Ugdomoji sąveika ugdymo dalyvių psichikos ypatumų aspektu

Abstract

Šiame straipsnyje keliami probleminiai klausimai: kodėl Lietuvos švietimo sistemoje nerealizuojama mokymosi paradigma? Kaip būtų galima pagreitinti perėjimą prie mokymosi paradigmos per tarpinę sąveikos paradigmą? Ar yra galimybė sąveikos paradigmą praturtinti ne vien interaktyviais mokymo (si) metodais, bet taip pat gilesniu mokinio psichinių reiškinių pažinimu ir tuo pačiu geresniu jo besiformuojančios asmenybės supratimu? Straipsnio tikslas - susisteminti sąveikos paradigmos tema parašytus Lietuvos edukologų darbus ir atskleisti sąveikos paradigmos taikymo papildomas galimybes. Tikslui pasiekti keliami uždaviniai: 1) apibūdinti ugdomąją sąveiką;2) apibrėžti pagilintą ugdomosios sąveikos sampratą remiantis Šiame straipsnyje aptariamais tyrimais .Nustatyta, kad sąveikos samprata kito nuo komunikacijos (santykių, bendravimo ir bendradarbiavimo tarp pedagogo ir ugdytinių) iki dvasinio pakilimo būsenos tarp jų atsiradimo

Aim of the article is to systemize the papers of Lithuanian educational scientists on this theme and to reveal the additional possibilities of application of interaction paradigm. The following tasks are set in order to reach the aim: 1) to describe the conception of educational interaction as feedback which arise during pedagogical influence; 2) to define the deepened conception of educational interaction based on the researches discussed in this paper.Research method: analysis of scientific literature. The project reveals that educational interaction is specific phenomena of reality which shall be recognized, revealed and applied (B.Bitinas, 1990). This is transitional moment from teaching paradigm to learning paradigm. This is reparation of the personality for self-help when a person assesses himself/herself and his/her possibilities and sets for himself/herself the direction of development; determines the educational aims for himself/herself; finds the proper methods and means; expands his/her knowledge when reaching the goal and not only enriches the knowledge by true-life experience but also develops the methods of acting in environment and expands his/her possibilities adaptation (R. Baubliene, P. JuceviCiene, 1998). Though the teachers strive to work in compliance with the learning paradigm (provides consultations for schoolchildren, allow schoolchildren to display their capabilities and to be more creative), but teachers till things that schoolchildren are not ready for such approach. But schoolchildren say that they want to be responsible for their (earning by themselves and are enough creative and can learn independently (learning paradigm), though, according :o the opinion of schoolchildren, the teachers still work in traditional (teaching) paradigm. Such "misunderstanding" al-bws the conclusion that interaction paradigm is a compromise which is significant when making the political