Pradinių klasių mokinių realistinio vaizdavimo gebėjimų ugdymo galimybės

LTStraipsnyje analizuojamos pradinių klasių mokinių gebėjimų vaizduoti pasaulį tikroviškai ugdymo galimybės. Siekta išryškinti jaunesniojo mokyklinio amžiaus vaikų realistinio vaizdavimo gebėjimų ugdymo prielaidas bei praktiškai ištirti šio amžiaus vaikų tikroviško vaizdavimo ugdymo galimybes panaudojant vaikišką žaislą kaip modelį. Atliktas vienos alternatyvos ugdomasis eksperimentas. Sudaryta originali vaiko piešinio vertinimo metodika leido įvertinti ugdomojo proceso pokyčius ir gautus rezultatus palyginti su tos pačios mokyklos esama ugdymo praktika. Šis praktinis tyrimas patvirtino, kad pradinių klasių mokiniams žaislo kaip modelio piešimo užduotys gali būti patrauklios, prieinamos ir veiksmingos. [Iš leidinio]Reikšminiai žodžiai: Vaiko piešimų gebėjimų natūrali raida; Realistinis piešinys; Realistinio vaizdavimo gebėjimų ugdymas; Natural development of child's drawing abilities; Realistic drawing; Developing ability to represent the world realistic.

ENThe aim of the article is to identify possibilities for development of primary learners’ ability to realistically represent the surrounding world. To achieve this aim, scientific literature sources discussing development of primary children’s ability of realistic world representation were analysed. The majority of children at this age picture the environment in a schematic way, often ignoring visual peculiarities of a particular thing or phenomenon. To draw realistically means ‘to draw the way you see things’. This implies a complicated representation of a three-dimensional world in plane, i.e. On the sheet of paper, since an individual has to find a way to create the illusion of the third missing dimension on the sheet of paper. How to develop this ability? A considerable number of techniques are available and they all are based on the study of nature. The organisation of educational process was based on several preconditions: a) school children gain ability to draw realistically when they are given assignments, which stimulate destruction of ordinary drawing schemes; b) drawing is a complex ability, whose development is closely interrelated with the language: naming the objects to be drawn, identifying spatial relations of objects, projecting the drawing, etc. One-alternative-based educational experiment was carried out in the second form with two diagnostic sections: before and after the education process. The developed methodology for evaluation of realistic representation aspects in children’s drawing allowed for the analysis of the acquired results and their comparison with those achieved during the education process prevailing in the same school. This experiment substantiated the fact that model-drawing assignments for primary school learners may be attractive, accessible and efficient. [From the publication]