Technologinio ugdymo kaitos aspektai bendrojo lavinimo mokykloje
| Author |
|---|
Galkauskas, Jaronimas Kęstutis |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2007 | 88 | 88 | 92 |
Straipsnyje, remiantis užsienio šalių teigiamos patirties technologijų mokyme analize, 2004- 2007 m. per studentų pedagoginę praktiką surinkta anketine tyrimų medžiaga apie technologijų mokymo dalykų būklę, nagrinėjami bendrojo lavinimo mokyklų ir gimnazijų technologinio ugdymo pokyčiai. Remiantis mokytojų požiūriu siekiama nustatyti strateginių naujovių ¡gyvendinimo galimybes esamomis realiomis sąlygomis.
Technologies are a topical issue in fulfilling the objectives set by the recent education reform and in upgrading the teaching of the subject in general education schools. The situation of teaching technologies in Lithuanian schools indicates that revising the programs and updating their contents have not resolved all the problems. It requires further improvement. The revision of programs, the introduction of the method of design, which drew upon the experience of other countries, has produced some positive results. Yet, the analysis of the actual situation has shown that the implementation of innovations is aggravated by a lack of instructions as to how students should be taught to realize the projects they developed in the process of teaching. The programs do not specify the means of realizing them, the necessary tools and the ways of using them. In analyzing the ways innovative technological training is provided in schools, it has been established that the majority of teachers recognize the positive impact of the method of design on the process of teaching, yet they see it only as a constituent part of the overall technological education. The data of the survey covering 24 city and district schools of general education, which was conducted in 2004-2007 school years, showed that in six schools students consulted with teachers while carrying out their projects, in ten schools students used projects accumulated by their teacher and tried to improve them, and in two schools studentsworked on the assignment independently. During discussions with the teachers they all maintained, referring to their long experience and didactic knowledge, that as a method, designing is only the first part of the goal of technological education. The second part is to teach students to realize the project, which is practical work. Students are familiarized with the materials and tools they will need in carrying the project through, with their preparation and use. Working independently, students master the practical safety-at-work skills, which they will be able to apply in doing other projects, both in school and in real life.
Another thing that impedes teaching technologies is the poor material base of the training workshops in schools. It cannot ensure the success of teaching the subject by employing the method of design. At present, the Ministry of Education and Science is updating the general education curricula approved in 1993, the curriculum of teaching technologies among them. The draft curricula are undergoing evaluation and the situation is likely to get better.