Produktyvus mokymasis - pedagoginės sistemos bendrojo lavinimo mokykloje kaitos akstinas

LTStraipsnyje analizuojama produktyvaus mokymosi problematika, siekiant jį atskleisti kaip bendrojo lavinimo mokyklos kaitos akstiną. Aptariama produktyvaus mokymosi metodologinė prieiga, kuri iš esmės remiasi L. Vygotskio kultūrine-istorine koncepcija, grindžiama dviem konceptais – aktualaus vystymosi zona ir artimiausia vystymosi zona. Atskleidžiama produktyvaus mokymosi kilties ir sklaidos istorija, jo tikslas ir savitumas, lyginant su tradicine bendrojo lavinimo mokykla. Pateikiama Lietuvoje parengto produktyvaus mokymosi modelio tikslas ir uždaviniai, atkreipiant dėmesį į jų savitumą palyginti su kitų šalių modeliais, produktyvaus mokymosi sąryšingumas su bendrojo lavinimo mokykla, modeliuojamos produktyvaus mokymosi įgyvendinimo Lietuvos bendrojo lavinimo sistemoje prielaidos, atkreipiant dėmesį į iššūkius šiai sistemai ir parodant produktyvaus mokymosi įgyvendinimo sudėtingumą. [Iš leidinio]Reikšminiai žodžiai: Produktyvaus mokymosi istorinė ištaka, sklaida; Bendrojo lavinimo mokykla; L. Vygotskio kultūrinė-istorinė koncepcija; Produktyvaus mokymosi modelis; Įgyvendinimo prielaidos; Productive learning; Historical source of productive learning, spread; Mainstream school; L. Vygotskis cultural-historical conception; Model of productive learning.

ENThe aim of the research is to unfold productive learning as a possible change stimulus in mainstream schools of education system. It is the conception, origin and dispersion of productive learning in the context of education which is disputed. In fact, productive learning is revealed as a certain pedagogical system with its own metodological access. L. Vygotskis cultural-historical conception is provided based on two aspects which reveal development zone and the closest development zone. It is related to productive learning. The content, structural, organizational distinctions of productive studying is being under investigation unfolding its relation with the traditional mainstream school. As a matter of fact, productive learning is revealed as a certain pedagogical system, however, the same standards are its objective. In addition to that, productive learning is discussed over in Productive learning is considered as a change stimulus in mainstream schools of pedagogical system Vilija Targamadzė Summary L ithuanian education context demonstrating its relation with the traditional mainstream school. Attention is concentrated on the aspects that productive learning belongs to the paradigm of liberal education, it discords with academic teaching prevailing in Lithuania and/or teaching traditions inspiring to project another education system in the mainstream sphere. Furthermore, necessary presumptions for productive learning projection and implementation are metodological (giving sense to the concept of productive learning and following the modeling of pedagogical system), law, human resources, etc. [From the publication]