLAŽENCOVÁ, Ľ. – MASARYK, M.: Osobnosti slovenskej literatúry v interkultúrnych kontextoch. Bratislava: Univerzita Komenského v Bratislave, s. 7 – 28. ISBN 978-80-223-5287-1.

BRTÁŇOVÁ, E. 2014. Záborského predstava národnej literatúry. In: DORUĽA, J. (ed.): Historický význam a odkaz diela osobností slovenského národného obrodenia. Bratislava: Slavistický ústav Jána Stanislava SAV, s. 42 – 54. ISBN 978-80-89489-18-3.

ČEPAN, O. 1984. Stimuly realizmu. Bratislava: Tatran, 478 s. (selected chapters)

MIKULOVÁ, M. – MIKULA V. 2010. Kapitoly zo slovenského realizmu: dejiny, medailóny, štúdie, interpretácie. Bratislava: Vydavateľstvo UK. 235 s. ISBN 978-80-223-2855-5. (selected chapters)

Further study text will be made available to students in electronic form.

Active participation in the class is required to pass the course. Assessment includes:

• two continuous written tests of literary-historical orientation (the first test within the scope of the first 6 topics, 25 points, the second test at the end of the continuous teaching, 25 points);

• an oral examination on professional knowledge and analytical-interpretive skills (50 points).

The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).

A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (first continuous assessment: less than 15 points; second continuous assessment: less than 15 points; oral examination: less than 30 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the history of literary realism in the required range, logically arranges the presented facts flawlessly, can critically and independently evaluate the acquired literary-historical knowledge convincingly, can creatively apply, adapt, innovate and design procedures for working with literary works in school practice at an excellent level, has the ability to deal creatively independently and imaginatively with individual tasks and assignments in wider literary, literary-historical and cultural contexts, the linguistic and stylistic level of his/her expression is excellent, and has well-developed skills for further independent learning;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the history of literary realism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply, adapt and innovate the procedures of working with literary works in school practice very well, has the ability to solve individual tasks and assignments independently and in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is very good, has very well developed skills for further independent learning;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the history of literary realism to the required extent, arranges the facts presented appropriately and makes errors only in places, can reliably apply the literary-historical knowledge acquired and existing procedures for working with literary works in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for independent further self-study;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary realism to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary realism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of literary realism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with literary works in school practice, cannot solve individual tasks and assignments, cannot further self-study.

Slovak

1. Political and cultural-social conditions in Slovakia (late 19th - early 20th century) and signals of the new literary epoch.

