Atnaujintos technologinio ugdymo bendrosios programos principų sampratos refleksija ir įgyvendinimo problemos

Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Knygos dalis / Part of the book
Language:
Lietuvių kalba / Lithuanian
Title:
Atnaujintos technologinio ugdymo bendrosios programos principų sampratos refleksija ir įgyvendinimo problemos
Alternative Title:
Reflection and implementation problems of the perception of the principles of the renewed general technological education program
In the Book:
Technologijos mokykloje ir gyvenimo įgūdžių ugdymas / sudarytoja Manefa Miškinienė. Vilnius: Vilniaus pedagoginio universiteto leidykla, 2009. P. 6-13
Keywords:
LT
Kompetencijos / Competencies; Mokytojų ugdymas / Teacher education; Mokslinis ugdymas / Scientific education; Ugdymas / Education.
Summary / Abstract:

LTStraipsnyje aptariami atnaujintos technologijų bendrosios programos esminiai principai, jų samprata ir įgyvendinimo problemos, kurios išryškėjo per mokytojams rengiamus seminarus. Daugiausia klausimų mokytojų bendruomenei kelia kompetencijų ugdymas ir projektinio technologinio ugdymo modelio įgyvendinimas. Siūlomi sprendimai grindžiami mokslininkų atliktais pedagoginiais tyrimais bei pedagoginėmis įžvalgomis. [Iš leidinio]Reikšminiai žodžiai: Kaitos tendencijos; Kompetencija; Projektų metodas; Technologinis ugdymas; Ugdymo turinys; Alteration tendencies; Competence; Competences; Curriculum; Educational content; Project method; Reform tendencies; Technological education; Tendecies of change.

ENThe goal of the article is to define the perception of the essential principles of the renewed technological education program (2008) and to forecast the possibilities of their implementation. The article reviews the alteration tendencies of the educational content and presents the main ideas of the national level programs in order to reveal the models of the educational content and describe their characteristics. At the time of qualitative changes in the general education system, the concept of educational content becomes broader as well. It is no longer perceived as the subject content regulated by an educational program; rather it is understood as the ongoing process which takes place in the classroom. With this in mind, educational institutions should be the ones that are responsible for the arrangement of the educational programs and the development of the educational content based on such factors as the needs of the students, the expectations of the parents, the possibilities of the school and so on. The formation of the educational program is a new and qualitatively different task for educators. Although its implementation has already started, it remains a problematic task for educators. The difficulties result from numerous objective and subjective reasons.Not all the educators have managed to discover and perceive the innovative principles of the implementation of educational content; there is a lack of methodological insight as well as research for its disclosure. Therefore, their educational goals are of a declarative nature rather than related to educational content. On the other hand, the educational experience of educators is the subjective factor which obstructs the practical implementation of the innovative educational ideas. As a result of the unified educational program which prevailed during the soviet times, educators lack the experience of formation of original, creative and analytical educational content. They also lack motivation to gain such experience. [text from author]

Related Publications:
Permalink:
https://www.lituanistika.lt/content/25670
Updated:
2014-01-30 08:42:41
Metrics:
Views: 34
Export: