Edukacinė, studentą įgalinanti studijuoti, sistema mokymosi paradigmos kontekste

• Jucevičienė, Palmira
• Lipinskienė, Diana

LTVisuomenėje vykstančių pokyčių sūkuryje neišvengiama ir mokymosi paradigmos kaita. Šiandien mokymosi tiesiogiai nebesiejame su mokymo ar ugdymo procesu. Kalbant apie mokymąsi akcentuojamas besimokančiojo aprūpinimas efektyviomis mokymosi priemonėmis, atitinkančiomis jo mokymosi stilių ir poreikius. Tokiu būdu keičiasi ir supratimas apie besimokančiojo studijas aukštojoje mokykloje ir jų organizavimą. Straipsnyje siekiama išryškinti edukacinės, studentą įgalinančios studijuoti (ESIST), sistemos realizavimo aspektus mokymosi paradigmos kontekste. Tai tokia sistema, kuri suteikia studentui pasitikėjimo savimi, savo jėgomis ir, tuo būdu, suteikia jam mokymosi galią bei apima kompetencines, psichologines, didaktines ir organizacines - materialiąsias sąlygas. Šioje sistemoje akcentuojamas aukštas atsakomybės lygis, galimybė išreikšti autonomiją, bet kada naudotis reikalingais ištekliais, nesėkmių toleravimas bei kokybiškas grįžtamasis ryšys. [Iš leidinio]Reikšminiai žodžiai: Edukacinė sistema; Mokymasis; Mokymosi paradigma; Studijos; Educational System; Educational system, learning paradigm, studies; Learning; Study.

ENThe article highlights the aspects of implementation of such an educational system which would empower a student to study against the background of a learning paradigm. This particular system is based on the following presumption: if competence, psychological, didactic, and material-organizational conditions are created in the learning environment which emphasizes student's autonomy and responsibility, which ensures accessibility to all resources necessary for a student and which gives him/her feedback, student's self-confidence, trust in one's own ability to cope with situations will increase. This will also influence student's motivation and will guide him to successful studies. The first part of the article presents conditions for this particular system and their characteristics. The second part introduces the essence of a learning paradigm with the special emphasis on teacher's role. Striving to implement educational system which empowers a student to study, the following conditions are to be created: he/she should be given possibilities of experiencing variations, of learning to discern aspects that are critical for a particular situation or a phenomenon, of recognizing them in new variations, of comparing and relating them with each other and to the whole. The analysis presented in the last part shows that deep and surface approaches to learning have a certain influence on a learning paradigm in educational system which serves as a tool empowering a student to study. The implementation of this particular system seems to be easier when a student bears a deep approach to learning. [text from author]