{"id":559,"date":"2020-06-25T08:20:00","date_gmt":"2020-06-25T06:20:00","guid":{"rendered":"http:\/\/public.kvcso.cz\/?p=559"},"modified":"2020-06-26T10:01:34","modified_gmt":"2020-06-26T08:01:34","slug":"vyuka-na-dalku-v-prevracene-tride","status":"publish","type":"post","link":"https:\/\/ucitel.kvcso.cz\/?p=559","title":{"rendered":"V\u00fduka na d\u00e1lku v p\u0159evr\u00e1cen\u00e9 t\u0159\u00edd\u011b"},"content":{"rendered":"\n

V p\u0159edchoz\u00edch \u010dl\u00e1nc\u00edch jsem se o p\u0159evr\u00e1cen\u00e9 t\u0159\u00edd\u011b<\/strong> ji\u017e n\u011bkolikr\u00e1t zm\u00ednil. Te\u010f se pokus\u00edm ji vz\u00edt jako hlavn\u00ed t\u00e9ma a vysv\u011btlit jej\u00ed p\u0159\u00ednosy a rizika. Na webu je mnoho materi\u00e1l\u016f, kter\u00e9 tento zp\u016fsob v\u00fduky propaguj\u00ed, jen m\u00e1m pocit, \u017ee se a\u017e p\u0159\u00edli\u0161 orientuj\u00ed na pozitiva. Jen\u017ee tak jednoduch\u00e9 to nen\u00ed. Jedna strana mince je vyzkou\u0161en\u00ed metody v praxi, druh\u00e1 v promy\u0161len\u00e9m zapojen\u00ed do v\u00fdukov\u00e9ho syst\u00e9mu. M\u016fj popis je o matematice, ale na p\u0159edm\u011btu nez\u00e1le\u017e\u00ed. Zku\u0161en\u00fd didaktik si ve sv\u00e9m oboru v\u017edy najde spr\u00e1vnou cestu. <\/p>\n\n\n\n

Vyu\u010dovat t\u00edmto zp\u016fsobem je velmi n\u00e1ro\u010dn\u00e9 na p\u0159\u00edpravu. Nejde jen o vytv\u00e1\u0159en\u00ed materi\u00e1l\u016f ke studiu, ale o celou koncepci. V\u00fdhodou je zku\u0161enost v projektov\u00e9m \u0159\u00edzen\u00ed. Jestli\u017ee \u00fakol pojmu jako c\u00edl<\/em> projektu, l\u00e9pe se sleduj\u00ed v\u0161echny v\u00fdukov\u00e9 aspekty. U\u010ditel, kter\u00fd \u017e\u00e1ky vede k samostatnosti i v b\u011b\u017en\u00e9 t\u0159\u00edd\u011b, m\u00e1 snaz\u0161\u00ed v\u00fdchoz\u00ed pozici. Velk\u00e1 \u010d\u00e1st v\u00fduky metodou p\u0159evr\u00e1cen\u00e9 t\u0159\u00eddy se odehr\u00e1v\u00e1 mimo \u0161kolu, co\u017e se t\u00fdk\u00e1 \u017e\u00e1k\u016f i u\u010ditel\u016f. I s t\u00edm je t\u0159eba po\u010d\u00edtat zejm\u00e9na p\u0159i pl\u00e1nov\u00e1n\u00ed term\u00edn\u016f, proto by m\u011blo m\u00edt pln\u011bn\u00ed \u00fakol\u016f harmonogram.<\/p>\n\n\n\n

