Article
| Title: | Variácie priestorového usporiadania školskej triedy a ich vplyv na pedagogickú komunikáciu |
| Variant title: | Variations of the spatial arrangement of the classroom and their impact on educational communication |
| Author: | |
| Source document: | Studia paedagogica. 2011, vol. 16, iss. 1, pp. [191]-210 |
| Extent: | [191]-210 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| Type: | Article (Slovak) |
| Stable URL: | http://hdl.handle.net/11222.digilib/115408 |
| License: |
PDF
Abstract(s):
Témou príspevku je priestorové usporiadanie školskej triedy a jeho vplyv na pedagogickú komunikáciu. Príspevok má charakter prehľadovej štúdie postavenej na prevažne zahraničnom výskume, a predstavuje tri najčastejšie používané typy triedneho usporiadania z pohľadu doterajšieho empirického výskumu. Jednotlivé usporiadania sú predstavené na princípe účelnosti pri konkrétnych organizačných formách výuky a zamýšľaných komunikačných aktivitách a následne sú vzájomne porovnané. V závere príspevok pojednáva o existencii zóny dominantnej aktivity v sálovo usporiadanej triede a o príčinách jej vzniku.
The theme of this contribution is the spatial arrangement of the classroom and its impact on educational communication. The contribution is a review study based largely on research conducted abroad and presents three of the most common types of classroom arrangement as identified by previous empirical research. Specific arrangements are presented on the basis of the principle of efficiency in particular organizational forms of teaching and intended communication activities. These arrangements are then compared with each other. In conclusion, the contribution describes the existence of an action zone in hall-arranged classrooms and the cause of its origin.
The theme of this contribution is the spatial arrangement of the classroom and its impact on educational communication. The contribution is a review study based largely on research conducted abroad and presents three of the most common types of classroom arrangement as identified by previous empirical research. Specific arrangements are presented on the basis of the principle of efficiency in particular organizational forms of teaching and intended communication activities. These arrangements are then compared with each other. In conclusion, the contribution describes the existence of an action zone in hall-arranged classrooms and the cause of its origin.
Keywords:
interakcia; pedagogická komunikácia; usporiadanie školskej triedy; zóna dominantnej aktivity
interaction; educational communication; arrangement of the classroom; zone of dominant activity
interaction; educational communication; arrangement of the classroom; zone of dominant activity
Note:
Tento článok vznikol v rámci projektu Škola: výzkum vnitřních procesů a vnějších podmínek jejího fungování (GA406/09/H040) financovaného Grantovou agenturou České republiky.
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