Mokymo metodų taikymas heterogeninėse pradinio ugdymo klasėse

SUMMARRY In hodiernal primary class meet the schoolchild who have the different ability, different practice chance, the schoolchild who have different training requirements. The heterogeneous group is formed in that variety of individual differences and requirements and necessity of special training are showed up. In that group conceptualize situation, when teacher must satisfy different individual requirements during the short lesson time. Galkiene (2003, 2005), Juozaitytė (2003), Melienė, Ruškus, Elijošienė (2003), Dabrišienė, Narkevičienė (2002), Kaffemanienė, Lusver (2004) point up that successful study of child who have special training requirements in heterogeneous group asociate with necessity of new pedagogical technologies. Though the problem of training methods was researched generally enough, but in scientific aspect it is not enough answered what‘s the training technologies dominate in hodiernal class of heterogeneous primary training, what‘s the training methods are invoked in class, where child who have special training requirements are studing. The subject of research ��� training methods in heterogeneous primary training classes. Hypothesis – traditional information rendering and reproductive methods dominate in heterogeneous primary training classes; kink character of child who have special training requirements is not the criterion choicely the methods of study. Purpose of research – to identify the dominant training methods in heterogeneous primary training classes and the factors that influence it‘s choice. Factors, that influence the choice of training methods were researched, solicited the teachers of primary training to answer the questions of open type questionnaire. 50 school masters took part in inquiry. All the answers of teachers that took part in inquiry where bringing conceptual applying content analysis. Applying training methods and the peculiarities of schoolchild who take part during the lesson were researched by the standart method of observation. Accomplished research let to do the conclusion that in heterogeneous primary training classes the traditional information rendering and reproductive methods dominate. Particularly large part of training methods – 32,1% make the referente-rendering training methods (explanation, lexis, telling, rendering and free speaking). Reference-reproductive (broad-brush reproductive speaking, paraphrase, inquiry, essay) training methods make 26 %, practical-operating training methods (practice, practical works, graphic works) training methods – 24,1% from all of the training methods using during the lessons. Seldom during the lesson are using creative (5,5%) and nontraditional (17,8%) training methods that stimulated critical contemplation, that formed cognitive self-sufficiency and creative knarks. Choice of training methods, working in heterogeneous primary training class, is destined by the abilities and features of schoolchild, by the training content by the purpose of training methods, by the professional abilities and features of the teacher and by the social criterion. The hypothesis of verification is that the requirements of child who have training requirements and their nature is not the criterion selecting the training methods. Estimation of presence during the lesson peculiarity of the schoolchild who have the special training requirements proved that for the schoolchild who have the training troubles due to auditory perception and the disorders of linguistic processes, it is particularly difficult to store attention and to keep it invoking verbal (explanation, speaking, talking, discussion) training methods. Chiefly the advertence of these schoolchild belongs to the control of teacher. But it was observed occasions, when schoolchild couldn‘t concentrate invoking explanation, speaking, rendering and free speaking reproductive, discussion methods. Because the couldn‘t able verbal information, these schoolchild heavily store the attention and are nonable positively and absolutely to take part in another training action. Their self-sufficiency and activity invoking other training methods (practice, solution of tasks, graphic works, using lexis and others) in many cases depend on incentive of the teachers or the lead of teachers for the action of schoolchild. Estimation of presence during the lesson peculiarity (advertence, activity, self-sufficiency) of the schoolchild who have the special training requirements proved that selecting training methods and their combination it is importantly to value the requirements of the schoolchild who have special training requirements, their tone, also it is importantly to value fluster conditional training troubles, to value ability to realize, to memorize information that is invoking by the particular training methods. Training methods, that are selected not rating fluster conditional training troubles of the schoolchild who have special training requirements limit actine and self-contained their presence in training action and hold sway for their gains.