Bežodės knygos skaitymo pamokos pradinėse klasėse: aktyvesnio įvairių gebėjimų mokinių įsitraukimo skatinimas

LTStraipsnyje pristatomas Lietuvos pedagogams dar gana naujas bežodžių knygų žanras, analizuojama jo naudojimo ugdant pradinių klasių mokinių kalbą problematika. Aprašomas tyrimas, kuriuo tirtas bežodžių knygų skaitymu pagrįstų veiklų veiksmingumas skatinant trečios klasės mokinių kalbinį aktyvumą ir įsitraukimą. Tyrimui pasirinktas veiklos tyrimo (angl. participatory action research) metodas. Įprastų ir bežodžių knygų skaitymo veiklose buvo stebimas ir analizuojamas skirtingo pasiekimų lygio mokinių kalbinis aktyvumas ir įsitraukimas. Tyrime dalyvavo 24 vienos pradinės mokyklos mokiniai. Tyrimas parodė, kad bežodžių knygų skaitymu pagrįstos veiklos paskatino tyrime dalyvavusius mokinius, ypač mažiau aktyvius pagrindinio ir patenkinamojo pasiekimų lygio, labiau įsitraukti į pamoką. Pagrindiniai žodžiai: bežodės knygos, pradinis ugdymas, kalbos ugdymas, kalbinis aktyvumas, įsitraukimas.

ENPrimary education teachers are constantly seeking new teaching methods and tools that would encourage the engagement of students with diverse abilities in the learning process. One such tool is wordless books. For Lithuanian teachers, wordless books remain a relatively new genre; therefore, this article examines the challenges of using them in primary school language education. A particularly under-researched area is classroom activities based on wordless book reading, where the teacher must simultaneously work with students of varying abilities. Thus, the aim of this study is to investigate the effectiveness of wordless book reading-based activities in fostering the linguistic activity and engagement of third-grade students. The method chosen for the study was participatory action research. During the study, students’ engagement and linguistic activity in traditional versus wordless book reading activities were observed, analyzed, and compared. Data were collected through the analysis of scientific and pedagogical literature and informal natural indirect observation. All activities were video-recorded, and the recordings were later analyzed to collect both qualitative and quantitative data. The study involved 24 students from one primary school, selected using convenience sampling. Based on scientific literature and students’ prior knowledge of wordless books, the wordless book reading activities were structured in three stages: exposure, exploration, and engagement. All wordless book-based educational activities followed the same model: activation, learning objective, reading of a wordless book, and student reflection. The study revealed that wordless book reading activities encouraged participating students to become more engaged in the lessons. The most significant positive change was observed among students with lower abilities, slower learning pace, or greater shyness.The use of visually presented information proved particularly effective in stimulating these students’ linguistic activity and engagement, as well as their willingness to share thoughts and understanding. Keywords: wordless books, primary education, language development, verbal participation, engagement.