V ir VI klasių mokinių teigiamo požiūrio į kūno kultūrą kaip mokymo(si) dalyką ugdymas

Abstract

Lithuanian approach to new historical stage of development ensured live dialogue opportunities with human values based on West-European culture, embodying educational orientation of the latter (Šiaučiukėnienė, Kaminskienė, 2001). For this reason, General education school programs (1999) and Regulations of General education modernization programs (1999, 2000), as well as Regulations of Governmental education strategy for the year 2003–2012 (2003) emphasize importance in development of self-dependent, constructively thinking personality, also one’s value orientations, formation particular ability to act in Lithuania upon the country’s integration into rapidly changing world society by improving educational content in a modern way. The changes in general school had an effect on children physical education: the attempts are being made for democratization and humanization of physical education lessons content and educational methods applied in them, also to propagate new attitude towards physical education (Katinas, Vilkas, 2002; 4th Lithuanian Sport Congress, 2005). In contemporary Lithuanian school of general education pupils are taught by collecting their forces to strive for important to them pedagogical, social aims and are stimulated to acquire knowledge and habits which are to be meaningful to them, i.e., the one which would correspond to pupils’ interests and needs, and would assist in self-preparation for future life. These statements are found in the main pupils’ physical education aim for the 5th–10th form, also in physical education didactic principles, stating that: ‘Here essential part must be devoted to further development of positive attitude towards physical education lessons, homework tasks, to assist a pupil to perceive their multiple (pedagogical, physiological and social) benefits and influence on one’s psyche’ (General programs and Educational standards, 2003, pg. 643). Such program attitude is being agreed by majority of sport educologists. For the mentioned reason the efforts are being made to transition from physical abilities and functional capabilities strengthening towards value orientation formation, development of positive attitude towards physical education lessons and physical education in general (Feingold, Barrete, 1991; Blauzdys, 2002; Katinas, Vilkas, 2002).