Mokinių mokymosi motyvų tyrimas

LTAnketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti mokinių, turinčių kalbos sutrikimų, mokymosi motyvus. Atlikta statistinė aprašomoji duomenų analizė. Tyrime dalyvavo 60 V-IX klasių mokinių ir 20 mokytojų iš Vokietijos Leonberg Albert-Schweitzer gimnazijos; 60 mokinių, turinčių kalbos sutrikimų bei 180 įprastinės kalbos raidos mokinių ir 60 juos ugdančių pedagogų iš keturių Šilalės rajono bendrojo lavinimo mokyklų. Empirinėje dalyje nagrinėjami mokinių, turinčių kalbos surikimų, mokymosi motyvai ir mokytojų nuomonė apie priežastis, lemiančias mokinių, turinčių kalbos sutrikimų nenorą mokytis. [Iš leidinio]Reikšminiai žodžiai: Mokymosi motyvacija; Mokymosi motyvai; Mokymosi sunkumai; Nesėkmės baimė; Paauglystė; Adolescence; Fear of failure; Learning difficulties; Learning motivation; Learning motives.

ENContemporary education is based on purposeful activity to form pupils’skills, abilities and their virtues and to develop their knowledge and competence. One of the main goals of contemporary education is to educate a person willing and able to study continually. Pupils learning is regarded as an active and purposeful human activity, and the questions of motivation are solved in the context of performance, actions and motivation of behaviour. Learning becomes a more complex activity requiring various pupils’ abilities, which determines a balanced development of a personality. A survey was carried out using the method of questionnaire, the aim of which was to study learning motives of pupils. A statistical analysis of the data was done. In the survey participated 60 pupils from V-IX classes and 20 teachers from Leonberg Albert-Schweitzer gymnasium in Germany, 60 pupils with speech disorders and 180 pupils with usual speech development and 60 teachers from four secondary schools in Šilale district. In the empirical part motives of pupils are studied as well as the teachers’ opinion about reasons influencing pupils’ with speech disorders unwillingness to study.The most important conclusions of the empirical part: 1. Pupils have various learning motives. The most common are the cognitive motives and motives of self-expression, less common are motives about future and communication, and the least common are the motives of prestige. The latter are more common for pupils from Leonberg Albert-Schweitzer gymnasium in Germany and the outer stimuli most of all influence pupils from Šilale district. 2. Both German and Lithuanian teachers agree that the main reason why pupils are unwilling to learn is a weak learning motivation. But there are some differences in the answers of the respondents. Lithuanian teachers refer to the lack of teaching devices and learning surroundings as the main reasons. German teachers indicate the lack of discipline in the class, inappropriate teaching methods and learning surroundings. [From the publication]