Kalbinės kompetencijos didaktika profesinės etikos aspektu

LTStraipsnyje akcentuojamas vaikų kalbinės kompetencijos didaktikos ir pedagogo profesinės etikos sąryšis, atskleidžiama mokytojo novacinė veikla analizuojant ją socialinės atsakomybės kontekste ir aprašant vaikų kalbos plėtotės ypatumus. Tyrime dalyvavo Šiaulių logopedinės mokyklos 238 mokiniai (153 berniukai ir 85 mergaitės). Atlikus kiekybinę ir kokybinę duomenų analizę, nustatytas kalbinės kompetencijos didaktikos ir mokinių kalbos ugdymo(si) ryšys. [Iš leidinio]Reikšminiai žodžiai: Kalbinė kompetencija; Profesinė etika; Specialusis ugdymas; Language competence; Professional ethics; Special education.

ENThe article emphasizes the link between the didactics of the language competence of children and the teacher's professional ethics. The innovative activities of teachers were revealed analyzing them in the context of social responsibility and describing the peculiarities of language development of children. 238 children (153 boys and 85 girls) from Šiauliai Logopedic school and two fifth forms participated in the research. One fifth form was the experimental group, another was the control group. After the quantitative and the qualitative analyses of the research data the link between the didactics of language competence and the language development of children was established. Diagnostic investigation where the test of children's abundance in words was applied revealed that the abundance of words of children from the Logopedic school characterizing their language competence depended on the level of language underdevelopment and age: senior children demonstrated higher abundance of words than junior children, and children with moderate language underdevelopment demonstrated higher abundance of words than children with medium language underdevelopment.The project (self-) education, as a manifestation of teachers' innovative activities, was applied to develop children's language competence, and it promoted the development and the exactness of the abundance of words, the fluency of sentences, and the peculiarity of language expression for the children with the underdeveloped language level. The qualitative research where the didactics of language competence of children with language underdevelopment was investigated lets us claim that children's language is best fostered in the language environment under the supervision of an educator who perceives his professional nature and duties, i.e. who takes the social (and moral) responsibility for the fulfillment of aims of language (self-) education. [From the publication]