Kai kurie lietuvių kalbos ugdymo turinio planavimo IX–X klasėse aspektai = Some aspects of planning the content of teaching Lithuanian in the 9th and 10th forms

Abstract

Straipsnyje analizuojami ugdymo turinio IX–X klasėse planavimo principai. Pristatomas ŠMM patvirtintas ugdymo planas, jis detalizuojamas ir konkretinamas. Analitiniu aprašomuoju metodu planavimo aspektas aptariamas remiantis mokymo priemonėmis, bendrosiomis programomis. Aptariamas mokomosios medžiagos planavimas ciklais, pateikiamas galimas ilgalaikis mokomosios medžiagos planavimo pavyzdys. Ypatingos svarbos planuojant ugdymo turinį įgyja šie planavimo aspektai: 1) kalbos ir literatūros mokomosios medžiagos siejimo principas: pamokų ciklai, skirti literatūros temų analizei, galėtų įsiterpti tarp kalbos pamokų ciklų (nagrinėjami paraleliai) arba būti nagrinėjami vienas po kito; pristatomas požiūris, kad abu būdai yra tinkami, svarbu tik, kad kalbos ir literatūros pamokų ciklus sietų viena iš veiklų: tai gali būti rengimasis sakytinei kalbai, samprotaujamasis rašinys ar kt.; 2) keturių kalbinės veiklos rūšių dermė; 3) nuoseklus mokinių gebėjimų ugdymas

According to general teaching plans approved by the Ministry of Education and Science, during two school years, the total number of Lithuanian lessons in the 9th and 10th forms should be 333, i.e. nine lessons a week for two years. The teaching plan does not specify how many lessons should be dedicated to teaching language, and how many to teaching literature. When planning teaching material, the following aspects should be taken into account: 1) language lessons are understood as a combination of activities from the whole content of language – identification and use of language, reading, writing, speaking and listening; 2) depending on the needs of the class and the teacher’s individual aims, he / she should decide on the amount of time dedicated to each topic. The content of teaching material and the amount of time dedicated to teaching the four types of language activity should be distributed depending on the type of language activity: teachers should focus more on reading and writing, while speaking and listening perhaps should be given less attention as they are also integrated into other activities. The subjects of language that are analysed in the 9th and 10th classes are interrelated to one another in two ways: on the one hand, it is impossible to teach spoken and written language separately; the topics of text comprehension and composition are related to the processes of reading and writing. On the other hand, subjects taught in the 5th through to the 8th forms are further developed and mastered in the 9th and 10th forms. Furthermore, these topics should be integrated with another important part of the teaching content – presentation and analysis language structure, and the ability to use knowledge of language structure when speaking and writing. At school, it is still common to differentiate language teaching language lessons