Technologijų dalyko turinio kaita

LTRemiantis Lietuvos ir užsienio moksline, pedagogine ir psichologine literatūra, norminiais valstybės dokumentais, straipsnyje nagrinėjama asmenybės ugdymo(si) svarba per technologijų pamokas, atsižvelgiant į lytį. Autorė analizuoja technologijų dalyko turinio kaitos problemas ugdant(is) vaikų socialines ir technologines kompetencijas, kurios turi tiesioginį poveikį asmenybės vertybių internalizavimui ir kūrybiškumo puoselėjimui. [Iš leidinio]Reikšminiai žodžiai: Asmenybės ugdymas atsižvelgiant į lytį; Kūryba; Mokymosi motyvacija; Technologijų dalyko pagrindinio ugdymo bendrosios programos; Creativity; General programs of technology subject in a basic education; Learning motivation; Self development according to gender; Selfdevelopment according to gender.

ENThe creation is an important reflection of internal and external world of pupil, expression of his or her individuality. When creating the child consciously or unconsciously expresses his or her feelings, an attitude towards the surrounding world, and what lies within the child: his or her feelings, experiences, thoughts, wishes, needs, objectives, dreams and fantasies. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. The pupils of 6th, 7th, 8th and 9th grades of Vilnius city schools have participated in survey. Total number of 186 pupils have been interviewed. The questions in questionnaire are related to real situation of technology subject in pupil‘s opinion while learning in a mixed or non-mixed group. 112 girls and 74 boys have participated in survey. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. This definition clearly intersects with the purpose of subject, objective, tasks and didactic provisions of technological education. The programme also lacks attention to pupil‘s growth as healthy personality.Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also low valued (29,6%). The relatively large part of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. The girls need more time to learn in textile division, in order to be more feminine. Boys need to spend more time in the division of construction materials in order to become more masculine. The assessment of various technological programmes (nutrition, construction materials, textiles) in pupils‘ opinion showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as personality, since his or her gender is not considered. These are big obstacles to plan and organize the education process of technology subject correctly. Therefore, it is recommended to reform the education content by forming the provisions of gender equality in the education process of technology subject. It is required to take into account the needs and interests of boys and girls differentially but symmetrically.Schools should include the definition of household culture into the common programme of technology basic education, education process and change the name of subject to “Household culture and technologies“ directly reflecting the objective to educate a pupil as comprehensively healthy personality. [From the publication]

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