ZKVALITNENI EDUKACNIHO PROCESU ZAVEDENIM INDIVIDUALIZACE A DIFERENCIACE U ZAKU 1. ROCNIKU ZAKLADNI SKOLY

Abstract

The article focuses on the current trend of increasing the quality of education, which brings increased demands on the competencies of teachers in the introduction of differentiated teaching in primary school pupils in a heterogeneous complex class, from the very beginning of schooling. In its Strategy for the Educational Policy of the Czech Republic until 2030 +, the Ministry of Education emphasizes didactic procedures in teaching, which will enable differentiation of teaching according to the needs of pupils. However, many teachers are not sufficiently prepared for this and there is very little relevant literature and research to help them in practice. The article summarizes the latest findings in this area, analyzes the concept of internal differentiation, not only its cognitive aspects, but also the social dimension of teaching. It emphasizes the importance of this issue for improving the primary level of primary school in contemporary socio-economic contexts of equal educational opportunities in society. It emphasizes the knowledge of specific students and their individual peculiarities as an important condition for the implementation of internal differentiation. It also discusses the possibilities of differentiation in relation to the content of education, methods and organizational forms of teaching. It brings a list of pedagogical means through which differentiated and individualized teaching is implemented in the teaching process. Improving the level of basic education through internal differentiation of teaching is a long-term and difficult task due to the growing heterogeneity of numerous school groups. The main goal of the research was to map the introduction of differentiated and individualized teaching for five teachers in five primary schools in the Pardubice, Central Bohemia and Hradec Králové regions, focusing on the main subjects of the Czech language and mathematics in 1-3. elementary school class. In our article, we present an analysis of the research survey of the first stage of research, in the first classes of a selected sample of teachers who use differentiated teaching to a greater or lesser extent and the mentioned years will succeed for three years of schooling. In the first stage of the research, we will focus primarily on the use of pedagogical means of differentiation and individualization and their impact on student outcomes and the effectiveness of the teaching process.