2011-2012 mokslo metais stebėtų istorijos pamokų kokybės apžvalga

LTPastaruoju metu daug dėmesio skiriama ugdymo inovatyvumo, modernizavimo paieškoms. Tačiau edukacinėje erdvėje retai aptinkama skirtingų bendrojo ugdymo mokomųjų dalykų empirinių duomenų Iš ugdymo praktikos analizės, vertinimo. Šiame straipsnyje, nagrinėjami V-XII klasių istorijos pamokų kokybės požymiai ugdymo praktikoje. Vadovaujamasi 2011-2012 m. m. veiklos kokybės Išorinių vertinimų, atliktų įvairiose Lietuvos bendrojo ugdymo mokyklose, pamokų stebėjimo protokolais ir ataskaitomis, kurie kaupiami Nacionalinėje mokyklų vertinimo agentūroje. Mokyklų veiklos kokybės Išorinių vertintojų stebėtų istorijos pamokų protokolų analizės pagrindu vertinami tokie kokybiniai istorijos pamokų požymiai: planavimas ir organizavimas, mokymo ir mokymosi vykdymas, pagalbos mokiniui teikimas, santykiai, tvarka, klasės valdymas, mokymosi aplinkos kūrimas, mokinių pasiekimų bei pažangos vertinimas. [Iš leidinio]Reikšminiai žodžiai: Istorijos pamoka; Klasės valdymas; Mokymas; Mokymasis; Pagalba mokiniams; Pasiekimai pamokoje; Achievements; Assessment educating; Class management; Learning; Lesson; Student learning support; Teaching.

ENRecently a lot of attention has been paid to the search of education innovation and modernization. However in the educational environment empirical data analysis and evaluation of subjects of general education of educational practice are rarely found. This article analyzes quality characteristics of history lessons for years 5-12 in the educational practice, reports of external evaluation of the quality of the activities of country's different general education schools were used. Data interpretation is based on the constructivist and humanist attitudes as well as socio-cultural approach to the educational context. The following research methods were applied in the article - selection, analysis, evaluation of standard documents regulating pedagogy, management literature and educational system as well as archival documents of National Agency for the Evaluation of schools about the external evaluation carried out in schools. Statements describing strong and development requiring activities were classified according to the separate class groups and eight aspects of protocol [3] structure of lesson observation (the following aspects were observed during the lesson: lesson planning and organization, quality of teaching, learning, student learning support, assessment educating, relationships (order and class management), education environment (use of tools, materials, resources and various instrument) and students' achievements).Qualitative features of 308 history lesson monitored during 2011-2012 school year were analyzed. The study shows that Lithuanian general education schools are still dominated by teaching paradigm - the teacher is the most active person in the lesson. Having analyzed process management of teaching/learning in history lessons, satisfactory assessment is given - chosen curriculum and methods do always determine the education of suitable students' competences, good learning achievements and progress. [From the publication]