2. Genesis of Slovak literary realism, poetological and genre specifics, change of aesthetic canon.

3. Poetic initiative and new poetics of S. Hurban Vajanský.

4. Creative voluntarism and the elevated prose style of S. Hurban Vajanský.

5. The artistic phenomenon of P. Országh Hviezdoslav, generational confrontations and the lyricism of great cycles.

6. The epic and dramatic world of P. Országh Hviezdoslav.

7. Epic harmony of M. Kukučín's work.

8. Features of autobiographical and memoir prose in the period of realism. The literary work of E. Maróthy-Šoltésová.

9. Inner autobiography as a creative and narrative phenomenon in the work of B. Slančíková Timrava.

10. The skeptical sentiment of J. Gregor Tajovský's literary work.

11. Constituting realistic literary criticism and literary science.

The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will deepen and develop knowledge of the history of literary realism. He/she will master and be able to practically implement various methods of making the material from the history of literary realism accessible and to affect the efforts to match the depicted reality with its literary forms. They will learn to look for typological connections and specific features of European and Slovak realism. On the basis of the knowledge acquired, the student will be able to assess the extent to which literary-historical development is related to the European and Central European context and to the specific features of our region. The student will be able to discuss, justify and compare the significance of key personalities as well as the flow of ideas, select and name its sources and basic attributes of literary, cultural and social life in Slovakia at the turn of the 19th and 20th centuries, and understand the philosophical foundations of this period. They will be able to recognise the poetological and genre specifics of Slovak literary realism, and will be able to explain the essence of the change in the aesthetic canon in this period. He will understand the differences in the poetic work of the dominant representatives of the Realist period, and will be able to explain the change in the prosodic qualities of poetic language, focusing on the refinement and sophistication of poetic form and realistic detail. The student will be able to identify in the works the themes of everyday life, the heroism of simple destinies, and the plight of the characters. The student will be familiar with the character and conceptual definition of Slovak literary realism, the dominant creators of realistic prose and drama, and their major literary works. He will be able to distinguish in them the efforts to create a higher conversational style, but also the efforts to use vernacular language or hard diction of speech. The student will recognize the founding generation of realism and the generation of late realism depicting a pessimistic-naturalistic conception of life and man. The student will deepen and develop an understanding of the ideological and aesthetic principles of prose belonging to the realist type. The student will be able to highlight the significance of realist literary works in the context of European realist literature and in the context of the history of Slovak literature. The student will be able to plan and implement lessons in the history of literary realism, focusing on the important periodization milestones of the literary period and the ideological-aesthetic features of this movement as they appear in the work of representative realist authors. They will become familiar with both the theoretical and practical parts of the educational content and methods for independent student discovery of literary relationships. They will understand the importance of researching the qualities of this literary phenomenon, the need to define its historical mission and the scope of its legacy in the literary scene. Successful completion of the course will give the student the competence to orient himself/herself in the issues of the history of Slovak literary realism. On the basis of the acquired knowledge and skills, the student will acquire the prerequisites and motivation to develop the skills necessary for further self-study and critical thinking and the ability to encourage students to actively acquire literary-historical knowledge. The course will lead the student to the active acquisition of information and the effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and appropriate methods of the discipline. The student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes. The student will be competent in the use of digital technologies in the teaching of the history of literature.

The student has a deep and cross-cutting knowledge of the typological characteristics of the period of literary realism. The student has knowledge of the literary culture of the period in the context of contemporary political, social and cultural processes, of the periodization models and internal differentiation of original Slovak works of the period, has acquired knowledge of the history and various conceptions of literary realism. He/she is able to take an attitude towards literary works, knows and understands the theories, methods and procedures used in literary realism. Demonstrable knowledge of the typological characteristics of the period of Slovak literary realism and the ability to think in the context of the development of Slovak literature in a broader inter-literary context; knowledge of the connections and relationships with other literary-historical periods. Possesses comprehensive theoretical knowledge and knowledge of the most significant personalities of that period in the context of the history of Slovak literature. The student is able to integrate and relate the information to the basic attributes of literary and cultural life in Slovakia during the period of literary realism. Has acquired knowledge of literary historical terms, knows periodisation milestones, general characteristics of the period and dominant literary creators. Can use analytical skills and creativity in the professional literary-historical analysis of a fictional text. Has developed analytical skills as well as the ability to think abstractly and critically. The student can creatively apply the theoretical knowledge, practical skills, and competences acquired in practical pedagogical school interpretation in practice. On the basis of problem solving, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the ability to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The student is able to communicate information from the history of literary realism to a general public and lay audiences. The student is able to use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)

Student workload:

13 hours of direct teaching;

23 hours of continuous reading of fiction texts per lesson;

11 hours of preparation for the presentation of the assigned assignment with emphasis on the application of acquired knowledge and reading-interpretation skills;

13 hours of preparation for a written test focused on identifying excerpts from the literary works read;

A total of 60 hours of student work.

Teaching methods: interpretation, demonstration, dialogue with students, dialogue in a group of students, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary text, e-learning, guided self-study

Compulsory readings:

BRTÁŇOVÁ, E. 2016. Romantici – kazatelia. In: ZAJAC, P. Štúr, štúrovci, romantici, obrodenci. Bratislava: Ústav slovenskej literatúry SAV, s. 119 – 131. ISBN 978-80-88746-32-4.