Klasickou uk\u00e1zkou jsou laboratorn\u00ed cvi\u010den\u00ed<\/em>. Kdy\u017e pominu, \u017ee jde o ji\u017e probran\u00e9 t\u00e9ma, kter\u00e9 je t\u0159eba podpo\u0159it experiment\u00e1ln\u011b, m\u00e1m ide\u00e1ln\u00ed prostor pro zapojen\u00ed metody p\u0159evr\u00e1cen\u00e9 t\u0159\u00eddy. \u017d\u00e1ci dostanou v dostate\u010dn\u00e9m \u010dasov\u00e9m p\u0159edstihu zad\u00e1n\u00ed praktick\u00e9ho \u00fakolu a pot\u0159ebn\u00e9 studijn\u00ed zdroje. Forma je na u\u010diteli a v tomto p\u0159\u00edpad\u011b nejde o online v\u00fduku, n\u00fdbr\u017e o skupinovou pr\u00e1ci v u\u010debn\u011b. Na laboratorn\u00ed cvi\u010den\u00ed \u017e\u00e1ci p\u0159ijdou s t\u00edm, \u017ee v\u00ed, co maj\u00ed ov\u011b\u0159ovat, co budou pot\u0159ebovat a k \u010demu by m\u011bli doj\u00edt. U\u010ditel je pouze pr\u016fvodcem a r\u00e1dcem b\u011bhem cel\u00e9ho cvi\u010den\u00ed. Je z\u0159ejm\u00e9, \u017ee bez motivace k p\u0159\u00edprav\u011b to nem\u016f\u017ee fungovat. Ale pou\u017eit\u00ed podobn\u00fdch metod je o n\u00e1vyc\u00edch, nikoli o jednor\u00e1zov\u00e9m pokusu. <\/p>\n\n\n\n

\"P\u0159evr\u00e1cen\u00e1<\/figure><\/div>\n\n\n\n

P\u0159evr\u00e1cen\u00e1 t\u0159\u00edda vy\u017eaduje syst\u00e9m<\/h3>\n\n\n\n

Struktura metody m\u016f\u017ee b\u00fdt pom\u011brn\u011b jednoduch\u00e1. \u010c\u00edm jasn\u011bj\u0161\u00ed pravidla zavedu, t\u00edm v\u00edce se mohu v\u011bnovat smyslu \u00fakolu, pot\u0159ebn\u00fdm materi\u00e1l\u016fm, form\u011b komunikace a hodnocen\u00ed. Jde o rozli\u0161en\u00ed tvrd\u00fdch a m\u011bkk\u00fdch dovednost\u00ed.<\/p>\n\n\n\n

\u00dakol<\/h4>\n\n\n\n

J\u00e1 vid\u00edm podstatu p\u0159evr\u00e1cen\u00e9 t\u0159\u00eddy (flipped classroom<\/a>) v asynchronn\u00edm p\u0159\u00edstupu<\/em>. V dob\u011b v\u00fduky na d\u00e1lku jde o logick\u00fd krok, proto\u017ee se velmi dob\u0159e pracuje s harmonogramem. Proto m\u00e1 \u00fakol dlouhodob\u011bj\u0161\u00ed a rozs\u00e1hlej\u0161\u00ed c\u00edl ne\u017e jen v\u00fdsledky. Zad\u00e1m jej v\u010detn\u011b term\u00ednu. Nem\u011bl by b\u00fdt samo\u00fa\u010deln\u00fd, ale sebevzd\u011bl\u00e1vac\u00ed. Rozd\u00edl proti b\u011b\u017en\u00e9mu zad\u00e1n\u00ed ve t\u0159\u00edd\u011b je z\u0159ejm\u00fd, tady neprocvi\u010dujeme probranou l\u00e1tku, ale \u00fakolem se \u017e\u00e1ci u\u010d\u00ed novou. <\/p>\n\n\n\n

Obsahov\u011b by m\u011bl b\u00fdt vysv\u011btlen tak, aby vy\u017eadoval co nejm\u00e9n\u011b dopl\u0148uj\u00edc\u00edch dotaz\u016f. V\u017edy\u0165 to zn\u00e1te, zad\u00e1te ve t\u0159\u00edd\u011b samostatnou pr\u00e1ci a za chv\u00edli se n\u011bkdo zept\u00e1 na nejasnosti. Mus\u00edm se sna\u017eit j\u00edt p\u0159\u00edpadn\u00fdm ot\u00e1zk\u00e1m naproti. Rozs\u00e1hlost c\u00edle nen\u00ed v obt\u00ed\u017enosti nebo mno\u017estv\u00ed, ale v propojen\u00ed s dal\u0161\u00edmi aktivitami, nap\u0159. s online konzultac\u00ed. Tak\u017ee \u00fakol je zad\u00e1n. <\/p>\n\n\n\n

