Dinamiškai diferencijuotas dailės mokymas - paauglių dvasinio ugdymo forma
| Author |
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| Date | Volume | Start Page | End Page |
|---|---|---|---|
2004 | 72 | 110 | 115 |
Straipsnyje nagrinėjamas dinamiškai diferencijuoto dailės mokymo poveikis paauglių dvasingumui. Dailės kūryba bendrojo lavinimo mokykloje suprantama kaip dvasinės raiškos, kūrybinio mąstymo, vaizduotės, kūrybinių gebėjimų, estetikos poreikių ugdymo sritis, sudėtinė visapusio ugdymo dalis. Paauglystės amžiuje dingsta spontaniškas kūrybingumas, kinta mokinių mąstymas. Juos ištinka krizė, kurios padariniai lemia tolesnį paauglių santykį su menu. Turėtų būti rasta tokia ugdymo forma, kuri būtų adekvati asmens kultūros pokyčiams. Ta forma turėtų tenkinti paauglių raiškos poreikius ir dailės dalyko atitinkamą turinį. Remiantis šiais ugdymo turinio elementais turėtų keistis ir poveikio asmenybei sistema. Šitokią kuriamą sistemą atitinka dinamiškai diferencijuotas dailės mokymas, kuris garantuoja kūrybingumo raidą ir tarpasmeninius santykius bendradarbiaujant
The article investigates the influence of dynamically differentiated teaching of the fine arts on teenagers spirituality. In teenagers spontaneous creativity disappears., their thinking changes. This period is critical, the results of which determine the further relation of a teenager with art. Therefore such a form of education should be found to corespondent the changes in a person's culture. This form should satisfy a teenager's interest in self-expression and in the content of the fine arts subject. According to these elements of the education content the system of influence on a personality should also change. Such a system and its development correspond to the dynamically differentiated teaching of the fine arts and guarantee the development of creativity and interpersonal relations. Therefore, the dynamically differentiated teaching of the fine arts that guarantees the development of creativity and interpersonal relations is an important form of teenagers spiritual education and is a relevant pedagogical problem. The research revealed that the dynamically differentiated teaching of the fine arts effectively influences the development of creative thinking. Many students with freedom of creative thinking, flexibility, originality of thoughts were identified. Such teaching especially encouraged students to think freely, originally and creatively. The research showed that it is possible to change the students view on the fine arts and the benefit of the subject and evaluate their creative potential. Most of the respondents were satisfied with the dynamically differentiated teaching of the fine arts as it positively influenced the development of creativity and interpersonal relations. Creative cooperation in the process of the dynamically differentiated teaching of the fine arts creates conditions for spiritual expression of teenagers and serves as an effective form of their spiritual education.