Projektų metodo raida: istorinės, teorinės ir prakseologinės dimensijos

• Rauckienė, Alona
• Hage, Rasa

LTStraipsnyje analizuojamas vienas konstruktyvaus mokymo metodų - projektų metodas, jo ypatumai ir taikymo galimybės pradinės mokyklos praktinėje mokytojų veikloje. Siekiama projektų metodą pagrįsti filosofiniu ir istoriniu aspektu. Tai vienas seniausių konceptualiai pagrįstų mokymo metodų. Tyrimas išryškina jo taikymo priežastis ir tendencijas pradinėje mokykloje.

ENThe aim of this research was to analyze the advantages of Project Method, to estimate the possibilities, reasons and problems in 1-4th grade teachers practice. Education reforms in Lithuania have changed the aim, content, methods and object of teaching. Teaching is oriented to child, - not to knowledge, the relation between the child and the teacher are the main thing. The Learning is The Practice. This idea came from one of philosophy - pragmatism; witch was created by J. Dewey (1859-1952) and became an education theory as progressivism and reconstructivisme. The main education documents "The General Programs" (1997) in Lithuania are following this philosophy. The project method is a conceptional teaching method, which appeared in 17th century and was described by J. Dewey and W. Kilpatrick (1871-1965). This method is one of most advisable in The Education system. Before the World War II, this method was known in Lithuania. J. Vabalas-Gudaitis (1881-1955) have described it in his works. Because of politics, in 1930 this method was forbidden. Just nowadays the project Method has bom again as one of very useful and important method. The results of research showed that teachers in Primary School know the Project Method. They can describe the main signs of this method. The general of teachers from primary school are using this method in their practice, in using method, teachers are solving such an education problems as creativity and communication. The content of done projects in village primary schools and towns are different. The project Method is positive as a method witch we can use in primary school. The main reason, why teachers are not using this method is not enough methodical knowledge.