Mokyklinių fizikos užduočių turinio integralumo ir kontekstualumo kaita reformuojamuose fizikos vadovėliuose

LTStraipsnyje gvildenamas mokyklinių fizikos užduočių turinys integralumo ir kontekstualumo požiūriu. Laikomasi nuostatos, kad užduočių turinio integralumas ir kontekstualumas atliepia šiuolaikinės didaktikos humanistinę ir konstruktyvistinę ugdymo paradigmą, sudaro prielaidas greičiau ir nuodugniau suprasti gamtos mokslo objektą ar reiškinį, geriau perteikti ir įtvirtinti žinias, suteikia galimybę anksčiau įgytas žinias taikyti naujose situacijose, geriau operuoti dalyko medžiaga. Straipsnyje kiekybiškai palyginamos pagrindinės mokyklos koncentro šiuolaikinių šalies fizikos vadovėlių ir prieš dešimtmetį išleistų įvairių šalių fizikos vadovėlių užduočių proporcijos. Iš šio palyginimo matyti fizikos užduočių turinio dinamika integralumo ir kontekstualumo požiūriu. [Iš leidinio]Reikšminiai žodžiai: Integruota užduotis; Kontekstuali užduotis; Integrated task; Contextual tasks.

ENThe article contemplates a content of scholar physics tasks in aspects of integrity and contextuality. Task content's integrity and contextuality are supposed to respond the development of modern didactical humanistic and constructive paradigm, form premises to further and deeper natural history object or phenomena understanding, accurate knowledge presentation and knowledge-building, and also enable to use previously acquired knowledge in new situations, operate the subject material more effectively. In this article task proportions of the basic school concenter of modern state manuals of physics and a decade before in different countries issued manuals of physics are quantifiably compared. Those consequent upon dynamics of physics task content in integrity and contextual aspect. Percentage rate of contextual physics tasks in state physics manuals is approximate to the percentage rate of contextual tasks of natural history manuals issued in foreign countries. In modern state manuals of physics (of 2004-2005) there are more contextual physics tasks than in previous manual issues (of 1996-1997). The difference is statistically significant but not essential. There are integrated content physics tasks both in integrated and nonintegrated manuals of physics. There are not many inter-subject content tasks in nonintegrated state manuals and in integrated foreign natural history manuals either. Amount of inter- subject tasks in reformative nonintegrated state physics manuals do not differ from integrated manuals used in foreign countries. Modern state physics manuals (of 2004-2005) include almost the same amount of inter-subject physics tasks as in the previously issued manuals (of 1996-1997). The researched foreign integrated manuals of natural history differ from nonintegrated state physics manuals in larger amount of inner integrated content tasks.Percentage rate of inner integrated contextual content tasks in integrated foreign manuals prevails upon the rate of such tasks in nonintegrated state manuals. In the reformative physics manuals used in the country's basic schools the amount of inner integrated content tasks is increasing: in modern manuals (of 2004-2005) there are more inner integrated content physics tasks than in previously issued physics manuals (of 1996-1997). The difference is statistically approved. [From the publication]