Penktosios klasės mokinių kaip pedagoginio bendradarbiavimo dalyvių patirties ypatybės
LTLongitudinis tyrimas, atliktas 1995 - 1999 m. pradinėse mokyklose ir vidurinių mokyklų penktose klasėse, parodė, jog mokiniai, baigę pradinę mokyklą, turi tam tikrą bendradarbiavimo su mokytoju patyrimą. Straipsnyje atskleidžiamos penktosios klasės mokinių bendradarbiavimo su mokytoju patirties ypatybės, kurioms įtakos turėjo dviejų skirtingų pradinių klasių mokytojų grupės: bendradarbiaujantys „gerai“ ir bendradarbiaujantys „silpnai“. Darbe pateikiami duomenys apie pedagoginio bendradarbiavimo plėtojimąsi penktoje klasėje, atskleidžiant mokinių bendradarbiavimo su mokytoju patyrimo dinamiką mokslo metų pradžioje ir pabaigoje.
ENOur research carried out in primary schools and fifth forms of basic schools has revealed that: the pupils' experience of cooperation with the teacher upon completion of the primary school is not uniform: pupils of those teachers who cooperate ”well” are prepared for cooperation with the teacher in the fifth form better than pupils of those teachers who cooperate “weakly“'. Pupils gain this experience during their studies in the primary school and contacts with the teacher by copying the teacher's pedagogical actions. Primary school pupils who have gained negative experience in the area of cooperation with teachers (especially his personal features, behavior, activity) transfer this experience to the fifth form and develop it further. Thus, negative experience shows a stronger tendency towards development than positive experience. The development of pedagogical cooperation in the primary school helps the pupil to gain social experience which he can use successfully in the fifth form. This way the experience of pupils' cooperation with the teacher gained in the primary school determines the effectiveness of the development of pedagogical cooperation in the fifth form. Fifth form teachers must ascertain their pupils' social experience gained in the primary school and on the basis of such an evaluation to compile and apply new strategies of pedagogical cooperation with the pupils which would ensure the development of pupils' social experience. For this purpose pupils should be created an opportunity to join a cooperative constructive interaction with the teacher during and after classes, to take part on the solution of didactic tasks and conflict situations.
