Přehled o publikaci

This monograph introduces selected areas of didactic means, i.e. means used in teaching. Didactic means create an extensive body, which can be studied from different perspectives. One can concentrate only on technical and technological devices, or may deal with (wider) pedagogical, (narrower) didactic, psychological, social and other pre-requisites of their use and application. Another approach can be to focus on technical and economic requirements for their operation. Detail attention can be paid to other areas; altogether these aspects constitute the body of didactic means. This monograph brings in a value of a comprehensive view upon the field of didactic means. New perspectives on certain aspects are introduced as well as new possibilities resulting from the use of modern communication devices; the advantage of possessing knowledge of other subject-areas is considered. Part One explains the basic structure of didactic means and attention is paid to technical and technological means of teaching. Part Two contains the description of selected models of communication and their relations to the didactic aspects of teaching. Part Three focuses on the classification of media; didactic aspects of their utilization are dealt with. An analysis of didactic, psychological, social and technological conditions of technical didactic means, facilitating the utilization on individual types of media, is carried out. Part Four analyzes basic requirements for an optimal operation of technical didactic means, which should be satisfied by educational premises, where instruction is to be carried out. The basics of auditoriology are mentioned, e.g. the use of technical media and their location in large lecture halls and auditoria as well as the calculation of costs of their operation. A major contribution of this monograph can be seen in an analytical description of fundamental aspects, rules and basic relations in the area of didactic means with a special regard to technical means. Unlike similar 208 publications in this field, this book emphasizes the significance of a more consistent application of communication theory knowledge to the theory of didactic means. The book covers a wide scope of relating issues and as such can be of interest to specialists not only in education but also in other academic disciplines.