Tarpdalykinė ir vidinė dalykinė integracija kariūnų mokyme
LTStraipsnyje autorius, remdamasis savo 57-erių metų pedagoginio darbo patirtimi, pasakoja, kaip jo Generolo Jono Žemaičio Lietuvos karo akademijoje (toliau – LKA) dėstomuose „Logikos“ ir „Psichologijos įvado“ kursuose realizuojama tarpdalykinė ir vidinė dalykinė integracija. Analizuojamas atvejis, kaip „Logikos“ kurso pirmosiose dviejose temose per pratybas logikos žinios integruojamos su moksleivių, studentų, kariūnų bei bendražmogiškąja buitimi ir net su keliolika įvairių mokomųjų disciplinų. Trumpai aptariami ir svarbiausieji kitų „Logikos“ ir „Psichologijos įvado“ kurso temų tarpdalykinės ir vidinės dalykinės integracijos pavyzdžiai. Parodoma, kaip „Psichologijos įvado“ kurso egzamino 19 praktinių užduočių, autoriaus parengtų pirmo kurso kariūnams, integracijos atžvilgiu suskirstomos į 6 rūšis. Parodomi kariūnų aukšti mokymosi pažangumo rodikliai, jų žinių demonstravimas itin sudėtingose situacijose, prisimenami autoriaus, kaip pedagogo, pasiekimai. [Iš leidinio]Reikšminiai žodžiai: Kariūnai; Logika; Psichologija; Tarpdalykinė ir vidinė dalykinė integracija; Cadets; Interdisciplinary and internal disciplinary integration; Logic; Psychology.
ENIn the Paper, the author describes – on the base of his 57-year experience in pedagogical activities – an implementation of interdisciplinary and internal disciplinary integration of teaching applied in course units “Logic” and “Introduction to Psychology” taught by him at Lithuanian Gen. Jonas Žemaitis Military Academy. The cases under the analysis: 1. The knowledge of two first subjects of the course unit of “Logic” is integrated on practical training with the everyday life of pupils, students, cadets and general public and even with more than ten other course units (they are listed according to the order of reduction of the number of tasks), namely, mathematics, physics, geography, biology, law, management, literature, political sciences, science studies, linguistics, history, soldiership, art criticism, chemistry, transport, psychology, sports, and, of course, logic. Abundant practical examples are provided. Examples of interdisciplinary and internal disciplinary integration of the other most important subjects of course units “Logic” and “Introduction to Psychology” are briefly discussed upon as well (upon special emphasizing an application of the principal laws of logic in real life).2. 19 practical tasks of the exam in course unit “Introduction to Psychology” developed by the author for first-year cadets are divided in respect of integration into 6 types: in 5 of them, external integration (with other disciplines) is implemented and in 1 – internal integration (with psychology itself) is implemented. High achievements of cadets in studies are shown, their knowledge in particularly complicated situations singled out as the merits of the pedagogues is demonstrated. The principal conclusions: 1. Integration diversify the process of cadets’ training, increase their motivation for studies, and encourage collaboration of the teacher and cadets. 2. They also encourage the teacher to take an interest in recent publications in various branches of science, arise his/her need in improvement of the own qualification, as well as improvement of the contents of the taught course unit and the methods of training. [From the publication]
