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Tolerancija: samprata ir ugdymo galimybės ; Tolerance: understanding and teaching
There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.
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Tolerancija: samprata ir ugdymo galimybės ; Tolerance: understanding and teaching
There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.
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Tolerancija: samprata ir ugdymo galimybės ; Tolerance: understanding and teaching
There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.
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Tolerancija: samprata ir ugdymo galimybės ; Tolerance: understanding and teaching
There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.
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Antrosios užsienio kalbos (rusų) mokymas(is) mokykloje ; Learning and teaching of the second language (russian) at school
European Union language policy is developed considering a strategy point intended in the Lisbon strategy to turn the most competitive and dynamic economy of knowledge, create better work conditions for a wider social cohesion. Multilingual section of European committee implementing this point, fitted in with the open method of coordination and made ready the plan of acts for 2004-2006: "To prompt language learning and lingistic variety". This sheduled to prompt life-long language learning, improve language teaching quality, create favourable settings for language learning. This atitude of language policy is also recorded in Educational provisions of Lithuania (2003-2012). It is out for every citizen to know 2-3 foreign languages except native language consequently schoolchildren are bound to study two foreign languages. The subject of the second foreign language learning at school is very topical for all Lithuania and Europe. Nevertheless the estimation range of studying marches (at the exploratory level exactly) stays researched imperfectly. It is a new phenomenon in Lithuania. The object of this master thesis is second foreign (Russian) language learning. Schoolchildren were given the questionaires (615 respondents participated). The teachers of the second foreign language were questioned (15 respondents) from 17 schools. Quolitative analysis of the test's results showed that language gains satisfy second foreign (Russian) language demands based on Common Framework and Educational standarts. The evaluation of the schoolchildren's (from the 10th forms) atitude to second foreign (Russian) language learning estimated that a majority of schoolchildren has a high level of motivation. Schoolchildren understand the importance of Russian language learning for their future life. More than 90 percent of all schoolchildren participated in this research reached pre-intermediate, intermediate and upper-intermediate levels. The achievements of schoolchildren are influenced by the nationality of their parents, linguistic tone in the family (what languages are used for communication), and the type of school. The facts of Russian language learning experience evaluation show that more than the third of the interrogated schoolchildren got the 10th form standarts. Exploratories evaluate their learning success adequatelly enough. Connections with results of tests prove that. Teacher's forms analysis was accomplished. It must be emphasized that teachers evaluate their expertises very or quite well. The best developed abilities are to control information, to studt and tune up to new situations. More difficult is leading and enterprising, communication with specialists from other areas, care of quality. The most difficult expertise for teachers is to create projects and enterprise them.
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Antrosios užsienio kalbos (rusų) mokymas(is) mokykloje ; Learning and teaching of the second language (russian) at school
European Union language policy is developed considering a strategy point intended in the Lisbon strategy to turn the most competitive and dynamic economy of knowledge, create better work conditions for a wider social cohesion. Multilingual section of European committee implementing this point, fitted in with the open method of coordination and made ready the plan of acts for 2004-2006: "To prompt language learning and lingistic variety". This sheduled to prompt life-long language learning, improve language teaching quality, create favourable settings for language learning. This atitude of language policy is also recorded in Educational provisions of Lithuania (2003-2012). It is out for every citizen to know 2-3 foreign languages except native language consequently schoolchildren are bound to study two foreign languages. The subject of the second foreign language learning at school is very topical for all Lithuania and Europe. Nevertheless the estimation range of studying marches (at the exploratory level exactly) stays researched imperfectly. It is a new phenomenon in Lithuania. The object of this master thesis is second foreign (Russian) language learning. Schoolchildren were given the questionaires (615 respondents participated). The teachers of the second foreign language were questioned (15 respondents) from 17 schools. Quolitative analysis of the test's results showed that language gains satisfy second foreign (Russian) language demands based on Common Framework and Educational standarts. The evaluation of the schoolchildren's (from the 10th forms) atitude to second foreign (Russian) language learning estimated that a majority of schoolchildren has a high level of motivation. Schoolchildren understand the importance of Russian language learning for their future life. More than 90 percent of all schoolchildren participated in this research reached pre-intermediate, intermediate and upper-intermediate levels. The achievements of schoolchildren are influenced by the nationality of their parents, linguistic tone in the family (what languages are used for communication), and the type of school. The facts of Russian language learning experience evaluation show that more than the third of the interrogated schoolchildren got the 10th form standarts. Exploratories evaluate their learning success adequatelly enough. Connections with results of tests prove that. Teacher's forms analysis was accomplished. It must be emphasized that teachers evaluate their expertises very or quite well. The best developed abilities are to control information, to studt and tune up to new situations. More difficult is leading and enterprising, communication with specialists from other areas, care of quality. The most difficult expertise for teachers is to create projects and enterprise them.
