Kauno Panemunės pradinės mokyklos mokytojų patirtis, taikant IKT gamtamoksliniame ugdyme
LTŠiandienos mokyklai iškyla dvejopas uždavinys: išugdyti ne tik išsilavinusius, bet ir gebančius diskutuoti ir abejoti, kritiškai ir laisvai mąstyti vaikus, gebančius ne tik prisitaikyti prie nuolatinės gyvenimo kaitos, bet ir daryti įtaką naujomis idėjomis arba darbais ir kartu praturtinti žmonių dvasinį bei materialinį pasaulį. Ilgai mokydami vaikus taikėme tradicinius metodus, nuo kurių nedrįsome nutolti, ir pamokos tapo vienodos, nuobodžios. Šiandien atsirado galimybė rinktis mokymo programas, būdus, derinti įvairius, taip pat ir netradicinius metodus, kurie skatina mokinių sava rankiškumą, aktyvumą ir kūrybiškumą. Mokytojas turi pasirinkti geriausiai mokymo tikslams tinkamus metodus atsižvelgdamas į mokinių amžių, psichologines savybes, mokymosi rezultatus ir kt. Vienas iš prioritetinių Lietuvos švietimo politikos tikslų - informacinės visuomenės kūrimas. [P. 14].
ENAt the earliest opportunity in the educational process to choose various training programmes and methods, included non-traditional ones, that stimulate pupils autonomy, activity and creativity, teachers can choose the best and most appropriate methods to obtain training objectives. Teachers use information technologies in order to present the educational material visually and at once to de velop the information society. For the most part of their work teachers use computer and video projector, which help to demonstrate presentations, prepared using the Microsoft PowerPoint software, during the lessons. The key information and illustrated material, like photographs and et., is introduced in these presen tations. So the teachers structure Stand-Alone-lnstructional-Resource (StAIR) presentations which require pupils to answer the questions correctly in order to continue task. This helps pupils to learn and to examine their knowledge by themselves. During the lessons, organized in the computer classroom, pupils are looking for information on-line, using usual search system or visiting web-sites, recommended by teachers. The interaction board allows to write and save essential information, to use visual material and prepared informa tion, so to access on-line resources quick during the nature studies. The possibility of daily monito ring of weather station data on display encourages pupils to take interest in climate change, to ana lyse various natural phenomena (fog, mist, drizzle, and so on), which often are incomprehensible for children. The use of Information Computer Technology in the learning process makes it's curriculum more attractive and imaginative, promotes pupils motivation for learning, so concentrates their at tention. Children learn to adapt educational material in practical work, what leads to a better quality of learning. Key words: Information Computer Technology, Stand-Alone-Instructional-Resource, Inte ractive Whiteboards, Weather Station.
