Gimtoji lietuvių kalba bendrojo lavinimo mokykloje : nuo tautinės mokyklos idėjos iki šiandienos

LTStraipsnyje analizuojama, kaip kito lietuvių gimtosios kalbos ugdymo tikslai, uždaviniai, formuotinos vertybinės nuostatos ir ugdytinos kompetencijos nuo Tautinės mokyklos koncepcijos paskelbimo iki naujausių gimtosios kalbos ugdymo programų. Šio straipsnio tikslas - palyginti, kaip kito lietuvių gimtosios kalbos ugdymo tikslai, uždaviniai, formuotinos vertybinės nuostatos ir ugdytinos kompetencijos nuo 1990 iki 2010 m. Straipsnio mokslinė problema - išsiaiškinti, ar esama idėjų tęstinumo tikslų, uždavinių, vertybinių nuostatų, kompetencijų lygmenyse. Tyrimo objektas — tautinės mokyklos ugdymo turinio koncepcijos, straipsniai, Lietuvos bendrojo lavinimo mokyklos lietuvių gimtosios kalbos bendrosios programos. Tyrimo metodai: literatūros mokslinė analizė, analitinis aprašomasis. [Iš leidinio]Reikšminiai žodžiai: Tautinė mokykla; Ugdymo tikslai; Uždaviniai; Gimtoji lietuvių kalba; National school; Tasks; Teaching objectives; Lithuanian as native language.

ENThe article analyses the changes i n teaching objectives, tasks, value attitudes to be formed, and competences to be developed in Lithuanian as the native language from the announcement of the National School Concept to the most recent native language curricula. The purpose of this article is to analyse and to compare the dynamics of changes in teaching objectives, tasks, value attitudes to be formed, and competences to be developed in Lithuanian as the native language from 1990 to 2010. The scientific problem of the article is to determine whether any succession of ideas on the levels of objectives, tasks, value attitudes, and competences exists. The object of the research is teaching content concepts of the national school, articles, and general curricula of Lithuanian as the native language of Lithuanian general education schools. Methods of research include analysis of scientific literature and the analytical-descriptive method. There are no doubts that education is an inherent part of culture and that an individual matures through culture. Consequently, school is one of the links, including family, that nurture a child the most. The National School Concept states that the content of teaching—besides knowledge, abilities and skills — is comprised of value attitudes and approaches to activities. Humanisation of the teaching content, particularly the native language, is highly relevant to the maturity of a personality. The teaching of the native language, in the belief of the creators of the concept, should be closely linked with literature and other works of nonfiction since this helps pupil understand the language as an integrated element of culture and sense the distinction of the native language as a means of communication.Integration of the native language with the socio-cultural context would help develop pupils' value attitudes, encouraging them to develop their linguistic abilities and fostering communicative potential in the native language. During the development of the National School Concept, researchers Meilė Lukšienė, Žibartas Jackūnas and Vida Plentaitė were the ones to focus the most on the problems of teaching Lithuanian as the native language. In this article, we will base upon the insights of these researchers and strive to compare how they changed over two decades, which ideas were implemented, and which were digressed from. Analysis of documents revealed that the most recent curricula of Lithuanian as the native language are moving away from the underlying ideas of the National School Concept. [From the publication]