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Lietuvių kalbos kaip svetimosios mokymas (-is) ir sociokultūrinis kontekstas ; Sociokultural context in teaching Lithuanian as a second language
As Lithuania joined European Union (EU), there is an opportunity to reach a higher level of scientific knowledge. Therefore, it is extremely important to use all chances in communicating with international programs like Socrates and Erasmus. These programs provide ability to strengthen not only professional competence, but also foreign language skills and understanding different cultures. Every year students and teachers come to universities of Lithuania, so there must exist the best circumstances to achieve cultural, educational and linguistic experience. A lot of foreign students in Lithuania choose to study the Lithuanian language. Therefore it is important to organize the studies of the Lithuanian language in a way that it would be interesting and useful. The survey has showat students that come under Socrates Erasmus student exchange programme should be introduced to cultural awareness and competencies rather than to grammar patterns. There should be more emphasis on teaching functional language. The Lithuanian language teachers faced with the lack of modern course books for foreign students that would cater the needs of those students, teaching functional language and introducing to socio cultural issues. Therefore there is a strong demand to compile and publish a new updated and modern textbook for the Lithuanian language learners. Modern language teaching is the way to socio cultural awareness and teaching cultural values. Teaching culture is one of the most important aspects of the Lithuanian language teaching in modern and open society.
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Lietuvių kalbos kaip svetimosios mokymas (-is) ir sociokultūrinis kontekstas ; Sociokultural context in teaching Lithuanian as a second language
As Lithuania joined European Union (EU), there is an opportunity to reach a higher level of scientific knowledge. Therefore, it is extremely important to use all chances in communicating with international programs like Socrates and Erasmus. These programs provide ability to strengthen not only professional competence, but also foreign language skills and understanding different cultures. Every year students and teachers come to universities of Lithuania, so there must exist the best circumstances to achieve cultural, educational and linguistic experience. A lot of foreign students in Lithuania choose to study the Lithuanian language. Therefore it is important to organize the studies of the Lithuanian language in a way that it would be interesting and useful. The survey has showat students that come under Socrates Erasmus student exchange programme should be introduced to cultural awareness and competencies rather than to grammar patterns. There should be more emphasis on teaching functional language. The Lithuanian language teachers faced with the lack of modern course books for foreign students that would cater the needs of those students, teaching functional language and introducing to socio cultural issues. Therefore there is a strong demand to compile and publish a new updated and modern textbook for the Lithuanian language learners. Modern language teaching is the way to socio cultural awareness and teaching cultural values. Teaching culture is one of the most important aspects of the Lithuanian language teaching in modern and open society.
