Gerosios gamtamokslinio ugdymo patirties sklaida pradinėse klasėse: nuo teorijos iki praktikos

LTPradinėse klasėse svarbu pateikti bendrą sampratą apie gamtamokslinį ugdymą. Nuostatos, kurias vaikas šiuo laikotarpiu susiformuoja, dažniausiai lemia jo nusiteikimą ir sprendimą mokytis pasaulio pažinimo toliau. Dėl to svarbu pasirūpinti, kad pradinėse klasėse būtų formuojamas teigiamas požiūris į šį mokomąjį dalyką. Kaip minėta, didaktinių žaidimų metodas – vienas tinkamiausių būdų skatinti teigiamą požiūrį į gamtamokslinį ugdymą. Jis taikomas pradinėje mokykloje per pasaulio pažinimo pamokas, padeda ugdyti gamtamokslinius ir bendruosius gebėjimus. Didaktiniai žaidimai pasaulio pažinimo pamokose gali būti taikomi tiek klasėje, tiek už jos ribų. Svarbiausia, kad jie būtų susiję su pamokos turiniu. Siedamas dviejų formų veiklą – žaidimą ir mokymą, pedagogas turi išlaikyti mokinių savarankiškumą, žaidimo pobūdį, tą džiaugsmą ir pasitenkinimą, kurį jis vaikams teikia. Kartu privalu siekti planuotų žinių, formuoti mokėjimus ir įgūdžius (Bennett, 1993). Norint pasiekti gerų rezultatų, būtina, kad mokymosi turinys būtų suderintas su žaidimu, nes šis metodas reikšmingas siekiant konkretaus tikslo. Prieš taikydamas šį metodą mokytojas pirmiausia numato jo tikslą. Paskui apgalvoja, kaip žaidimu mokinius sudomins, įtrauks į veiklą. Tad mokytojo pasirengimas ir gebėjimas pamokoje taikyti didaktinius žaidimus – ypač svarbi sąlyga [p. 54].

ENToday‘s the worldwide educology emphasizes the new principal of the twentieth century methods – teacher-child interaction. The main attention is given to the students' activities and a variety of forms, teacher-student collaboration, creative interaction, orientation on the self-sufficient, responsible personality education and creativity. One of the most effective methods, practiced in primary classes, are didactic games. It is important to provide a general understanding of natural sciences in the first years of the school. The provisions, that child forms during this period, determines his decision to study world and gain knowledge of the world later and it is difficult to change them. It is therefore important to build a positive approach to this subject in school. As it was already mentioned, the method of didactic games is one of the most suitable ways to promote a positive attitude towards the education of natural sciences. This method, applicable in a primary school, helps to develop skills of natural science and general knowledge. Didactic games can be applied both inside and outside the classroom. Most importantly, they have to be associated with the content of the lesson. Joining two forms of activities - the game and teaching, the teacher should keep students' independence, the basis of the game, the joy and satisfaction that it provides. At the same time planned knowledge must be gained, skills and abilities must be formed (Bennett, 1993). In order to achieve good results, it is essential to connect learning content with a game, because the game method is as important as a specific purpose of it. If teacher wants to use this method, he needs to project its purpose. By providing the objective, the teacher foresees how to make students interested in a game, how to involve them in it and so on. So the teacher‘s preparation and the ability to apply didactic games in the classroom is essentially important.The lessons of the world knowledge outside the classroom cannot be performed without observation and testing. Observation deepens the theory, develops the ability to apply them while interpreting natural processes and phenomena. Observation, testing and research, provides knowledge about the environment itself and helps students to get to know themselves better and develop a scientific mindset, skills. The ability to explain and argue encourages every person‘s critical thinking. Most of the students are especially motivated by presenting their own tests, demonstrations, conclusions and summary. Learning and playing outside the classroom, encourages children to acknowledge the nature‘s mystery, take care of it and love it. Let‘s do not forget that teacher can fix student‘s attention on many things and situations that he considers to be important, but he can discover nothing for a student - this can only be done by student himself. The authors of this paper have examined the impact of outside didactic games on pupils and provided several examples of them, that can be adapted to the world‘s knowledge lessons outside the classroom.