Studijn\u00ed prost\u0159edky<\/h4>\n\n\n\n

Pro spln\u011bn\u00ed \u00fakolu \u017e\u00e1ci pot\u0159ebuj\u00ed z n\u011b\u010deho vych\u00e1zet. Nej\u010dast\u011bji se uv\u00e1d\u011bj\u00ed videa, texty a obr\u00e1zky, j\u00e1 to vn\u00edm\u00e1m stejn\u011b. Na Internetu najdeme hodn\u011b materi\u00e1l\u016f, jednak d\u00edky r\u016fzn\u00fdm projekt\u016fm \u0161kol m\u00e1me k dispozici metodick\u00e9 pr\u00e1ce u\u010ditel\u016f, jednak existuj\u00ed i ofici\u00e1ln\u00ed \u00falo\u017ei\u0161t\u011b (nap\u0159. rvp.cz<\/a>, kvkskoly.cz<\/a>, \u2026). Podstatn\u00e9 je, jestli mi vyhovuj\u00ed. Pokud ano, u\u0161et\u0159\u00edm hodn\u011b \u010dasu. <\/p>\n\n\n\n

Nej\u010dast\u011bji se doporu\u010duj\u00ed videa<\/strong>. Op\u011bt m\u00e1me k dispozici osv\u011bd\u010den\u00e9 zdroje (nap\u0159. Khanova \u0161kola<\/a>). Jen\u017ee j\u00e1 tu vid\u00edm riziko. \u017d\u00e1ci jsou zvykl\u00ed na m\u016fj styl v\u00fdkladu v\u010detn\u011b intonace, d\u016frazu na podstatn\u00e9 body, opakov\u00e1n\u00ed kritick\u00fdch vysv\u011btlen\u00ed z jin\u00e9ho pohledu i na ob\u010dasn\u00e9 pozn\u00e1mky. Co s t\u00edm? <\/p>\n\n\n\n

\"P\u0159evr\u00e1cen\u00e1<\/figure><\/div>\n\n\n\n

Zb\u00fdv\u00e1 jedin\u00e1 mo\u017enost, videa nato\u010d\u00edm s\u00e1m.  Vlastn\u011b pro\u010d ne? Technicky to um\u00edm, \u00falo\u017ei\u0161t\u011b m\u00e1m a podklady rovn\u011b\u017e. Sta\u010d\u00ed se zbavit ostychu a za\u010d\u00edt. Za dobu jarn\u00ed krize jsem nato\u010dil n\u011bkolik des\u00edtek vide\u00ed. Jsou velmi subjektivn\u00ed, zcela jist\u011b ne pro \u0161irokou ve\u0159ejnost, ale je v nich m\u016fj p\u0159\u00edstup, na kter\u00fd jsou \u017e\u00e1ci zvykl\u00ed. Maj\u00ed je k dispozici po celou dobu. <\/p>\n\n\n\n

Online konzultace<\/h4>\n\n\n\n

\u017d\u00e1ci maj\u00ed zadan\u00fd \u00fakol (dejme tomu na jeden a\u017e dva  t\u00fddny), dostatek podklad\u016f pro jeho spln\u011bn\u00ed a mohou za\u010d\u00edt. Jen\u017ee p\u0159ich\u00e1z\u00ed chv\u00edle, kdy se p\u0159i b\u011b\u017en\u00e9 v\u00fduce v hodin\u011b p\u0159ihl\u00e1s\u00ed a zeptaj\u00ed na konkr\u00e9tn\u00ed probl\u00e9m. Te\u010f ale ve t\u0159\u00edd\u011b nejsme. Proto mus\u00ed v\u011bd\u011bt, \u017ee mohou kl\u00e1st dotazy vzd\u00e1len\u00fdm p\u0159\u00edstupem.<\/p>\n\n\n\n