VOJTECH, M. 2020. Slovenská klasicistická a preromantická literatúra. 2. vyd. Bratislava: Univerzita Komenského.185 s. ISBN 978-80-223-5022-8.

Recommended readings:

BLAŽENCOVÁ, Ľ. 2022. Tri žalmické adaptácie Andreja Sládkoviča. In: Slovenská literatúra, roč. 69, č. 2, s. 159 – 171. ISSN (print) 0037-6973.

BRTÁŇOVÁ, E.(ed.) 2017. Literárnohistorické kolokvium. IV. Klasicizmus. Bratislava: Ústav slovenskej literatúry SAV. 185 s. ISBN 978-80-88746-37-9. (selected chapters)

ČÚZY, L. a kol. 2004. Panoráma slovenskej literatúry I. Bratislava: Slovenské pedagogické nakladateľstvo. 196 s. ISBN 80-10-00316-6. (selected chapters)

Active participation in the class is required to pass the course. The student will be evaluated on the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (60 points) and on a written test at the end of the midterm focused on the identification of excerpts from the readings of literary works (40 points). The course culminates in a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).

A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 36 points, continuous assessment: less than 24 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired literary-historical knowledge in a convincing manner, is able to creatively apply and adapt it at an excellent level, innovate and design procedures of working with literary text in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his speech is excellent, has well-developed skills of independent further self-study;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply it very well, adapt and innovate the procedures of working with literary texts in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills of independent further self-study;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented appropriately and makes only occasional mistakes, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with a literary text in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has the minimum skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, cannot further self-study.

Slovak

1. Bernolák and the Bernoláks, the Bernolák's polemics; J. Fándly's enlightenment and nation-building activities; the Enlightenment-rationalist starting points in the first Slovak novel by J. I. Bajza.

2. Anacreontic poetry of the waning Rococo; features and motifs of the emerging classicism in the poetic works of J. Palkovič, B. Tablic and P. J. Šafárik.

3. The culmination of Enlightenment classicism in the poetic works of J. Hollý; the aesthetic ideal of classicism.

4. Pre-Romantic tendencies and the idea of Slavic mutuality in the work of J. Kollár.

5. Aesthetic views and artistic, philosophical and social issues in the prose of K. Kuzmány; the world of distorted morality in the dramatic work of J. Chalupka.

6. Poetry of Slovak Romanticism, concepts and forms. The poetic works of S. Chalupka and A. Sládkovič.

7. Various forms of Romantic poetry; the concept of the great cyclic poem by J. Kráľ, balladically tuned poems and the Janosik theme in the poetry of J. Botto.

8. The forms of romantic prose and historical fable in the works of J. Kalinčiak and J. M. Hurban.

9. The messianic line of Slovak romanticism in the poetic works of S. B. Hroboň.

10. Literary polemic with the romantic conception in the work of J. Záborský, typology of dramatic literature of the romantic period, J. Palárik's merry play.

11. Epic image of Slovak society in the matriarchal period. Post-romantic tendencies in the short prose of Ľ. Kubáni and G. K. Zechenter-Laskomerský.