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Jaunimo mokyklos paauglių dailės mokymas netradicinėmis pamokomis ; Art teaching for youth school teenagers by non-traditional lessons
88 pages, 1 illustration, 6 dockets, 99 bibliographic recourses. In the final Master's degree thesis the main goal of this paper is art teaching of teenagers of Youth school by non-traditional lessons evaluating their efficiency. This thesis consists of three main parts: analysis of literature, analysis and results of the accomplished scientific performance research, conclusions and recommendations. Analysis made aiming to achieve the goal of the psychological, pedagogical literature and education legislation documents revealed that there is no one appropriate art teaching method at the Youth school that is efficient enough to absorb the learning material. The students of the Youth school are learning according to the General Programs and Education Standards (2003) and very often the learning material is not appropriately absorbed because of limited teaching and learning quality due to low learning motivation of the teenagers, destructive and asocial behavior during the lessons, learning gaps because of low attendance or not timely submitted pedagogical support. Practice research in the Youth school proved that in the art teaching of the teenagers is important to appropriate evaluate their capacities, abilities and interests, determine the reasons of the destructive behavior and evaluate it, organize the lessons in the way that meets the teenagers' self-expression demand and competence level in order the art learning lessons are attractive and interesting. Non-traditional art lessons organizing way proved that integrated teaching subjects and active methods, application of differentiated and individual learning styles, modern teacher's performance model during the lessons helped teenagers to acquire self-confidence, increase art learning motivation and progressiveness, change the destructive behavior and improve the attendance of the lessons. Conclusions and recommendations submitted in accordance with the analysis of the literature studied and results of the conducted performance research. According to the author of the thesis, the recommendations submitted will be helpful for the art teachers to organize the art lessons for the Youth school teenagers more efficiently: the teenagers will absorb the learning material appropriately, learning motivation and progressiveness will be improved, and ways to solve social problems will be looked for. Key words: Youth school, teenagers, art teaching, non-traditional lessons.
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Jaunimo mokyklos paauglių dailės mokymas netradicinėmis pamokomis ; Art teaching for youth school teenagers by non-traditional lessons
88 pages, 1 illustration, 6 dockets, 99 bibliographic recourses. In the final Master's degree thesis the main goal of this paper is art teaching of teenagers of Youth school by non-traditional lessons evaluating their efficiency. This thesis consists of three main parts: analysis of literature, analysis and results of the accomplished scientific performance research, conclusions and recommendations. Analysis made aiming to achieve the goal of the psychological, pedagogical literature and education legislation documents revealed that there is no one appropriate art teaching method at the Youth school that is efficient enough to absorb the learning material. The students of the Youth school are learning according to the General Programs and Education Standards (2003) and very often the learning material is not appropriately absorbed because of limited teaching and learning quality due to low learning motivation of the teenagers, destructive and asocial behavior during the lessons, learning gaps because of low attendance or not timely submitted pedagogical support. Practice research in the Youth school proved that in the art teaching of the teenagers is important to appropriate evaluate their capacities, abilities and interests, determine the reasons of the destructive behavior and evaluate it, organize the lessons in the way that meets the teenagers' self-expression demand and competence level in order the art learning lessons are attractive and interesting. Non-traditional art lessons organizing way proved that integrated teaching subjects and active methods, application of differentiated and individual learning styles, modern teacher's performance model during the lessons helped teenagers to acquire self-confidence, increase art learning motivation and progressiveness, change the destructive behavior and improve the attendance of the lessons. Conclusions and recommendations submitted in accordance with the analysis of the literature studied and results of the conducted performance research. According to the author of the thesis, the recommendations submitted will be helpful for the art teachers to organize the art lessons for the Youth school teenagers more efficiently: the teenagers will absorb the learning material appropriately, learning motivation and progressiveness will be improved, and ways to solve social problems will be looked for. Key words: Youth school, teenagers, art teaching, non-traditional lessons.
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Daugiakriterio vertinimo įrankio išbandymas mokant padalinių valdymo procedūrų ; Testing a multi-criteria evaluation tool for troop-leading procedures teaching
Troop-leading Procedures are the most important discipline in cadets' military education. The aim of the subject of Troop leading Procedures is to teach the cadet to apply a systematic planning algorithm to solve typical and recurring problems in military activity. This is one of the most important components of a future officer's military management literacy. While this is an important subject matter, however, there is a lack of reliable military teaching approaches. The article investigates whether the multi-criteria evaluation method can be applied in the teaching and evaluation of the subject of Troop-leading Procedures. Action research has practically tested a multi-criteria evaluation tool in teaching. The study revealed that the multi-criteria evaluation method can be successfully applied in the teaching of the subject of Troop-leading Procedures and in the evaluation of the teaching process. It has been established that this innovation creates conditions for improving the results of achievement assessments, provides positive experiences, forms positive attitudes towards teaching and learning, also helps the teacher to act more effectively during teaching
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