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Masarykova Univerzita V Brně MASARYKOVA UNIVERZITA Pedagogická fakulta Katedra biologie TVORBA HERBÁŘE CÉVNATÝCH ROSTLIN PRO STUDIJNÍ ÚČELY Diplomová práce Autor: Monika Harvančáková Vedoucí práce: doc. RNDr. Zdeňka Lososová, Ph.D. Brno 2012 Prohlášení Prohlašuji, ţe jsem diplomovou práci vypracoval/a samostatně, s vyuţitím pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. Souhlasím, aby diplomová práce byla uloţena v knihovně Pedagogické fakulty Masarykovy univerzity a zpřístupněna ke studijním účelům. ------------------------------ podpis 2 Děkuji paní doc. RNDr. Zdeňce Lososové, Ph.D., vedoucí mojí diplomové práce, za připomínky, nápady, návrhy a za strávený čas, který mi věnovala při psaní mojí diplomové práce. 3 Anotace: Cílem diplomová práce „Tvorba herbáře cévnatých rostlin pro studijní účely“ je vytvoření herbářových poloţek pro studenty přírodovědných oborů a vytvoření sady fotografií cévnatých rostlin jako studijních pomůcek. Dále se práce zaměřuje na testování účinnosti těchto pomůcek, kde jsou srovnávány výsledky testů studentů, kteří pouţívali k přípravě na testování pouze herbář, a studentů kteří k přípravě pouţívali pouze sadu fotografií. Výsledky testování jsou v práci vyhodnoceny, porovnány ještě s výsledky testů studentů pedagogického asistentství přírodopisu a to se zaměřením na nejlépe a nejhůře determinované zástupce cévnatých rostlin. Součástí teoretické části práce je pojednání o tvorbě herbáře cévnatých rostlin. Jsou zde zahrnuty základní morfologické znaky cévnatých rostlin a rozebrány nejvýznamnější čeledě naší flóry. Annotation: The aim of diploma thesis „Preparation of vascular plants herbarium for study purposes“ is creation of herbarium specimens for students with a focus on natural sciences and creation of set of photos as study aids. The thesis focuses on testing the effectiveness of these aids, where test results are compared for two groups of students Firts group included students who used to prepare for plant identificationonly only herbarium, and the second one who determine species from photographs. The test results are assessed at work and even compared with test results of students teaching Training in Natural Science. Comparison of results focuses on the best and worst species determined by students. The theoretical part is a treatise on preparation of vascular plants herbarium. This includes the basic morphological features of vascular plants and analyzed the most important families of Czech flora. Klíčová slova: cévnaté rostliny; herbářová poloţka; determinační znaky; rostlina; kořen; lodyha; stonek; list; květ; plod; čeleď; rodové jméno; druhový přívlastek; testování Key words: vascular plants; herbárium specimen; determinative marks; plant; root; stalk; leaf; flower; fruit; family; species; genus 4 Obsah: 1. Úvod ........................................................................................................................... ..7 1.1. Cíle diplomové práce .......................................................................................... ..8 1.2. Struktura diplomové práce .................................................................................. ..8 2. Teoretická část .......................................................................................................... ..9 2.1. Cévnaté rostliny .................................................................................................. 10 2.1.1. Zařazení do systému ................................................................................... 11 2.1.2. Morfologie cévnatých rostlin ...................................................................... 14 2.1.3. Nejvýznamnější čeledě cévnatých rostlin ................................................... 21 2.2. Učivo a jeho sloţky ............................................................................................. 29 2.2.1. Vědomosti ................................................................................................... 30 2.2.2. Dovednosti .................................................................................................. 30 2.3. Zařazení problematiky cévnatých rostlin do RVP ZV ....................................... 31 3. Metodika .................................................................................................................... 32 3.1. Metodika vytváření studijních pomůcek ............................................................. 34 3.1.1. Metodika tvorby herbářových poloţek ....................................................... 34 3.1.2. Vlastní tvorba herbářových poloţek ........................................................... 