Op\u011bt preferuji asynchronn\u00ed zp\u016fsob (nap\u0159. email nebo dotazn\u00edkov\u00fd formul\u00e1\u0159). Pro\u010d? I kdy\u017e mohu vyu\u017e\u00edt synchronn\u00ed chat nebo hovor, je zde riziko, \u017ee se ot\u00e1zky budou opakovat. Nezapome\u0148me, \u017ee \u017e\u00e1ci o sob\u011b nev\u00ed. J\u00e1 ale mohu zareagovat tak, \u017ee nato\u010d\u00edm dopl\u0148uj\u00edc\u00ed video nebo p\u0159ipoj\u00edm text pro celou skupinu. <\/p>\n\n\n\n

Po n\u011bkolika dnech napl\u00e1nuji online setk\u00e1n\u00ed. Jeho podstata nen\u00ed v nov\u00e9m v\u00fdkladu (ten ji\u017e maj\u00ed d\u00edky podklad\u016fm), ale v odpov\u011bd\u00edch na ot\u00e1zky a upozorn\u011bn\u00ed na rizika nebo specifika p\u0159i \u0159e\u0161en\u00ed. <\/p>\n\n\n\n

Hodnocen\u00ed \u00fakolu<\/h4>\n\n\n\n

Jak podobn\u011b zpracovan\u00e9 \u00fakoly hodnotit? Je to velmi obt\u00ed\u017en\u00e9, jednak m\u00e1m v podv\u011bdom\u00ed, \u017ee n\u011bkte\u0159\u00ed \u017e\u00e1ci mo\u017en\u00e1 spolupracovali nad r\u00e1mec korektnosti (zkr\u00e1tka opisuj\u00ed), jednak je problematick\u00e9 podobn\u00e9mu \u00fakolu d\u00e1t spr\u00e1vnou v\u00e1hu ve srovn\u00e1n\u00ed s testy nebo p\u00edsemkami. Je to asi opravdu z\u00e1le\u017eitost formativn\u00edho<\/em> hodnocen\u00ed, kdy sledujeme sp\u00ed\u0161e proces ne\u017e v\u00fdsledek (o tom a\u017e n\u011bkdy p\u0159\u00ed\u0161t\u011b). <\/p>\n\n\n\n

Mohu d\u00e1t za neodevzdan\u00fd \u00fakol hor\u0161\u00ed zn\u00e1mku, t\u0159eba i p\u011btku? Pro\u010d ne? Nehodnot\u00edm v\u00fdsledek, ale cestu k n\u011bmu. Pokud jej nem\u00e1m, jde o nespln\u011bn\u00fd pom\u011brn\u011b z\u00e1sadn\u00ed d\u00edl\u010d\u00ed c\u00edl. Je ale na ka\u017ed\u00e9m kantorovi, co uzn\u00e1 za vhodn\u00e9. V ka\u017ed\u00e9m p\u0159\u00edpad\u011b vyu\u017e\u00edv\u00e1m jako vstupn\u00ed tvrdou metriku v\u00e1\u017een\u00fd pr\u016fm\u011br. A auditivn\u011b p\u0159istupuji k hodnocen\u00ed na jeho z\u00e1klad\u011b a dal\u0161\u00edch podm\u00ednek. <\/p>\n\n\n\n

Zp\u011btn\u00e1 vazba<\/h4>\n\n\n\n

Nikdo nem\u00e1 recept na bezchybnost a dokonalost. Z\u00edsk\u00e1vat feedback od \u017e\u00e1k\u016f je d\u016fle\u017eit\u00e9. Je \u00fapln\u011b jedno, jestli pou\u017eiji n\u011bjak\u00fd dotazn\u00edk nebo neform\u00e1ln\u00ed pov\u00edd\u00e1n\u00ed. Jde mi hlavn\u011b o zji\u0161t\u011bn\u00ed, jak dalece je tento zp\u016fsob efektivn\u00ed. <\/p>\n\n\n\n

P\u0159\u00ednosy a rizika p\u0159evr\u00e1cen\u00e9 t\u0159\u00eddy<\/h3>\n\n\n\n

