Ugdymo turinio planavimas ir įgyvendinimas

LTMokinio veikla pamokoje, jo įsitraukimas į ugdymo turinio planavimą didina mokymosi motyvaciją, skatina kūrybiškai mąstyti, prisiimti atsakomybę už savo mokymąsi ir mokymosi rezultatus, formuoja gebėjimus mokytis savarankiškai. Straipsnyje pristatomas tyrimas, vykdytas 2007-2008 m. m., kurio metu buvo apklausta 1057 mokytojai ir 2628 mokiniai iš 49 Lietuvos bendrojo lavinimo mokyklų. Rezultatai atskleidė, kad mokytojo ir mokinio bendradarbiavimas planuojant ir įgyvendinant ugdymo turinį turi įtakos mokinių mokymosi motyvacijai, tačiau egzistuoja dideli skirtumai tarp skirtingus mokomuosius dalykus dėstančių mokytojų. [Iš leidinio]Reikšminiai žodžiai: Ugdymo turinys; Ugdymo turinio planavimas; Ugdymo turinio įgyvendinimas; Paradigma; Curriculum; Curriculum planning; Curriculum implementation; Paradigm.

ENThe article presents the research, which was performed in the academic year of 2007-2008. A total of 50 schools were randomly selected from the population of general education schools located in Lithuania, and 30 randomly selected teachers and 60 randomly selected pupils from the 9th-12th forms each school were requested to complete questionnaires. Of the 49 schools 1057 teachers and 2628 students returned completed questionnaires representing a 70.5 percent and 87.6 percent response rate. The research took place the academic year of 2007-2008. The results show that only about half of the teachers involve their pupils into curriculum planning and organising. About a half of the teachers and the pupils approve the opinion that possibilities and conditions for pupils to choose a level of the mastering a subject content are created. About 40-50 percent of the teachers assume that in planning and organising curriculum the main factor is not pupils' abilities, knowledge, interests but standards of curriculum and high assessments of pupils' knowledge. In analysing the approval of the teachers of different instructional subjects to the planning and organising of curriculum based on the paradigm of impact, statistically significant differences are identified. Having compared the differences of teachers' answers according to their age, statistically significant differences were not identified. More than half of the sciences, mathematics, information technology and history teachers are focused on the assimilation of knowledge based on curriculum standards and good students grades. Active student involvement in curriculum planning and implementation enhances students' motivation to learn. External motives - the desire to get good grades and learning in higher education - becomes a subordinate reasons to learn better. [From the publication]