Savarankiškos iniciatyvos ugdymas penktoje klasėje, atliekant gamtamokslinius tiriamuosius darbus

LTPabaigęs pradinę mokyklą mokinys pereina į dalykinę ugdymo sistemą. Adaptacija – tai prisitaikymas prie besikeičiančios aplinkos. Dažnas mokinys tuo laikotarpiu gali išgyventi nerimą, gali atsirasti netikrumo ar nesaugumo jausmas. Mokinių adaptacija mokykloje aktuali šiandienos problema, nes jis, sunkiai adaptuodamasis, dažnai praranda norą mokytis, susilpnėja jo motyvacija, ima vengti lankyti mokyklą ir visa tai neigiamai veikia jo tolimesnį ugdymąsi (Druskininkų „Saulės“ pagrindinė mokykla, 2016). Penktokams lengviau išgyventi adaptacijos periodą gali padėti rami atmosfera mokykloje, aiškūs ir pagrįsti reikalavimai, atitinkantys mokinių gebėjimus, o ypač motyvuoja mokytojų, tėvų ir bendraamžių palaikymas. Visa tai teigiamai paveiktų jų asmenybės raidą bei mokymosi kokybę (Balnionytė, 2010). Šias nuostatas įgyvendinti įmanoma, esant vidinei mokinio motyvacijai, kuri atsiranda tik tada, kai ugdymo procesas yra įdomus. Tada mokinys rodo iniciatyvą mokytis savarankiškai, pats formuluoja užduotis, kurias noriai atlieka. Taip Vilniaus Gabijos gimnazijoje penktoje klasėje atsirado savarankiška iniciatyva, pasirenkant gamtamokslinius tiriamuosius darbus [p. 23].

ENWhen students graduate from the primary school, they face a new educational system based on a variety of subjects. Therefore, it is a necessity to teach them some skills of creativity, responsibility, especially initiative and independence in order to adapt to the contemporary school. The fifth graders of Vilnius Gabija gymnasium are always invited and encouraged to participate in doing natural science researches on their own. Moreover, they are able to choose the topic of their work independently. Of course, the students are welcome with their questions and are often advised by a teacher as they work with scientific projects during classes. In addition, family members are really enthusiastic and eager to help their children. As a result, it leads to the improvement of atmosphere which surrounds students. Furthermore, the fifth graders can choose themselves if they do a research project individually or in groups. Consequently, the final projects are presented in a lesson and classmates evaluate each other according to some criteria. First of all, students who listened are asked to name two things that were new and useful for them. Secondly, they provide two things that they really enjoyed about the presentation. Finally, students recommend each other what can be improved in the presented work. It is necessary to note that it stimulates students to become self-initiative and independent because they gain some peers` support and recognition. This kind of presentations teaches to listen to each other, formulate questions, express opinions and think critically. Students also practise to speak in public and are motivated to be responsible for the their initiative. Thus, a student`s initiative to choose a particular aspect of a research work is a great background for the future personal improvement.