V-VII klasių mokinių požiūris į diferencijuotą dailės mokymą
| Author |
|---|
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2002 | 64 | 102 | 106 |
Paauglystėje mažėja susidomėjimas kūrybine veikla, mokiniai kritiškai vertina savo kūrybą. Norint sužadinti domėjimąsi daile ir norą jos mokytis, geriau diferencijuoti mokymą. Norint Įveikti šio amžiaus tarpsnio vaizduojamosios veiklos krizę neužtenka vien tik suskirstyti mokinius Į grupes pagal tam tikrus kriterijus. Svarbu išsiaiškinti, koki poveiki toks mokymas daro mokiniams, kaip jie jautėsi taip dirbdami, kokie tokio darbo privalumai, trūkumai.
In adolescence, the interest in creative activities decreases and pupils begin to evaluate their creations critically. In order for us to stimulate interest in art and a desire to study it, it is preferable to teach it in a differentiated manner. In order to overcome the crisis in pictorial activities of this age, it is not enough to just divide the pupils into groups according to certain criteria. Psychologists and pedagogues offer such a fair amount of criteria, according to which it is possible to divide pupils into groups, for example, according to flexibility of thinking, industry, different learning tempos, the ability to synthesize and analyze as well as to switch from concrete activities to abstract and vice versa, etc. It is very important to ascertain what effect such education will have on pupils, how they feel while working, and what are the advantages and drawbacks of such work. Study data shows that the majority of the respondents are satisfied with differentiated art education and wish to continue working in this way since working in groups is more productive, the idea of one group member invokes other member suggestions, which fosters creativeness and obtains the required assistance not only from the teacher but also from the group members. Such lessons are the most satisfactory for 7lh form pupils, however it causes problems for 5th and 6th form pupils, but this is related to the lack of interpersonal skills. The study showed that if working in a group is to succeed, it is necessary for the group’s members to reach agreements, to strive harder, to help one another, to listen to each opinion, not to become angry, etc. The 5th to 7th form pupils showed the advantages of differentiated art education: it is possible to interact with one another, it is more interesting working in this way, the work process itself is more interesting, friends help one another, everything is shared with the group members, everyone strives harder, they see more new ideas, they can learn from one another, etc. It also showed the drawbacks of such work: disagreements, the ideas of the group members, a great deal different opinions, not all the group members work, and others decree what is necessary to do while not taking the opinions of others into consideration.