Mokyklos tipo įtaka vyresniųjų mokinių dorovinei kultūrai

LTStraipsnyje pateikiama išsami dorovinės kultūros samprata bei atskleidžiama vyresniųjų mokinių praktinio dorovinės kultūros komponento priklausomybė nuo mokyklos, turinčios skirtingą muzikinę pakraipą, tipo. Empiriniu tyrimu siekta atskleisti vyresniųjų mokinių dorovinės kultūros ugdymo muzikine veikla pedagogines prielaidas. Tyrimas atliktas keturių tipų mokyklose, atstovaujančiose skirtingą muzikinę pakraipą: bendrojo lavinimo mokykloje, vidurinėje mokykloje, įgyvendinančioje kryptingo muzikinio ugdymo programas, menų gimnazijoje ir chorinio dainavimo muzikos mokykloje. Iš viso ištirta 390 vyresniųjų mokinių (15-18 m. amžiaus), iš jų 258 merginos ir 132 vaikinai. Gautų rezultatų analizė atskleidė vyresniųjų moksleivių dorovinės kultūros praktinio komponento ypatumus ir juos lemiančius motyvus. Nustatyta, kad poelgių, išreiškiančių dorovinės kultūros esmę, stabilumas dažnesnis chorinio dainavimo muzikos mokyklos auklėtiniams. Jiems taip pat būdingiausias elgesio kūrybiškumas, kuris sudaro palankias dorovinės kultūros raiškos prielaidas. Reikšmingiausi motyvai (poreikis pasiekti savo tikslą, neprarasti draugų, noras neapvilti kitų pasitikėjimo) besąlygiškai nenulemia stabilaus elgesio (stabiliausiai pasireiškė pagarbus, ištikimas, sąžiningas elgesys). Taigi, be elgesio motyvų, poelgių stabilumui labai svarbūs ir kiti veiksniai: aplinka, situacija, grupės įtaka ir kt.Reikšminiai žodžiai: Dorovinë kultûra; Mokyklos tipas; Elgesys; Motyvai.

EN[...] This article presents concept of moral culture of senior pupils as well as seeks to reveal dependence of it's practical component expression (stability, creativity and authenticity of behaviour and it's motives) on character of musical activity in different type of schools. [...]. The object of research was determined as moral culture of senior pupils and it's development in musical activity. The aim of research - to reveal pedagogical premises of development of moral culture of senior students in musical activity. Aims of this article: 1) to present concept of moral culture; 2) to reveal dependence of practical component of moral culture on type of school with different musical activity. [...] 390 senior pupils from different types of schools took part in research. Research data has showed, that character of musical activity in different schools is related to representation of moral culture, in particular it's practical component. [...] Motives of intrinsic motivation, related to creative musical activity are highly expressed among members of choral singing music schools and art gymnasiums. Motives of extrinsic motivation, as seeking for reward and avoiding punishment, are more expressed among pupils of typical secondary schools. Stability of behaviour and strong intrinsic motivation of members of choral singing schools possibly related to high quality of performance achieved by these groups and emotions of success and aesthetic suggestibility. Also assumption is possible that free and independent self-determination to take part in musical activity typical to members of groups of unformal music education, can influence their motivation and stability of behaviour. [From the publication]The article presents the comprehensive concept of the moral culture and reveals the dependence of the practical element of moral culture among senior school students on the type of school with a different musical direction. The empirical study was aimed at revealing the pedagogical prerequisites of nurturing of moral culture among senior school students through musical activities. The study was performed in schools of four types, representing different musical directions: a comprehensive school, a secondary school, implementing the directed musical education programmes, an art gymnasium and choir singing music school. Totally 390 senior school students were surveyed (15-18 y. o.), including 258 girls and 132 boys. The analysis of the obtained results revealed the peculiarities of the practical elements of the moral culture of senior school students and the motives, which determine them. It was established that the stability of actions, expressing the essence of the moral culture is more characteristic of the students of the singing music school. They are also more inclined towards creativity in their behaviour, which creates favourable prerequisites for expression of the moral culture. The most significant motives (the need to reach one’s objective, not to lose friends, the will not to disappoint others’ confidence) do not ultimately determine stable behaviour (the respectful, loyal and fair behaviour has expressed itself most stable). Therefore, apart from the behaviour motives, certain other factors, such as the environment, the situation, group influence, etc., are very important for stability of actions.