The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will deepen and develop knowledge of the history of Slovak literary classicism, pre-Romanticism and Romanticism. The stratification of topics will provide the student with the necessary body of knowledge to support the formation of creative and synthesizing skills about the literary and historical-social context of the period. The student will gain reading and interpretive experience with specific literary texts from the works of Classical, Pre-Romantic, and Romantic authors of Slovak literature. The student will learn to analyze the meaning of individual works, beginning with the language of the periods, through relationships and motivic plans (reality, characters, plot) to the sujet-compositional and genre construction of the works. They will understand the significance of the Bernolák movement and the nature of the educational and nation-building activities of prose works in the Classical period. They will be able to explain the Enlightenment-rationalist background in the first Slovak novel by J. I. Bajza and to specify the features and motifs in the poetry of the emerging Classicism and the receding Rococo in selected poems by J. Palkovič, B. Tablic and P. J. Šafárik. He will be able to point out the monumentalisation of Slovak history in the epics of J. Hollý and to perceive the idyllic world of nature in the selaneks. He will be able to explain the idea of Slavic reciprocity, patriotic and nation-building themes and love motifs in the poems of J. Kollár. He will be able to analyse the emotional and thought world of literary characters conveying the aesthetic and philosophical views of K. Kollár. Kuzmány, understand the perception of distorted morality in the satirical hilarious plays of J. Chalupka. He will get to know the main representatives of the period of Slovak literary romanticism. In the poetic works of S. Chalupka, A. Sládkovič, J. Kráľ and J. Botto, he will be able to perceive the inner romantic contradiction of the lyrical hero, the contradiction of the ideal and reality, love motifs, historical themes and, above all, the presence of a national tendency. He will be able to grasp the emphasis on the spiritual principle of all-embracing essential truth in the messianic work of S. B. Hroboň. In the historical romantic prose of J. Kalinčiak and J. M. Hurban, based on an exacerbated plot, it will pay particular attention to the historical context against the background of which the love story takes place. It will recognise the dominant features of the prose and dramatic works of J. Záborský and the merry play of J. Palárik. The student will understand the circumstances of the waning Romanticism and will get to know the epigonic work of Ľ. Kubáni and G. K. Zechenter-Laskomerský. The course will focus mainly on the development of analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. The student will deepen and develop literary scientific knowledge, which he/she will be able to apply to literary practice, which will also contribute to the development of students' creativity. The student will be able to communicate and analyse the structure of texts on a given topic, highlight their artistic and aesthetic value, take a critical stance and be able to discuss the topic in a broader cultural and social context. The acquired knowledge and skills will be able to be further developed in pedagogical practice. On the basis of these skills, the student will acquire the competence to apply them in activities aimed at developing literary-critical analysis of literary texts and also in the educational process and school practice. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, will consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.

The student has the skills and competence of versatile interpretation of an artistic text from the period of Slovak literary classicism, pre-romanticism and romanticism and the ability to take a critical attitude to the interpreted text. The student has thoroughly acquired and mastered theoretical knowledge of the history of literary classicism, pre-Romanticism and Romanticism and is able to apply it creatively in literary analytical practice. The student has a comprehensive knowledge of a set of literary texts of the above-mentioned periods and has acquired knowledge of the basic principles of literary analysis. Can apply the acquired theoretical knowledge in practical analyses of specific literary texts, as well as in analyses of problem tasks. He/she can apply the analytical and interpretative skills and acquired competences in the professional and school analysis and interpretation of specific literary texts, understands the specificity and artistic value of selected literary texts and can actively seek new possibilities in the approach to a literary text. Understands the content of key literary works, grasps their interrelationships and is able to compare them in the context of the Classical, Pre-Romantic and Romantic periods. The student has acquired practical skills in thinking critically about literary texts. The student is able to communicate facts, concepts and opinions, formulate and defend arguments, and creatively and independently apply and interpret them in a complex analysis of works of Slovak Classical, Pre-Romantic and Romantic literature. Has developed analytical skills as well as the ability to think abstractly and critically. The student is able to interpret a literary text in relation to other art forms. The student is able to solve problem-solving tasks and has developed the skill of actively acquiring information and using it to solve practical tasks in the field, using appropriate and adequate procedures. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They also have a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The acquired theoretical knowledge, practical skills, achieved competences can be conveyed by the student to the general public and lay addressees and can be applied in the higher level of university studies, but especially creatively applied in the future teaching practice in the school environment in the position of a teacher of lower and upper secondary education.

Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)

Student workload:

13 hours of direct teaching;

23 hours of continuous reading of fiction texts per class period; 11 hours of preparation for the presentation of the assignment with emphasis on the application of acquired knowledge and reading-interpretation skills;

13 hours of preparation for a written test focused on identifying excerpts from the literary works read;

A total of 60 hours of student work.

Teaching methods: interpretation, demonstration, dialogue with students, dialogue in a group of students, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary text, e-learning, guided self-study

Compulsory readings:

KAČALA, J. – BOJNIČANOVÁ, R. eds. 2015. Obraz Argentíny, Čile a Francúzska v cestopisnej próze Martina Kukučína. Bratislava: Vydavateľstvo UK. 163 s. ISBN 978-80-223-4044-1. (selected chapters)

SEDLÁK, I. a kol. 2009. Dejiny slovenskej literatúry I. Martin: Matica slovenská, s. 418 – 518. ISBN 978-80-7090-935-5.

Recommended readings:

BLAŽENCOVÁ, Ľ. 2021. Večný pútnik Martin Kukučín. In: SVORADOVÁ, V. – BLAŽENCOVÁ, Ľ. – MASARYK, M.: Osobnosti slovenskej literatúry v interkultúrnych kontextoch. Bratislava: Univerzita Komenského v Bratislave, s. 7 – 28. ISBN 978-80-223-5287-1.

BLAŽENCOVÁ, Ľ. 2023. Reflexia básne Pavla Országha Hviezdoslava Žalm na tisícročnú pamiatku vierozvestcov sv. Cyrila a Metodeja. In: Studia Academica Slovaca: prednášky 59. letnej školy slovenského jazyka a kultúry, roč. 52. Bratislava: Univerzita Komenského v Bratislave, s. 268 – 285. ISBN 978-80-223-5648-0.

ČEPAN, O. 2001. Próza slovenského realizmu. Bratislava: Veda. 290 s. ISBN 80-224-0654-6. (selected chapters)

ČÚZY, L. a kol. 2005. Panoráma slovenskej literatúry II. Bratislava: Slovenské pedagogické nakladateľstvo. 176 s. ISBN 80-10-00674-2. (selected chapters)

Active participation in the class is required to pass the course. The student will be evaluated on the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (60 points) and on a written test at the end of the midterm focused on the identification of excerpts from the readings of literary works (40 points). The course culminates in a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).

A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 36 points, continuous assessment: less than 24 points).

The rating is awarded on a scale:

A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of literary realism in the required range, logically arranges the presented facts flawlessly, can critically and independently evaluate the acquired literary-historical knowledge convincingly, can creatively apply, adapt, innovate and design the procedures of working with literary text in school practice at an excellent level, has the ability to deal creatively independently and imaginatively with individual tasks and assignments in wider literary, literary-historical and cultural contexts, the linguistic and stylistic level of his/her expression is excellent, and has well-developed skills for further independent learning;

B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of literary realism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply, adapt and innovate the procedures of working with a literary text in school practice very well, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well developed skills for further independent learning;

C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of literary realism to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with literary texts in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;

D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary realism to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;

E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary realism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of literary realism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, cannot further self-study.

