Kai kurie metodologiniai gamtamokslinio ugdymo aspektai bendrojo lavinimo mokykloje
| Author |
|---|
Lamanauskas, Vincentas |
Ušeckienė, Lidija |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2002 | 56 | 140 | 146 |
Gamtamokslinio ugdymo aktualumas ir šiandien nemažėja, priešingai, jis nuolat didėja. Pastaraisiais metais ir Lietuvoje prioritetas teikiamas integruotam gamtos mokslų dalykų mokymui, siejant su technologijos mokslais (gamtamokslinis n technologinis raštingumas /natural science and technological literacy/). Akcentuojama, kad savarankiškas moksleivių mąstymas lavinamas nepakankamai ir tai dažnai tęsiasi visą mokymosi bendrojo lavinimo mokykloje laiką. Reformuodama gamtamokslinį ugdymą bendrojo lavinimo mokykloje Lietuva įsijungia į pasaulinį procesą efektyvesnių ugdymo formų ir būdų paiešką. Šiame straipsnyje plėtojama nuostata, kad gamtamokslinis technologinis ugdymas turi būti nuosekliai ir sistemiškai realizuojamas per visus bendrojo lavinimo mokyklos lygmenis. Metodologinis gamtamokslinio technologinio ugdymo pagrindimas ypač svarbus šiame etape.
The changes in society and its educational system take place simultaneously. Together with the evolution of society, the content of education and demands for its outcomes also change. Contemporary views make a negative influence on today's education. An aggressive modernization, the establishing of technological and communicative means is also very dangerous. Therefore, the most important task for school is to develop the rudiments of an individual self-expression, critical thinking, abilities not only to gain knowledge but also to apply it, be able to check and understand (perceive) rapidly increasing information of the 21st century, etc. The sphere of education in natural sciences is very wide, complicated and diversified, thus it requires a new point of view and common efforts of professionals from various areas. The solution of the global problems is possible when they arc being thoroughly analyzed and their interdependence closely linked. As the era of ecology has already started, neither science nor practice can avoid solving ecological problems. The ecological problems have to be conveyed to pupils at high schools. Natural sciences education must be turned to ecologization of the world outlook. The present day Lithuanian school has a task, which seems to be not very easy - to train an honest, creative, and responsible human being. Thus, the problems of an integrated natural science education are especially urgent. The integrated natural science education related to socio - cultural context will help the pupil to perceive all - inclusive causal relationships, to train his/her personality, value orientation and norms, and to adapt the acquired knowledge independently in life. Professor Jonas Laužikas’ conception of an integrated education reflects the great humanism of the professor and his comprehensive views including the child's needs and interests. According to Juozas Vaitkevičius, an incomplete, wrong natural sciences education, insufficient recognition of nature and human being drive mankind to social catastrophes (J.Vaitkevičius, 1997). The questions of integrated natural science subjects' teaching must being analyzed comprehensively together with the personal values system - personal theoretical knowledge - personal practical skills; it is a closely connected, indivisible system functioning only through concrete, active practical personal activities. Current social environment makes a great influence on the system of personal values.