IX-X klasių delinkventinio elgesio mokinių mokymosi motyvacijos skatinimas

LTStraipsnyje analizuojamos delinkventinio elgesio mokinių charakteristikos, atlikus IX-X klasių mokinių, turinčių elgesio problemų ir mokymosi sunkumų, tyrimus, nagrinėjama delinkventinio elgesio mokinių mokymo(si) ir elgesio specifika, apibendrinami paauglių mokymosi motyvacijos skatinimo technologijų pamokose ypatumai. Vienas efektyviausių metodų motyvuojant delinkventinio elgesio mokinius technologijų pamokose – projektų metodas. Darbe atskleisti efektyviausi delinkventinio elgesio paauglių technologijų pamokose mokymosi motyvavimo būdai: padrąsinimai atliekant užduotis, mokinio pastangų vertinimas, vaizdinių priemonių panaudojimas ir specialių užduočių skyrimas. Dauguma delinkventinio elgesio mokinių technologijų pamokose ugdosi bendrąsias kompetencijas: komunikavimo, socialinę ir iniciatyvumo bei kūrybingumo. Skatindami delinkventinio elgesio mokinių mokymosi motyvaciją mokytojai orientuoja šiuos paauglius į tokias asmenybės pripažinimą reiškiančias socialinės sistemos vertybes kaip sėkmė ir prestižas. Tada technologijų pamokose pažinimo džiaugsmą ir sėkmę patiria ir neakademiški mokiniai, kurių mokymosi pažangumas dažnai nesiekia vidutinio. [Iš leidinio]Reikšminiai žodžiai: Delinkventinis elgesys; Mokymosi motyvacija; Paaugliai; Paauglys; Technologinis; Technologinis ugdymas; Ugdymas; Adolscent; Delinquent; Delinquent behavior; Learning motivation; Motivation for learning; Technological education; Technology classes; Teenagers.

ENThe object of the research is strengthening delinquent 9th-10th-formers’ learning motivation in technology classes. The hypothesis is that technology classes strengthen delinquent 9th-10th-formers’ motivation to learn. The major aim of the research is to reveal peculiarities of strengthening delinquent 9th-10th-formers’ learning motivation in technology classes. The research objectives are as follows: to explore delinquent 9th-10th-formers’ characteristics; to analyze the peculiarities of delinquent teenagers’ learning / teaching in technology classes. The sample of the empirical research was 120 of 9th-10th-formers with behavioural and learning difficulties from schools of Vilnius and Kaunas cities and districts. 53 teachers of technologies also took part in the survey. Empirical research data analysis shows that more than half of the teachers-respondents think that delinquent learners are distinguished for using forbidden physical force (52 %), smoking (51 %) and cursing (47 %). Such characteristics as being late for school (25 %), refusal to learn (23 %), and impolite behaviour with teachers (21 %) are more rarely attributed to delinquent behaviour by the teachers. Analysis of the research has also revealed that the majority of the delinquent teenagers who participated in this research have learning difficulties: 59 % show satisfactory learning outcomes and only 36 % of them are average learners. The relationship between the delinquent learners and their teachers are not warm. More than half of the respondents (67 %) admitted that they do not get on well with their teachers. It turned out that 41 % of the learners-respondents believe that classes of technologies develop their creativity, and 38 % think that these classes also develop learners’ self-confidence.Only 20 % indicate the development of their responsibility and ability of self-assessment, and the smallest number of the respondents (3 %) state that technology classes develop their initiative and respect for other opinions. All the teachers of technologies who participated in the survey confirm that among the most efficient ways of motivating delinquent teenagers to learn in technology classes are encouragement when doing the tasks, evaluation of learners’ efforts and visualization of the teaching process. It was found out that more than half of the teachers-respondents believe that one of the most efficient ways of organizing the lesson is the project-method. They think that technology classes help the learners develop their self-confidence (89 %) as well as creativity (87 %). Such features as responsibility, learners’ ability of self-assessment and curiosity were mentioned less frequently. The distribution of the obtained results allows assuming that technology classes serve for the development of the general competences – those of communication, the social one, as well as initiative and creativity – for most of the delinquent learners. When strengthening delinquent teenagers’ learning motivation, their teachers direct them to such values of the social system as success and prestige, which implies personality’s acknowledgement. In such cases, lessons of technologies enable non-academic learners, whose school attainment is generally lower than the average, to experience success and the joy of cognition. [From the publication]

• Psichologija / Psychology
• Edukologija / Education