Kritéria kvality učebních úloh v učebnicích dějepisu

Abstract

This paper discusses the approaches to analysing learning tasks explored in Czech and international didactics of history, focusing on tasks in history textbooks. It proposes quality criteria/attributes to characterise the didactic and discipline-specific quality of tasks. It also briefly discusses history textbooks and international research, with emphasis on German-speaking countries.

Keywords

• history textbooks
• (learning) tasks
• quality criteria