Mokinių, besimokančių lenkų gimtąja kalba, mokymosi sunkumų priežastys
| Author | Affiliation | |
|---|---|---|
Grodz, Kristina | ||
| Date |
|---|
2012 |
Esminė mokinio veikla – mokymasis. Jis lemia visapusišką asmenybės raidą, jos gebėjimų tobulinimą visą gyvenimą. Tačiau beveik kiekvienas vaikas per pakankamai ilgą mokyklinio gyvenimo laikotarpį susiduria su didesnėmis ar mažesnėmis problemomis mokykloje (Barkauskaitė ir kt., 2004). Straipsnyje nagrinėjamos mokinių, besimokančių gimtąja lenkų kalba, mokymosi sunkumų priežastys. Tyrimas atskleidė, jog mokymosi sunkumų priežastis mokiniai ir mokytojai vertina nevienodai. Mokytojai jas grindžia mokinių gabumais, mokiniai – bloga savijauta.
the reasons named by students and teachers. The research was carried out in Polish national minority comprehensive school in Vilnius. The survey was conducted using an open-question questionnaire. There were 335 people interviewed - 35 teachers (10.4 %) and 300 students (89.6 %). The research resulted in discovery that hardly any student avoids learning dif- ficulties. Students of all abilities meet difficulties in the process of gaining knowledge. As determined by teachers, most knowledge acquiring problems are related to students' abilities, whereas students emphasise learning difficulties caused by bad health. Students are especially concerned about their low level of attainment which weakens motivation. The most important reasons of learning difficulties listed by students are: overloaded curricula, child's abilities, lack of motivation and tiredness. Teachers enumerate other crucial reasons: students' abilities, lack of motivation, family problems and imperfectness of coursebooks and workbooks. All the reasons both interfere with each other and influence each other.
Rapid changes in Lithuanian social life oblige to analyse the education of national minorities and to search for the ways to improve it. Every nation has its mother tongue, customs and traditions. Current Lithuanian system of education meets the requirements of all the minorities. The Republic of Lithuania guarantees national minorities the right to be educated in their mother tongue. Throughout all the years of school life, which is comparing a long period, almost every child faces less or more complicated problems. One of them is learn¬ing difficulty which is exemplified in the form of poor learning results. Children of various ages, sexes, sodai backgrounds or abilities encounter this phenomenon (Barkauskaitė and others, 2004). To eliminate learning difficulties it is essentiai to determine their reasons. The educational problems of national minorities in Lithuania have not been inquired broadly. Thus, it has not been studied what learning difficulties of the students Polish minority schools are and what causes them (Janonienė, Survutaitė, 2007). The main purpose of this study was to discover the reasons of learning difficulties in schools of Polish national minority. The objectives of the study were to classify the difficulties students face at school; to present the reasons of learning difficulties according to students and according to teachers; to compare and analyse