Slovak

1. Poetry on the road from romanticism to realism. The poetry collection of S. Hurban Vajanský and K. Banšell.

2. The meaning-making and compositional principle in the prose work of S. Hurban Vajanský.

3. Lyricism in the period of realism and its Parnassian tendencies in the work of P. Országh Hviezdoslav.

4. Verse epic of P. Országh Hviezdoslav.

5. The innovator of traditions M. Kukučín and his short prose.

6. The forms of autobiographical and memoir prose in the period of realism, the prose of E. Maróthy-Šoltésová.

7. The method of literary realism and prose from the village environment in the work of B. Slančíková Timrava.

8. Prose with an autobiographical heroine and ironic disillusionment in the prose of B. Slančíková Timrava.

9. The forms of the narrator's representation in the prose works of J. Gregor Tajovský.

10. Dramatic work of J. Gregor Tajovský.

11. Aesthetic and ethical principles in the work of Ľ. Podjavorinská and T. Vansová.

The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will have knowledge of the history of Slovak literary realism, which he/she will deepen and develop. The layering of topics will provide the student with the necessary body of knowledge to support the formation of creative and synthesising skills about the literary and historical-social context of the period. The student will have reading-interpretive experience with specific literary texts from the works of realist authors of Slovak literature. The student will be able to analyze the meaning of individual works, starting with the language of the periods mentioned, through relationships and motivic plans (reality, characters, plot) to the plot-compositional and genre construction of the works. The student will understand the sequence of development of Slovak literary realism, its founding generation, the generation of late realism and the emergence of modernist tendencies. The student will learn about the nature of the disputes over the new form of literature at the turn of the 1860s and 1870s and the ideological and artistic direction of young poets expressed in the almanac Napred (Forward). He will be able to analyse the attitudes of the lyrical subject in dealing with questions of the personal and the superpersonal in the poetry of the high poetic style of P. Országh Hviezdoslav and the new quality of poetic expression in the work of S. Hurban Vajanský. The student will be able to explain the meaning-making and compositional principles in the prose works of S. Hurban Vajanský and his question of the leading force in the nation. The student will be able to specify the thematic focus on the village man and his customary traditions, the new literary language and the particular humour in M. Kukučín's prose. He will be able to point out the forms of autobiographical and memoir prose of E. Maróthy-Šoltésová. The student will be able to explain the specific features of the literary work of authors at the turn of the 19th and 20th centuries. The student will be able to analyse the emotional and thought world of literary characters and the original way of capturing human relationships and destinies in the prose works of B. Slančíková Timrava. The student will learn about the dominant features of the prose and dramatic work of J. Gregor Tajovský with the thematisation of misery as a natural part of reality. He will get to know the verse and prose works thematising the position of women in the work of Ľ. Podjavorinská and T. Vansová. The course will focus in particular on the development of analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. The student will deepen and develop literary scientific knowledge, which will be able to apply to literary practice, which will also contribute to the development of creativity of students. He/she will be able to communicate about a given topic and analyze the structure of realistic literary texts, highlight their artistic and aesthetic value and take a critical stance. They will be able to discuss it in a broader cultural and social context. The acquired knowledge and skills will be further developed in teaching practice. On the basis of these skills, he will acquire the competence to apply them in activities aimed at developing literary-critical analysis of literary texts, as well as in the educational process and school practice. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, will consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.

The student has the skills and competence of versatile interpretation of an artistic text from the period of Slovak literary realism and the ability to take a critical attitude to the interpreted text. The student has thoroughly acquired and mastered theoretical knowledge of the history of literary realism and is able to apply it creatively in literary analytical practice. Has a comprehensive knowledge of a set of literary texts of the period of Slovak literary realism, has acquired knowledge of the basic principles of literary analysis. Can apply the acquired theoretical knowledge in practical analyses of specific literary texts, as well as in analyses of problem tasks. He can apply the analytical and interpretative skills and acquired competences in the professional and school analysis and interpretation of specific literary texts, understands the specifics and artistic value of selected literary texts, and actively seeks new possibilities in the approach to a literary text. Understands the content of key literary works, grasps their interrelationships and is able to compare them in the context of the whole period of realism. The student has acquired practical skills in thinking critically about literary texts. The student is able to communicate facts, concepts and opinions, formulate and defend arguments, and creatively and independently apply and interpret them in a comprehensive analysis of works of Slovak realist literature. Has developed analytical skills as well as the ability to think abstractly and critically. The student is able to interpret a literary text in relation to other art forms. The student is able to solve problem-solving tasks and has developed the skill of actively acquiring information and using it to solve practical tasks in the field using appropriate and adequate procedures. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They also have a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The acquired theoretical knowledge, practical skills and achieved competences can be communicated by the student to the general public as well as to lay addressees and can be applied in the higher level of university studies, but especially creatively applied in the future teaching practice in the school environment in the position of a teacher of lower and upper secondary education.

