Mokinių aktyvinimo vaidmuo Benjanimo Blumo mokymo tikslų taksonomijoje

LTStraipsnyje analizuojamas aktyvumas kaip išeities pozicija, jo vaidmuo vaiko asmenybinei brandai Benjanimo Blumo sukurtos ugdymo tikslų mokslinės klasifikacijos kontekste. Išskiriami ir apibūdinami trys mokymosi lygmenys — pažinimo, emocinis-vertybinis ir psichomotorinis, gvildenamos jų funkcijos, tarpusavio ryšiai ir priklausomybė. Kartu atskleidžiama ne tik tai, ko reikia pasiekti pagal pažinimo ir vertybių sistemos sukūrimo lygmenis, bet taip pat mokytojo ir mokinių vaidmenys kiekviename lygmenyje, jų aktyvumo raiškos formos. [Iš leidinio]Reikšminiai žodžiai: Mokymosi lygmenys; Taksonomija; Aktyvumas; Pažinimo; Emocinis-vertybinis bei psichomotorinis lygmenys; žinios; įgūdžiai; Vertybė.

ENThe present article discusses activity as the main objective of education and as a factor of development of individual related to Benjamin Bloom's taxonomy of Learning Domains. Many researchers like L. Vygotsky, J. Dewey, J. Piaget, A. Gučas revealed that the cognitive development of an individual depends on activity. J. Dewey was the first who set up learning as an activity term. Learning is an active process during which the learner uses senses and constructs out of them. The term "active learner" stresses that the learner needs to do something, that learning is not the passive acceptance of knowledge which exits, "out there", but that learning involves the learning with the world. Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective and Psychomotor. Within each domain there are different levels of learning, with higher levels considered more complex and closer to complete mastery of the subject matter. These levels of learning can be used to asking questions, grouping learning, developing tests, classroom discussions and assignments. When designing a classroom activity, use the given chart to ensure that your instructions for the activity match with your goals. The cognitive domain involves the knowledge and development of intellectual skills. Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular topic. Traditional edu- cation tends to emphasize the skills in this domain, particularly the lower-order objectives.The affective domain includes the manner in which we deal with things emotionally. Skills in the affective domain describe the way people react emotionally and their ability to feel another living being's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: • Receiving - the lowest level; the student passively pays attention. Without this level no learning can occur. • Responding - the student actively participates in the learning process, not only attends to a stimulus, the student also reacts in some way. • Valuing - the student attaches a value to an object, phenomenon, or piece of information. • Organizing - students can put together different values, information, and ideas and accommodate them within their own schema; comparing, relating and elaborating on what has been learnt. • Characterizing - the student has held a particular value or belief that now exerts influence on their behaviour so that it becomes a characteristic. The article is an analysis of various forms of student activity found in the affective domain. Activity made it possible for the students to develop personal views about reality. [From the publication]