Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/110009
Type of publication: Straipsnis / Article
Author(s): Umantaitė-Vaivadienė, Dalia
Title: Mokymo metodų parinkimas ir taikymas visuomeninės geografijos studijų procese
Other Title: Application of teaching methods in human geography studies
Is part of: Geografija ir edukacija: mokslo almanachas, 2014, t. 2, p. 78-87
Date: 2014
Keywords: Mokymo metodas;Visuomeninės geografijos studijos;Studijų programa;Teaching method;Human geography studies;Program of study
Abstract: Mokymo metodų reikšmė studijų procese įgyja vis didesnį susidomėjimą. Teisingai parinkti ir taikyti mokymo metodus studijų metu turėtų būti vienas aktualiausių dalykų tiek dėstytojui, tiek ir studentui. Todėl svarbu suprasti šių metodų privalumus ir trūkumus, jų parinkimo galimybes bei naudą, sugebėti juos pritaikyti, siekiant efektyvaus ir rezultatyvaus studijų proceso. Šio straipsnio tikslas – išanalizuoti, kaip parenkami mokymo metodai Klaipėdos universiteto visuomeninės geografijos studijų programose ir kaip jie taikomi, bei išsiaiškinti studentų požiūrį į mokymo metodų taikymą studijų procese.
Currently, more attention is paid to the improvement of education quality, curriculum renewal, new methods, and so on. No important became methods by which content has reached the target. Of course, the methods existed in the past, but their importance was not so significant because educational objectives stressed the importance of knowledge. Now focus on raising students‘ skills, the ability to think independently, to plan, combined with the knowledge gained by practice. The aim is to find the teaching methods of high school educational practice. In order to achieve these objectives, the study was used for analysis of scientific literature, a survey prepared by students. Analysis of the literature showed that there is no one universal, all cases in the study process the proper method of choice depends on the study objective. The data revealed that the methods should be diversified and encourage not only the absorption of knowledge, but also raising personal responsibility. Emphasis is placed on practical operational needs - the ability to apply theoretical knowledge in practical activities. The evaluation of the results was noticed that students are aware of the methods on learning outcomes, although not very actively interested in the methods used by teachers in class, but they are important for teachers to use methods that are pointing to their study subjects.
Internet: https://hdl.handle.net/20.500.12259/110009
Appears in Collections:Geografija ir edukacija: mokslo almanachas / Geography and Education: Science Almanace, 2014, t. 2

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