Mokymo metodų taikymo veiksmingumas ir populiarumas

LTStraipsnyje nagrinėjama mokymo metodų taikymo heterogeninėse klasėse problema. Tyrimas atliktas pradinio ugdymo klasėse, kuriose drauge su įprastai besivystančiais mokiniais mokomi vaikai, turintys kompleksinę mokymosi negalę dėl girdimojo suvokimo, lingvistinių procesų sutrikimų ir atminties neišlavėjimo, siekiant įvertinti mokymo metodų taikymo veiksmingumą ir jų populiarumą. [Iš leidinio]Reikšminiai žodžiai: Mokymo metodas; Heterogeninė klasė; Kompleksinė mokymosi negalė; Teaching method; Heterogeneous class; Complex learning disability.

ENGeneral classes of secondary schools today are a venue of encounter of pupils with different learning possibilities yet equal rights of aiming for die highest personai result. The latter condition creates new educational goals and reąuires development of die field of teaching technologies. The aim of die research is to identify die teaching mediods prevailing in heterogeneous dasses of primary schools, die factors determining die choice and evaluate die correlation betvveen die teaching mediods and die working capacity of pupils widi complex learning disabilities. The research involved 50 primary education pedagogues working with heterogeneous dasses and 14 pupils with complex learning disabilities stemming from underdeveloped auditory perception, memory or linguistic processes’ disorders educated in general primary dasses. The research showed that the prevailing methods in heterogeneous classes of primary education are informational - rendering methods (explanation, narration, informative and free conversation, lecture) and informational - reproductive methods (generalizing and reproductive conversation, retelling, ąuizzes, topics). 58 % of the lessons observed employed the previously mentioned methods. The evaluation of die learning peculiarities of die pupils with complex learning disabilities stemming from the disorders of auditory perception and linguistic processes as well as memory underdevelopment has revealed that the lowest participation level in the lesson was reached when die following the most wide spread mediods were employed: narration, generalizing and reproductive conversation. The participation level in free conversation was particularly low. The most effective participation in the lesson of the pupils of the group was revealed when the creative method of pageant and that of practical works were applied. However, their popularity in heterogeneous classes was rather poor.Only four out of 92 observed lessons employed the method of pageant and that of practical works was applied in five lessons. The application of lecture method resulted in efficient participation of the pupils. The application of the mediod in primary classes is radier intensive (35 % of all die mediods applied). The results reveal diat die criteria of teachers for choosing the teaching methods meet the general trends: the capacity of the pupils of the dass, educational content, the capacity and experience of the teacher, learning conditions. However, the results of the analysis of the pupils’ participation in the lessons prove diat individual needs and possibilities of the pupils mušt be taken into consideration while choosing teaching methods in heterogeneous classes. The criteria of choosing the teaching methods expand into the dimension of education individualization. [From the publication]