Asynchronn\u00ed p\u0159\u00edstup preferuje individu\u00e1ln\u00ed p\u0159\u00edstup ka\u017ed\u00e9ho \u017e\u00e1ka. \u00dakol je dlouhodob\u011bj\u0161\u00ed a ka\u017ed\u00fd m\u00e1 dostatek \u010dasu na jeho spln\u011bn\u00ed. P\u0159i \u0159e\u0161en\u00ed \u00fakolu se \u017e\u00e1ci sami u\u010d\u00ed, jejich pr\u00e1ce nen\u00ed pouze o procvi\u010dov\u00e1n\u00ed a opakov\u00e1n\u00ed. Bohu\u017eel, jsou tac\u00ed, kte\u0159\u00ed jej stejn\u011b nechaj\u00ed na posledn\u00ed chv\u00edli, pop\u0159. op\u00ed\u0161\u00ed.  V\u00fdraznou roli zde hraje motivace<\/em> na obou stran\u00e1ch a existuj\u00ed postupy, jak ji postupn\u011b vytv\u00e1\u0159et. Viz v\u00fd\u0161e uveden\u00e1 laboratorn\u00ed cvi\u010den\u00ed nebo pr\u00e1ce s p\u0159edem zadan\u00fdmi texty.  <\/p>\n\n\n\n

D\u00edky tvorb\u011b materi\u00e1l\u016f si vytv\u00e1\u0159\u00edm zaj\u00edmav\u00e9 portfolio, kter\u00e9 mohu vyu\u017e\u00edvat i v budoucnu. Jen\u017ee mne stoj\u00ed v\u00fdrazn\u011b v\u00edce \u010dasu, ne\u017e mi umo\u017e\u0148uje \u00favazek v nep\u0159\u00edm\u00e9 pedagogick\u00e9 \u010dinnosti (\u010das na p\u0159\u00edpravy). P\u0159i v\u00fduce na d\u00e1lku to \u0161lo, ale p\u0159i b\u011b\u017en\u00e9m procesu? <\/p>\n\n\n\n

\"P\u0159evr\u00e1cen\u00e1<\/figure><\/div>\n\n\n\n

Zp\u016fsob, jak\u00fdm se u\u010ditel\u00e9 vypo\u0159\u00e1dali s krizovou situac\u00ed, byl velmi zodpov\u011bdn\u00fd a je ot\u00e1zkou zda to ve\u0159ejnost dok\u00e1\u017ee dostate\u010dn\u011b ocenit. V\u00edm, kolik kantor\u016f absolvovalo v posledn\u00edch letech na\u0161e semin\u00e1\u0159e o r\u016fzn\u00fdch elearningov\u00fdch a cloudov\u00fdch platform\u00e1ch. Existuje ale riziko, kdy r\u016fzn\u00ed u\u010ditel\u00e9 v r\u00e1mci jedn\u00e9 \u0161koly pou\u017e\u00edvaj\u00ed r\u016fzn\u00e9 n\u00e1stroje. Ka\u017ed\u00fd z nich m\u00e1 n\u011bjak\u00fd zab\u011bhnut\u00fd ICT styl, ale z pohledu \u017e\u00e1ka to m\u016f\u017ee b\u00fdt dost slo\u017eit\u00e9. I on pot\u0159ebuje jednoduch\u00e9 technick\u00e9 \u0159e\u0161en\u00ed. Pokud bych cht\u011bl u\u010dit metodou p\u0159evr\u00e1cen\u00e9 t\u0159\u00eddy v b\u011b\u017en\u00e9 v\u00fduce, je zbyte\u010dn\u00e9 to v technick\u00e9 rovin\u011b p\u0159eh\u00e1n\u011bt. <\/p>\n\n\n\n

Je skv\u011bl\u00e9, \u017ee mne nemus\u00ed zaj\u00edmat, jestli vyu\u010duji front\u00e1ln\u011b, nebo konstruktivn\u011b. To opravdu nen\u00ed podstatn\u00e9, p\u0159evr\u00e1cen\u00e1 t\u0159\u00edda<\/em> se p\u0159irozen\u011b ocit\u00e1 mezi r\u016fzn\u00fdmi pedagogick\u00fdmi sm\u011bry. V podstat\u011b zde oba medi\u00e1ln\u011b vd\u011b\u010dn\u00e9 pojmy ztr\u00e1cej\u00ed v\u00fdznam. Ka\u017ed\u00fd si \u010dasem najdeme svoji cestu. Pro mne hraj\u00ed mnohem v\u011bt\u0161\u00ed roli empatie nebo flexibilita. A p\u0159esv\u011bd\u010den\u00ed, \u017ee tvo\u0159it pedagogicky mohu pouze tehdy, kdy\u017e tomu, co u\u010d\u00edm, s\u00e1m dob\u0159e rozum\u00edm.<\/p>\n\n\n\n

