Rostoko projekto "Vanduo" didaktinės nuostatos ir tyrimo Vilniaus mokyklose rezultatai

LTMokymosi proceso sudėtingumą pripažįsta ir Lietuvos (V. Jakavičius, A. Juška, V. Rajeckas ir kt.), ir kitų šalių edukologai. Vokietijos Rostoko universiteto mokslininkai I. K. Schneider ir F. Oberländer parengė efektyvų mokymosi modelį, susidedantį iš devynių elementų, kurį išbando keliose Europos valstybėse. Autorių pasirinkta tema „Vanduo“. Metodinė medžiaga parengta pirmos klasės mokiniams ir mokytojui. Projektas tęstinis, nes numatyta šią temą išsamiau ir plačiau nagrinėti antroje–ketvirtoje klasėse. Lietuvoje projektą „Vanduo“ koordinuoja VPU Ugdymo pagrindų katedra. Straipsnio tikslas – supažindinti su Rostoko projektu „Vanduo“, sėkmingai išbandytu penkiose Vilniaus mokyklose, ir pristatyti jo rezultatus. Realizuojant tikslą, įgyvendinami šie uždaviniai: 1. Pristatyti Rostoko projekto „Vanduo“ didaktines nuostatas aptariant kai kuriuos mokymo ir mokymosi aspektus. 2. Atskleisti Rostoko projekto „Vanduo“ turinio ypatumus ir realizavimo instrumentarijų. 3. Projekto „Vanduo“ turinį palyginti su Lietuvos mokyklos pirmos klasės pasaulio pažinimo vadovėlių turiniu. 4. Pristatyti atlikto tyrimo, remiantis projektu, rezultatus.

ENThe article presents an effective education model, the Project ‘Water’, which has been developed by the scientists of the University of Rostock in Germany and which is being tested in a number of European countries. The publication consists of three parts: 1) didactic principles of the Rostock project are presented through discussion on certain aspects of teaching and learning; 2) the content of the Rostock project ‘Water’ and instrumentation of its implementation are revealed through presentation of topics on water in World Study textbooks for 1st form used in Lithuanian schools; 3) results of three tests in five classes and interviews with five teachers are analysed. Conclusions: 1. Lithuanian authors refer to teaching and learning as a complicated, effort and will demanding process. The Rostock project enables a learner to transform from a subject with little responsibility and motivation into an internally motivated, active and responsible participant in the process, who is capable of influencing the content, topics, goals and criteria of teaching and learning. 2. The material of Rostock project differs from the teaching material in Lithuanian textbooks of World Study. It corresponds more to education standards of 3rd–4th forms of Lithuanian schools rather than to those of 1st – 2nd forms.The article presents an effective education model, the Project ‘Water’, which has been developed by the scientists of the University of Rostock in Germany and which is being tested in a number of European countries. The publication consists of three parts: 1) didactic principles of the Rostock project are presented through discussion on certain aspects of teaching and learning; 2) the content of the Rostock project ‘Water’ and instrumentation of its implementation are revealed through presentation of topics on water in World Study textbooks for 1st form used in Lithuanian schools; 3) results of three tests in five classes and interviews with five teachers are analysed. Conclusions: 1. Lithuanian authors refer to teaching and learning as a complicated, effort and will demanding process. The Rostock project enables a learner to transform from a subject with little responsibility and motivation into an internally motivated, active and responsible participant in the process, who is capable of influencing the content, topics, goals and criteria of teaching and learning. 2. The material of Rostock project differs from the teaching material in Lithuanian textbooks of World Study. It corresponds more to education standards of 3rd–4th forms of Lithuanian schools rather than to those of 1st –2nd forms.