Didaktinio projekto kaip sinergetinio ugdymo proceso edukologinis tyrimas

LTEdukaciniai tyrimai rodo, kad ugdymo sėkmė priklauso nuo daugelio veiksnių, iš kurių labai svarbus yra ir tinkamų darbo formų, metodų parinkimas. Šiandien vietoj pasyvių metodų ieškoma ir taikoma aktyvaus mokymo metodai. Vienas iš jų – projektų metodas. Deja, teorinis šio metodo pagrindimas vėluoja – praktika gerokai lenkia šio metodo plėtotės perspektyvų aptarimą Lietuvoje. Nors atliekama daug ugdomųjų projektų, tačiau greta iškyla didaktinio projekto suvokimo problema. atsižvelgiant į tai, šiame straipsnyje formuojama didaktinio projekto tyrimo logika, kuri grindžiama sinergetikos metodologija. [Iš leidinio]

ENThe educational research has shown that successful training pertains to a great number of determinants, whereof a selection of appropriate activity forms and methods is of overriding importance. Nowadays methods of active teaching are being sought and applied instead of passive ones. One of these is project-related method. Unfortunately, the theoretical substantiation of this method is “standing behind;” whereas, practice is noticeably overtaking the discussion of the perspectives and development of the said method in Lithuania. Although a substantial number of educational projects are being carried out, the issue of establishing the conceptual framework of the didactic project has emerged. Considering this, the logic of the research on didactic project is formed in the present article; this logic is grounded by synergy methodology. the theoretical analysis of scientific and methodical literature has been carried out to substantiate the importance and synergy of didactic project, in evaluating its peculiarities in accordance with general parameters of the requirements set by the objectives of education; it helps us accumulate the bank of didactic project peculiarities which are associated within their own concepts, structural parts and are treated as a unity of education objectives.The structural and procedural complexity as well as multiplicity of the project-related method ensures the relationship between the synergetic paradigm of education (theory on training) and subject didactics (training practice), which allows us to show the self-organizing training processes, emerged from the educational interaction, and their qualitative changeability. The synergetic hierarchy of DP model structure, which has been revealed through the elements of the content of the said model, in emphasizing the particularity and functional autonomy of each element, treats the educational process as an infinite creative process. [From the publication]