Aby m\u011bla metoda smysl, mus\u00ed b\u00fdt sou\u010d\u00e1st\u00ed m\u00e9ho syst\u00e9mu. Je to jako CLIL, vyzkou\u0161et jej je bezvadn\u00e9, pokud se ale nerealizuje pravideln\u011b, jde sp\u00ed\u0161e o efekt ne\u017e o efektivitu. Tady byl syst\u00e9mov\u00fd p\u0159\u00edstup vyvol\u00e1n vn\u011bj\u0161\u00edmi vlivy, jednak zav\u0159en\u00edm \u0161kol, jednak r\u016fzn\u00fdmi podm\u00ednkami na stran\u011b \u017e\u00e1k\u016f. P\u0159evr\u00e1cen\u00e1 t\u0159\u00edda je hodn\u011b n\u00e1ro\u010dn\u00e1 na celkovou strukturu a vy\u017eaduje koncep\u010dn\u00ed<\/em> p\u0159\u00edstup. T\u00edm sp\u00ed\u0161e, \u017ee bylo t\u0159eba hl\u00eddat technologickou jednoduchost a p\u0159\u00edmo\u010darost (\u010d\u00edm m\u00e9n\u011b n\u00e1stroj\u016f, t\u00edm l\u00e9pe).<\/p>\n\n\n\n

Z\u00e1v\u011br<\/h3>\n\n\n\n

Pro v\u00fduku na d\u00e1lku jsem zvolil z m\u00e9ho pohledu nejjednodu\u0161\u0161\u00ed a nejdostupn\u011bj\u0161\u00ed  zp\u016fsob. To u\u017e v\u00edm, proto\u017ee zp\u011btnou vazbu m\u00e1m. Jednotn\u00fd technologick\u00fd ekosyst\u00e9m je z\u00e1klad, jeho obsah odpov\u00edd\u00e1 tomu, co jsem pl\u00e1noval. A pokud bych m\u011bl shrnout n\u00e1roky na kantora? Dovednost v ICT, znalost vyu\u010dovan\u00e9ho p\u0159edm\u011btu v\u010detn\u011b jeho didaktiky, zku\u0161enost, empatie a schopnost pl\u00e1novat. A nakonec dostatek \u010dasu. <\/p>\n\n\n\n

Autor: Petr Chlebek<\/strong> <\/p>\n","protected":false},"excerpt":{"rendered":"

V p\u0159edchoz\u00edch \u010dl\u00e1nc\u00edch jsem se o p\u0159evr\u00e1cen\u00e9 t\u0159\u00edd\u011b ji\u017e n\u011bkolikr\u00e1t zm\u00ednil. Te\u010f se pokus\u00edm ji vz\u00edt jako hlavn\u00ed t\u00e9ma a vysv\u011btlit jej\u00ed p\u0159\u00ednosy a rizika. Na webu je mnoho materi\u00e1l\u016f, kter\u00e9 tento zp\u016fsob v\u00fduky propaguj\u00ed, jen m\u00e1m pocit, \u017ee se a\u017e p\u0159\u00edli\u0161 orientuj\u00ed na pozitiva. Jen\u017ee tak jednoduch\u00e9 to nen\u00ed. Jedna strana mince je vyzkou\u0161en\u00ed…<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18,11],"tags":[80,71,15,85,86],"class_list":["post-559","post","type-post","status-publish","format-standard","hentry","category-sekce-ict","category-sekce-metodickeho-rizeni","tag-cloud","tag-elearning","tag-ict","tag-prevracena-trida","tag-video"],"_links":{"self":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts\/559","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=559"}],"version-history":[{"count":16,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts\/559\/revisions"}],"predecessor-version":[{"id":591,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts\/559\/revisions\/591"}],"wp:attachment":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=559"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=559"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=559"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}