34 3.1.3. Vytváření sady fotografií ............................................................................ 36 3.2. Vyhodnocení testů studentů pedagogického asistentství .................................... 37 3.3. Testování studijních pomůcek............................................................................. 37 3.3.1. Testování herbáře jako studijní pomůcky ................................................... 37 3.3.2. Testování sady fotografií jako studijní pomůcky ....................................... 38 3.4. Srovnání učebnic přírodopisu pro 7. ročník základních škol ............................. 38 3.4.1. Vybrané učebnice ke srovnání .................................................................... 39 3.4.1.1. Učebnice přírodopisu nakladatelství Nová škola ........................... 40 3.4.1.2. Učebnice přírodopisu nakladatelství Fraus .................................... 42 3.4.2. Rozdíly mezi srovnávanými učebnicemi .................................................... 44 3.4.2.1. Rozdíly v pojetí systému ................................................................ 44 3.4.2.2. Rozdíly ve struktuře učebnic .......................................................... 46 3.4.2.3. Rozdíly v uváděných zástupcích .................................................... 47 3.4.2.3.1. Výtrusné rostliny ............................................................. 47 3.4.2.3.2. Nahosemenné rostliny .................................................... 48 5 3.4.2.3.3. Krytosemenné rostliny. ................................................... 48 3.4.2.4. Přehled doplňujících čeledí a zástupců cévnatých rostlin ve vybraných učebnicích ................................................... 52 3.5. Rešerše literatury ................................................................................................ 53 4. Výsledky .................................................................................................................... 54 4.1. Výsledky testů studentů pedagogického asistentství .......................................... 54 4.1.1. Vyhodnocení výsledků testů studentů pedagogického asistentství .................................................................................................. 59 4.2. Výsledky testování studijních pomůcek.............................................................. 66 4.2.1. Výsledky testování herbáře jako studijní pomůcky .................................... 66 4.2.2. Výsledky testování sady fotografií jako studijní pomůcky ........................ 68 5. Diskuse ....................................................................................................................... 70 5.1. Shrnutí výsledků testů studentů pedagogického asistentství .............................. 70 5.2. Shrnutí výsledků testování studijních pomůcek .................................................. 70 5.3. Porovnání výsledků testů z testování studijních pomůcek s výsledky testů studentů pedagogického asistentství ........................................ 72 6. Závěr .......................................................................................................................... 73 7. Resumé ....................................................................................................................... 75 8 Příloha ......................................................................................................................... 75 9. Seznam literatury a pouţitých zdrojů ......................................................................... 120 1. Úvod Rostlinná říše provází člověka na kaţdém kroku. Jedině rostliny mají schopnost vytvářet z neústrojných látek přírody látky organické, bez kterých by 6 existence ţivočišné říše nebyla ani moţná. Jejich obrovský význam si lidé neuvědomují a povaţují je za něco samozřejmého. Podobně se nepozastavujeme ani nad variabilitou vyuţití rostlin v průmyslové výrobě, v potravinářství a například v zemědělství. V dnešní technicky rozvinuté době často zapomínáme, ţe na rostlinné říši je něco tajemného a obdivuhodného. Před uměleckým dílem vytvořeným mistrovskýma rukama a fantazií umělce dokáţeme stát hodiny a obdivovat jej, ale nedochází nám, ţe kaţdá rostlina nebo rostlinné společenstvo, jeţ se v přírodě vyskytuje je, také uměleckým dílem. Je výtvorem, který příroda tvořila a formovala se všemi podmínkami a vlastnostmi ne jeden rok, ale celá tisíciletí. Svět rostlin je nesmírně bohatý a rozmanitý, Vznikal miliony let na naší planetě, prošel mnoha stádii vývoje a vyvíjí se dál. Tvoří součást našeho ţivotního prostředí a obklopuje nás odnepaměti. Rostliny jsou hlavním zdrojem potravy lidstva, ať uţ přímo nebo nepřímo. Ţivot
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