Compulsory reading:

GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVČÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4

KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Bratislava: UK. 161 s. ISBN 978-80-223-4166-0

Recommended reading:

GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. ISBN 978-80-223-2391-8

MAŇÁK, J., ŠVEC, V. (2004). Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785

ŠVEC, Š. (2009). Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. 302 s. ISBN 978-80-731-5192-8

TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with an assessment of: 100% of the intermediate assessment

The interim evaluation includes the following:

- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,

- assessment of knowledge and selected competences in the form of a written test - 55 points.

The rating is awarded on a scale:

A (100-94%, excellent - excellent results with only minimal errors),

B (93-86%, very good - above average results with minor errors),

C (85-76%, good - normal reliable work, average results),

D (75-68%, satisfactory - acceptable results, but significant errors occur),

E (67-60%, sufficient - results meet minimum criteria),

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

For successful completion of the course it is necessary to obtain at least 60% of the points.

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, 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 a given 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:

Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research and their specificities.

Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.

Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.

Questionnaire design, implementation and evaluation.

Assessment scales - typology, creation and evaluation.

The sociometry method and the measurement of social climate.

Interview design and use. Differences between quantitative and qualitative interviews.

Quantitative and qualitative observation in scientific research.

Content analysis of documents from a quantitative and qualitative point of view.

Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design.

100/0

Learning outcomes and transferable competences:

Learning objectives and outcomes:

Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On the theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.

The course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to carry out pedagogical research.

Compulsory reading:

GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVČÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4

KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Bratislava: UK. 161 s. ISBN 978-80-223-4166-0

Recommended reading:

GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. ISBN 978-80-223-2391-8

MAŇÁK, J., ŠVEC, V. (2004). Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785

ŠVEC, Š. (2009). Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. 302 s. ISBN 978-80-731-5192-8

TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with an assessment of: 100% of the intermediate assessment

The interim evaluation includes the following:

- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,

- assessment of knowledge and selected competences in the form of a written test - 55 points.

The rating is awarded on a scale:

A (100-94%, excellent - excellent results with only minimal errors),

B (93-86%, very good - above average results with minor errors),

C (85-76%, good - normal reliable work, average results),

D (75-68%, satisfactory - acceptable results, but significant errors occur),

E (67-60%, sufficient - results meet minimum criteria),

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

For successful completion of the course it is necessary to obtain at least 60% of the points.

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, 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 a given 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:

Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research and their specificities.

Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.

Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.

Questionnaire design, implementation and evaluation.

Assessment scales - typology, creation and evaluation.

The sociometry method and the measurement of social climate.

Interview design and use. Differences between quantitative and qualitative interviews.

Quantitative and qualitative observation in scientific research.

Content analysis of documents from a quantitative and qualitative point of view.

Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design.

100/0

Learning outcomes and transferable competences:

Learning objectives and outcomes:

Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On the theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.

The course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to carry out pedagogical research.

Recommended reading:

Výber odbornej literatúry podľa zvolenej témy práce;

Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;

GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)

LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7

KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454

STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. ISBN 978-80-8063-359-2.

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by assessment (100% of the interim assessment).

The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment. To pass the course, a minimum score of 60% is required.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.

B (90-81%, very good - above average standard), the student is actively working adequately on continuous assignments, participates in the presentation and discussion of given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.

C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.

D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.

E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.

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

Slovak language (in the case of language subject approbations also the target language)

Types of thesis. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.

Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.

100/0

Learning outcomes and transferable competences:

Learning objectives and outcomes:

The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a diploma thesis.

The student is able to define the topic or research problem of his/her thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained, and analyse them. In the practical focus of the thesis, can make recommendations for practice. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.