Į studentą orientuotas filosofijos dalyko mokymas

LTŠiuolaikinių studijų aukštojoje mokykloje pagrindas – studijuojančiojo įgytos kompetencijos, pasiekiamos per studijų programos rezultatus ir dalyko studijų rezultatus. Kiekvienas studijuojamas dalykas turi prisidėti prie kompetentingo specialisto, turinčio tinkamas ir tvirtas vertybines nuostatas, parengimo. Aukštoji mokykla – tai vieta, kurioje vyksta visapusis studento brendimas: ir profesinis, ir asmeninis. Todėl studijuojančiojo įgytos žinios ir įgūdžiai turėtų atliepti įvairius jo poreikius, kitaip tariant, mokymas/is turi būti orientuotas į studentą. Straipsnyje analizuojama, kokius studento poreikius ir kaip stengiamasi patenkinti filosofijos kurso metu ir kaip pavyksta šį siekį įgyvendinti. Galutiniai dalyko studijų pasiekimai ir jų įtaka studijuojančiam vertinami tarpinių atsiskaitymų metu. Straipsnyje aptariamas studento poreikių patenkinimas, analizuojant filosofijos dalyko tarpinius atsiskaitymus. Remiamasi A. H. Maslow žmogaus poreikių hierarchijos teorija, siekiamais filosofijos dalyko studijų rezultatais ir studentų nuomone, kurią atskleidė atlikta apklausa raštu. [Iš leidinio]Reikšminiai žodžiai: Dalyko studijų; Dalyko studijų rezultatai; Filosofijos tarpiniai atsiskaitymai; Rezultatai; Studento poreikiai; Į studentą orientuotas mokymas/is; Assignments of philosophy subject; Needs of student; Philosophy intermediate; Results; Student's needs; Student-centered teaching; Student-oriented teaching; Subject learning outcomes; Subject studies.

ENThe base of contemporary studies of higher education is the competences achieved through program learning outcomes and subject learning outcomes. Every study subject has to contribute to an education of a qualified specialist, who has relevant and firm values. Higher education institution is the place where students are growing professionally and personally. Therefore the knowledge and skills acquired by students have to satisfy their different needs. It means that the teaching/learning of the subject has to be student-oriented. The article analyses, which needs of the student the course of philosophy attempts to satisfy and in what way, and how successful that attempt is. Because the final achievements of the study subject and their influence on the student are assessed through the assignments, the satisfaction of the student’s needs is discussed in the article by analysing the assignments of the philosophy subject. The analysis is based on the A. H. Maslow theory of human needs, the philosophy subject learning outcomes and students’ opinion, revealed by summarizing the results of the survey carried out in the Health Care Faculty of the University of Applied Sciences/Vilniaus kolegija. The survey showed, that the main part of the students feel the professional and personal benefits of the assignments of the philosophy subject – seminars and the paper (94,38% respondents of the seminars, 86,52% of the paper). Respondent’s comments about the assignments revealed, that according to the A. H. Maslow theory of human needs, the needs from the four of five groups (all groups were chosen analysing the philosophy subject learning outcomes as needs possible to be satisfied through the assignments of philosophy subject) are satisfied through these assignments: safety needs, belonging (social) needs, esteem needs, self-actualization needs.The mostly mentioned were the belonging (social) needs (during the seminars) and the esteem needs (during the preparation of the paper). The results of the survey lead to the conclusion, that the teaching/learning of the philosophy subject is student-oriented. [From the publication]