Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/116937
Type of publication: doctoral thesis
Field of Science: Edukologija / Education (S007)
Author(s): Šeršniovienė, Lina
Title: V ir VI klasių mokinių teigiamo požiūrio į kūno kultūrą kaip mokymo(si) dalyką ugdymas
Other Title: Development of the 5th and 6th form pupils’ attitude towards physical education as a school subject
Extent: 172 p.
Date: 12-Nov-2006
Keywords: physical education lessson;fizinis išsivystymas;mokiniai;students;physical fitness level;kūno kultūros pamoka
Abstract: The urgency and the problem of the research. 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). Various peculiarities of pupils’ positive attitude towards physical education have been researched by foreign (Pilojan, 1984; Freedson, Evenson, 1991; Ponomariov, Reizin, 1993; Endrius, 1993; Weiss, Hayasahy, 1995; Spencer, 1996; Bunker, 1998; Fisher, 1998; Iljin, 2002), as well as Lithuanian (Ivaškienė, 1990; Kardelis, 1988, 1990, 1996; Zaborskis, 1997; Zuozienė, 1998; Kardelis, Kavaliauskas, Balzeris, 2001) and other scientific researchers. The researches of the above mentioned authors showed that possibilities to develop positive attitude towards physical education as a school subject are used not sufficiently. No researches were found disclosing attempts to develop positive pupils’ attitude towards physical education as a school subject by applying non-traditional educational methods which should be targeted at pupils’ stimulation for motivation to participate in physical education. The above stated are the base for thematic urgency with problematic question: what kind of educational means and methods may exert an influence on positive attitude formation for the 5th-6th form pupils towards physical education as a school subject? Formulation of the problematic question allowed to raise a hypothesis: experimental physical education programs and methodics for physical education pedagogical and social meaningfulness stimulation will develop positive attitude in 5th-6th form pupils towards physical education as a school subject. This purposeful explanatory deductive hypothesis is based on a personality’s attitude formation conception, proving possibilities to develop attitude by applying educational methods (means of informational impact) and principle of theoretical non-directive education, based on a shift of educator during the physical education process, i.e, relationships between an educator and an educated are based on respect, equal communication, open-minded principles; the direction is being replaced by stimulation for self-development. In this case the axis of pedagogical process from impact on personality is being transferred onto personality development, with free choice for physical education forms and methods. Hypothesis will be verified by check of educational experiment data. Formulation of problematic question and from it arising hypothesis allowed to establish the object of the research – pupils’ attitude towards physical education as a school subject. Scientific solution of this research object, corresponding to subject of cognitive activity, is aimed at educational possibilities evaluation of pupils’ attitude towards physical education as a school subject.
Internet: https://hdl.handle.net/20.500.12259/116937
Affiliation(s): Švietimo akademija
Vytauto Didžiojo universitetas
Appears in Collections:VDU, ASU ir LEU iki / until 2018

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