Vidurinės mokyklos sustiprinto mokymosi profilio mokinių kūrybiškumo ypatumai

LTStraipsnyje analizuojama vidurinės mokyklos sustiprinto mokymosi profilio mokinių kūrybiškumo raiška. Atliktame tyrime nustatyti pagal skirtingą sustiprinto mokymosi profilį besimokančių mokinių kūrybiškumo rodiklių ypatumai bei jų sąsajos su mokymosi sėkme. Tyrimo rezultatai leidžia daryti išvadą, jog esant sustiprintam mokymosi profiliui vidurinėje mokykloje (tiksliajam, humanitariniam ir meniniam) mokinių kūrybiškumas plėtojasi sėkmingiau nei mokinių be mokymosi profilio; tačiau mokinių mokymosi sėkmė (pažangumas) tiesiogiai neatspindi kūrybiškumo. Sustiprintas mokymo profiliavimas yra viena iš efektyvių priemonių (ir sąlygų) besimokančiojo kūrybiškumui skatinti. [Iš leidinio]

ENSchool and Education in Lithuania is under reformation. One of the main purposes of education is developing creative personality. The term creativity is quite wide, multilateral and involving the whole personality. Somewhat more often creativity is associated with psychological features, which help to create, invent both new and valuable. This article will discuss creativity features of senior pupils in the context of specialization of education. 609 pupils were tested: 264 pupils of general education, 100 senior pupils (age from 12 to 18 years) - group of science specialization, 100 - humanitarian specialization, 145 - art oriented specialization. Methods used in the research: assignments of creative (divergent) thinking (TTCT) by E. P. Torrance (1974): visual (non verbal) and verbal and Personality creativity questionnaire by V. Petrulis (1988, 1991). Research results of creative thinking were processed with the use of SPSS, Microsoft Word and EXCEL. Conclusions.1. Parameters reflecting pupil creativity are higher with statistical significance in classes specializing in different spheres (sciences, humanities or arts) rather than those of pupils learning in general education non-specialized classes. 2. Structural peculiarities (verbal and non verbal) of separate creative thinking parameters have been found in pupil groups specializing in different spheres. 3. No statistically significant differences of pupil personality creativity parameters were determined between groups of different age periods (different school years). 4. Only statistically significant differences in several individual parameters of creative thinking between boy and girl groups in humanitarian specialization, girls have higher creative thinking results than boys in the verbal scale of "fluency" and non verbal - in "originality" and "elaboration". In our opinion, in classes specializing in certain spheres, teenager creativity develops more successfully. [From the publication]