Cette étude, après avoir souligné l’évolution complexe de l’enseignement de la littérature au secondaire, et les difficultés actuelles face à ce que les instructions officielles nomment la lecture analytique, montre les intérêts didactiques du texte poétique résistant. Une mise en œuvre auprès d’élèves de 3e dans le cadre de cet apprentissage, et l’analyse de leurs textes de lecteurs, permettent ainsi de vérifier l’intérêt didactique du texte poétique résistant. En effet, les zones d’indéterminations spécifiques qui le caractérisent créent une dynamique motivationnelle et stimulent l’effort interprétatif de l’élève. Les contraintes fécondes de ce type de texte favorisent ainsi une lecture littéraire « dialectique », plurielle, contribuant à la compréhension de la notion d’interprétation littéraire. La rencontre avec les textes poétiques résistants apparait donc comme une expérience précieuse, porteuse de progrès pour l’apprentissage de l’élève et pour son autonomisation. / After underlining the complex evolution of teaching literature at Secondary school level, and the current difficulties faced when teaching the official syllabus, particularily as far as analytical reading is concerned, this study reveals the educational benefits of teaching Resistance poetry. An experiment carried out with Year 10 pupils, and the analysis of their reader's texts enables us to assess the educational importance of the study of Resistance poetry. Indeed, the characteristic indetermination zones create a motivational dynamic and stimulate interpretational efforts amongst the pupils. The prolific constraints of this type of text encourage a « dialectic » and plural literary reading of the text, contributing to the understanding of the notion of literary interpretation. The encounter with Resistance poetry appears then to be a valuable experience, encouraging pupils to progress and become more independent.

Įgyvendinant LR Švietimo įstatymą, reikalavimai ugdymo institucijos vadovui, jo kompetencijoms didėja ir nuolat kinta, dėl vis labiau kintančio veiklos pobūdžio profesinėje veikloje. Vadovai tampa visos organizacijos ašimi, nuo jų kompetencijų priklauso visos organizacijos rezultatai. Magistro darbe pateiktos kompetencijos, kvalifikacijos ir kompetentingumo sampratų interpretacijos, pateikta kompetencijos lygių analizė, apibendrintos bendrųjų kompetencijų koncepcijos bei efektyvaus vadovavimo būtinybė organizacijoje. Aptartos teorijos apie asmenybines, dalykines komunikacines, socialines psichologines, profesines, vadybines bei didaktines kompetencijas. Darbe pateikiami ugdymo institucijų vadovų vadybinių kompetencijų sampratos suvokimo tyrimo rezultatai, kurie parodė, kad kaip svarbiausias savo darbe vadovai išskyria socialinę (santykiai su kitais žmonėmis ir socialine aplinka harmonizuojantys gebėjimai ir savybės) bei edukacinę (saviugda) kompetencijas. Darbe realizuoti kelti uždaviniai, apibendrinti tyrimo rezultatai, suformuluotos išvados ir rekomendacijos. / Implementing the Educational law of Lithuania Republic, the requirements for the leader of a training institution and his competences continuously grow and change for the changing activity character in the career. The leaders become the axis of the whole organization; the results of the organization depend upon their competences. The competences, qualifications and interpretations of competence conception, the analysis of competence levels are reported in the master‘s work. The general competence concepts and the need for the effective management in the organization are summarized there, too. The theories about personal, subject – communicative, social psychological, professional, managemental and didactic competencies are discussed. The results of the research about the training institution leader‘s management competences conception are laid out in the work. The results have revealed that the social (relations to other people and social environment harmonizing skills and qualities) and educational (self-education) competences are the most important ones to the leaders. The raised goals have been realized, the research results have been summarized and the conclusions and recommendations have been formulated in the master‘s work.