In presented master thesis we are dealing with mountaineering field days in first and second triad of primary school. Field day consists of three phases: preparation, execution and evaluation. Our research problem is presented by those three phases. In theoretical part we presented basic theoretical bases with direct link to the relevant literature from fields of physical education, excursions, hiking and mountaineering. All three phases of field days are described in detail. Conducted research regarding realisation of all three phases of field day is empirical part of presented thesis. Mainly we were interested in how, to what extent and in which way, if so, teachers realise those three phases. Survey questionnaire was designed to gather data which was processed using IBM SPSS. We calculated frequencies, expressed them in percent. In relation to triad and region we performed χ2 test of statistical independence. We discovered that most of the first and second triad teachers (88,4 %) take into account curriculum and therefore carry out two or more field days with mountainous content during one school year. Also we found out that 68,5 % of first and second triad teachers deal with several problems during execution phase, but on the other hand only few of them implement preparation, execution and evaluation phase to satisfactory extent. Taking into account the fact that first and second triad teachers spend a lot of time with their pupils and know them well, we concluded that there are several possibilities for quality and correct realisation of all three phases.
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