Teksto rašymo mokymas pagrindinėje mokykloje: teorinės prielaidos ir praktinės galimybės

LTStraipsnyje analizuojama, kaip lietuvių kalbos bendrųjų programų reikalavimai teksto rašymo ir ugdomų rašymo gebėjimų aspektais įgyvendinami mokymo priemonėse, kokios rašymo strategijos gali padėti siekti programos keliamų reikalavimų. Šio straipsnio tikslas—išanalizuoti, kokius reikalavimus teksto rašymui kelia bendrosios programos, kaip keliami reikalavimai įgyvendinami ugdymo procese. Straipsnio mokslinė problema — išsiaiškinti, ar teksto rašymo, kaip vienos kalbinės veiklos rūšių, mokymui įtakos turi teksto suvokimo mokymas. Tyrimo objektai: pagrindinės mokyklos lietuvių kalbos programos, V—X klasių lietuvių kalbos vadovėliai. Tyrimo metodai: dalykinės ir metodinės literatūros mokslinė analizė, analitinis aprašomasis.

ENThe article analyses how the requirements for writing and development of writing skills prescribed in the general curriculum framework for the Lithuanian Language are transposed into teaching aids and what writing strategies could be used to assist in achieving the curriculum requirements. The a im of this article is to analyse the requirements for writing in the general curriculum framework and how these requirements are implemented in the education process. The object of research is the Lithuanian language textbooks for the Lithuanian Language curriculum in grades V - X at the basic education school. The methods of research — analysis of subject-related and methodological literature and the analytical descriptive method. Writing is a complex process that involves both an understanding of what a pupil wants to write and the ability to express one's thoughts in a cohesive way according to the requirements of the genre, style, and structure. In addition, the text must be grammatically correct. The text (both read and written) is the main communicative aspect pupils come across in learning any disciplines and it is during native language lessons that the basic skills of writing are formed. It is difficult to separate writing from an understanding of the text being read, because analysis of t he text being read is the foundation for learning how to write a text: by reading the text pupils find in formation, learn structural requirements, and analyse linguistic expression.For some time now reading and writing in the international educational and methodological publications [1; 3; 4] have been treated not as a skill, but as a process of thinking that requires active participation of the reader and writer. National studies on pupils' reading and writing achievements carried out between 2002 and 2008 reveal that the writing skills of pupils in grades VI, VIII and X remain similar each year: pupils find it difficult to clearly understand the a im of writing and the addressee, to select the linguistic expression appropriate to the aim and the addressee of the text, and to discuss and justify their statements: pupils can formulate statements, but cannot support them sufficiently enough. It seems that it is difficult for pupils to develop a cohesive text and observe structural requirements. Therefore, writing remains a relevant problem of the curriculum.