Dailės ir literatūros turinio integravimas kaip viena iš visuminio ugdymo suvokimo prielaidų

Abstract

A person has to realize that in order to achieve the outer harmony, the main thing remains to find the inner harmony. While the main personality’s features are being formed, we have to reveal to the students self – understanding, self – education, self – development’s possibilities. Holistic education can help a person to survive in the society if regarding human virtues as the most important. That led to the research of students’ need for holistic education, its importance and its possibilities at school. Research object – peculiarities of holistic education of 11th graders (specialised forms). Research aim – to find out the possibilities of holistic education, its importance in educational process. Research propositions : To reveal the possibilities of holistic education in developing students’ skills to adapt their knowledge acquired through different subjects, as well as the selft – expression and spread of creative thinking. To offer modular course’s programs and methods for integrated learning of art and litrrature. To analyse teachers’ attitude towards the holistic education. Hypothesis. Creative interpretation of acquired knowledge and understanding of a human being and world’s essence are caused by holistic education. Research methods : Theoretical : philosophical, psichological, pedagogic literature and school’s programs analysis that helped to reveal theoretical basics of analysed problem and to compare the previous analysts’ conclusions with the results of this research. Empirical : Creative test for students; Questionnaires for teachers; Discussion with students and teachers; Educational process’ observing. Research outlining. Several stages have been used in completing this research. Stage one – teachers’ attitude towards holistic education. There participated 40 teachers of Daugai. Secondary school. Stage two – two groups – controlling and experimental were formed (modular groups of 11th graders). The integrated learning program of literature and art has been created for the experimental group. According to that program students were taught during the second term. The integrated program has not been used for the second group. Stage three – the creative test and creative task have been done. This helped to find out more effective learning approaches. Stage four – research analysis has been completed, hypothesis has been corrected and conclusions have been made.