In this section, the traditional methodology and the modern methodology, as well as other terms, are clarified and a great number of valuable sources are referred to.
In section three, I will illustrate how the theory presented in the first chapter seems to work in reality from the students point of view.
I have come to the point where I have to choose to follow either the example of the teachers who I observed at school or the model presented to me at Masaryk University during my studies.
This makes an enormous difference in the approach to the teaching itself and to the students.
However, since the time of our students is precious, one of the teacher s crucial tasks is to compare, analyse and evaluate the methods they use in order to motivate the students and to make the learning as effective as possible.
In my research I focused on some techniques commonly used today and tested them.According to Webster s Third New International Dictionary, methodology is a body of methods, procedures, working concepts, rules and postulates employed [...] in the solution of a problem or in doing something (Methodology).This expression can be used as an equivalent to the words teaching and strategy.In the definitions of this term, Webster s Third New International Dictionary often uses expressions such as a procedure or process for attaining a goal or a systematic procedure, technique or a set of rules very often related to a science or art (Method).In agreement with this Webster s definition, Hunkis claims that methods have form and consistency, and later on draws attention to the form by stating that methods have definite steps or stages and sub-behaviours that are recurrent and applicable to various subject matters (qtd. As Henson states, some examples of methods are: a lecture, a simulation game, a case study, or an inquiry.The following part of my thesis, chapter 4, illustrates the real-life situation from the opposite point of view: me as a teacher.This section consists of a description of my experiment and presents the results achieved in it.This section will also include a discussion in which I will analyse the data collected by the experiment.In the concluding part, chapter 5, I will summarize the goals I set, review issues in which I did and did not succeed, and highlight the results of my thesis.I am grateful to all the people who helped me conduct the research, to the teachers who answered the questionnaires and to those who supported me in any other way. Introduction Definitions Method Methodology Traditional Methodology Modern Methodology Summary Opinions on Traditional and Modern Methodologies Introduction Opinions about Traditional Methodology Opinions about Modern Methodology The respondents Preferences Discussion Research Experiment Introduction and Background Why at a Basic School? Description of the Two Groups The Experiment A Review of The Experiment: A description in detail 1.Introduction I decided to write a thesis on Traditional and Modern Teaching methodologies because I am a new teacher, and like all my colleagues at the end of their studies, I am facing an important decision.