Suchergebnisse

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.

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.

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.

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.

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.

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.

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.

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.

The article there are analyzed the learning particularities of the youth that is using illegal narcotic substances at the professional schools. Efforts were taken to clarify the particularities of the pupils learning at professional schools considering the learning difficulties that meet pupils who are using and who are not using an illegal narcotic substance. In Vilnius teaching center of technology and business there has been performed the quantitative research at September of 2005 and the qualitative research during the October of 2005 and April of 2006. 209 pupils of 1-3rd course who are studying at the center of professional teaching were attending the quantitative research. 6 pupils who are using an illegal narcotic substance and 15 teachers who are working at the center of professional teaching were attending the qualitative research. After performing the research it has been clarified: a number of pupils who are using an illegal narcotic substance is growing annually. And these pupils are studying at the center of professional teaching just for one reason - that they would be able to elude the criminal responsibility and military service. There have been explored the factors that influence the learning difficulties of the pupils of professional teaching center. It was estimated that pupils who are using an illegal narcotic substances often meet the problems of attendance (52 percent) and report (48 percent). Such problems influence most often the difficulties in family and at school, cross-purposes with contemporaries or the group mates and the lack of motivation. The studies revealed that the difficulties that occur for the pupils using an illegal narcotic substance they try to solve by themselves (31 percent) or they get a help from their friends (30 percent), sometimes from their family members (25 percent), teachers and the school administration (14 percent).