Mokinių, besimokančių lenkų gimtąja kalba, mokymosi sunkumų priežastys

Abstract

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

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