Rekreacinių idėjų raiška neformaliajame ir formaliajame curriculum

Direct Link:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Rekreacinių idėjų raiška neformaliajame ir formaliajame curriculum
Alternative Title:
Manifestation of recreational ideas in non-formal and formal curriculum
In the Journal:
Pedagogika. 2019, 134, p. 151-169
Neformalusis, formalusis ugdymas; Curriculum; Rekreacinės veiklos; Jaunimo motyvacija.
Formal, non-formal education; Curriculum; Recreational activities; Youth motivation.
Summary / Abstract:

LTStraipsnyje išryškinama rekreacinių idėjų raiška neformaliajame ir formaliajame curriculum. Pirmojoje dalyje atskleidžiamas formaliojo, neformaliojo, informaliojo ugdymo santykis curriculum kontekste, vadovaujantis mokymosi visą gyvenimą, visa apimančio mokymosi koncepcijomis. Antrojoje dalyje pristatoma curriculum samprata, išryškinamas rekreacinių veiklų, kaip jaunimą mokytis motyvuojančių veiksnių, poreikis. Trečiojoje dalyje analizuojamos neformaliojo ir formaliojo ugdymo curriculum, siekiant rasti rekreacinių idėjų raišką. [Iš leidinio]

ENThe aim of the article is to highlight manifestation of recreational ideas in non-formal and formal curriculum. The methods of research such as scientific literature analysis, systematization, synthesis, generalisation are used in the article.The article includesthree main parts. The aim of the first part is to reveal the relationship between formal, non-formal, and informal education in the context of the curriculum following the conceptions of lifelong learning, comprehensive learning. The conclusion is drawn that education forms are complementary; therefore, it is necessary to create the guidelines for promising education beneficial for young people. The formal curriculum should encompass all education forms, and not to be oriented towards ensuring the needs of learners. The second part presents the concept of the curriculum, emphasises the need for recreational activities as factors motivating youth to learn. It leads to the conclusion that the formal curriculum is oriented towards the efficiency of learning abilities/situation structural elements, teacher’s motivational teaching methods, and non-formal curriculum focuses more on strengthening internal (personal) motivation. The third part analyses non-formal and formal education curriculum. The document analysis showed that in non-formal education recreational ideas are realised through self-recognition motivational factor identifying the importance of education to personal improvement. In formal education, education policy makers declare recreational ideas in general curricula; however, there is a lack of direct recreational activities that motivated learners to learn in terms of understanding the importance of education for fostering their personality. The need for creating a recreational-educational environment was highlighted. [From the publication]

1392-0340; 2029-0551
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2020-07-28 20:31:07
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