Filologinio prusinimo bei išprusimo tendencijos Lietuvos švietimo reformos kontekste : studentų požiūrių lyginamoji analizė

LTStraipsnyje analizuojami teoriniai filologinio prusinimo ir išprusimo pagrindai XXI a. pradžios edukologijos mokslo kontekste. Apibendrinami KTU studentų, neseniai baigusių bendrojo lavinimo mokyklas ir gimnazijas, požiūrio į savo filologinį išprusimą tyrimai (1997/1998, 1999/2000, 2000/2001 mokslo metais) bei atliekama šių tyrimų lyginamoji analizė. Remiantis gautomis išvadomis, išryškintos tam tikros filologinio prusinimo bei išprusimo tendencijos reformuojamos mokyklos aukštesniosiose klasėse bei respondentų nuostata tolimesnio filologinio išprusimo srityje. [Iš leidinio]Reikšminiai žodžiai: Filologinis išprusimas; Filologinis prusinimas; Lietuvos švietimo reforma; Studentai; Studentų požiūrio į filologinį išprusimą tendencijos; Educating in-philology; Lithuanian Educational Reform; Philogical awareness; Philological Education; Students; Trends of students' apporach to philological awareness.

ENThe article discusses the theoretical foundations of educating-in-philology and philological education in the context of the beginning of the 21st century. The research on the students (ho recently finished secondary schools and gymnasiums, viewpoint about their philological education was carried out during the academic years of 1997/98, 1999/2000, 2000/2001, and the comparative analysis of the results is presented. Considering the conclusions drawn, certain tendencies of educating-in-philology and philological education are revealed in the context of upper classes of secondary schools as well as the attitude of the respondents to further philological education. The article consists of three parts. The first part discloses theoretical foundations of the research on philological educating-in, the concepts of philological educating-in and education as well as their semantic meanings are analyzed, the philological educating-in is separated from special philological training. The second part points out the research methodic and the respondents’ massif. The third part presents the analysis of performed research, raises the hypotheses as well as discusses the context of the received research results. Having summarized the research results, one can draw the following conclusions: From 1997 to 2001 the students, who participated in the research, started to evaluate their philological education at school more critically and seriously. The number of secondary school graduates who acquired substantial philological education is increasing, though the number of the graduates possessing good philological education is decreasing.This is evidently due not only to the chosen university - the specifics of the studies al Kaunas University of Technology, but also to the continuing education reform as well as social processes in the society itself and its stratification. In the field of philological education positive changes are pointed out: more and more students evaluate their skills in verbal communication, perception of fiction works and its analysis. The respondents have their clear position that the young people need wide philological education when getting integrated into the European structures. It is not enough to know one's native language, to understand literature, but it is important to study foreign languages, to get oriented in European countries culture, history, and literature. [Text from author]