Pamokos tikslų reikšmė ugdymo sistemoje

LTStraipsnyje, apžvelgiant lietuvių mokslininkų darbus, daugiausia dėmesio skiriama bendriesiems ugdymo tikslams, tikslų grupėms, pamokos tikslams. Susisteminus atskleisti tikslų ryšiai, jų įgyvendinimo kryptys. Taikant semantinio diferencialo metodiką ištirtos būsimųjų pedagogų nuostatos ugdymo tikslų atžvilgiu. Gauti rezultatai išreikšti grafiškai ir palyginti su praktiniu šių tikslų grupių funkcionavimu dalyko pamokų planuose. Padarytos išvados, nurodyta naudota literatūra. [Iš leidinio]Reikšminiai žodžiai: Ugdymo tikslai; Ugdymo tikslų grupės; Pamokos tikslai; Ugdymo tikslų funkcionavimo sistema; Education goals; Groups of education goals; Lesson goals; Functioning of education goals system.

ENThe aim of the article is to show the connections between education goals and to stress the significance of the formulation of lesson goals in everyday practical work. In it, it is emphasized that, in a period of systemic reforms and constant change, special attention is being paid to foreseeing general education goals (at the level of the education system). The content of these goals determines how the intermediate education goals are raised (at the level of education programmes) as well as defines the formulation of the immediate goals (at the level of individual lessons). The basic form of instruction in school is the lesson; therefore, the formulation of lesson goals becomes the everyday work of teachers. The subject of the study is the groups of education goals. In the article, investigations are described on the attitudes of future pedagogues, i.e. VPU bachelor's students with a speciality in economics, towards the groups of education goals (the semantic significance of the groups of education goals was estabilished) and an analysis made of the goals being formulated in the planning of lessons performed during a pedagogical training practicum. The results of the investigation showed that their attitudes, concerning the factors of the value, forces, and activities of the groups of educational goals, arc positive (the averages of the results varied from +0,47 to +1,62 in a possible set of-3 to+3). The analysis of the lesson goals showed that the most frequently selected are groups of goals defining the knowledge of the subject as well as attitude and value orientations (61,8% and 18.2% respectively) and broad goals, not achievable by the specific tasks of the lesson, and depending several groups of goals are frequently formulated.The conclusions are drawn that such a selection of groups of goals for the formulation of lesson goals shows a curriculum oriented to the subject but this selection does not at the same embrace all of the tasks for formation of competency, which are carried out in the lesson and which are necessary in order to achieve the intermediate and general education goals. [From the publication]