Šio darbo teorinėje dalyje analizuojama savarankiško darbo samprata, išskiriami savarankiško darbo tipai, aiškinama diferencijavimo sąvoka, apibūdinami ugdytinių pažinimo principai, aptariama galimybė diferencijuoti savarankiškų darbų užduotis pagal B. Bloom‘o kognityvinių gebėjimų taksonomiją, atskleidžiama savarankiško darbo klasėje ir namuose diferencijavimo bei organizavimo specifika. Antrojoje darbo dalyje aprašomas atliktas savarankiško darbo diferencijavimo tyrimas bendrojo lavinimo mokykloje. Atlikus teorinę analizę paaiškėjo, kad bendrojo lavinimo mokykloje savarankiškas darbas yra protinė ir fizinė veikla, kai mokinys tik savo pastangomis, sąmoningai įgyja naujų žinių, mokėjimų ir įgūdžių. Diferencijavimas ugdymo procese yra siejamas su viso mokymo proceso tobulinimu. Mokslinėje literatūroje yra išskiriami penki pagrindiniai ugdytinių pažinimo principai, kuriais remiantis individualus mokinio pažinimas palengvina mokymą. Teorinėje dalyje taip pat siūloma užduotis mokiniams diferencijuoti taikant B. Bloom‘o taksonomijos žinojimo ir pritaikymo lygmenis, skaidant juos į smulkesnius vienetus pagal mokinių gebėjimus. Atlikus tyrimą bendrojo lavinimo mokykloje, kuriame dalyvavo 6 – 12 klasių mokiniai, paaiškėjo, kad 37 % mokinių savarankiško darbo užduotys klasėje turi būti diferencijuojamos, atsižvelgiant į jų individualius gebėjimus bei įvertinus patiriamus mokymosi sunkumus. Tik kiek daugiau nei pusė, 53 % besimokančiųjų, patiriančių mokymosi sunkumų, sulaukia... [toliau žr. visą tekstą] / In the theoretical part of this work, the conception of individual work is analysed, the types of individual work are discussed, the concept of differentiation is explained and the cognition principles of pupils are described. Possibilities to differentiate individual tasks according to B. Bloom‘s taxonomy of cognitive abilities are also discussed in this part, which reveals the specific features of differentiation and organization of individual work in the classroom and at home. The research on differentiation of individual work at a secondary school is described in the second part of this work. Theoretical analysis showed that individual work at a secondary school is a mental and physical activity, when a pupil obtains new knowledge, skills and abilities using his/ her own efforts, consciously. Differentiation in the process of education is related with the improvement of the whole teaching process. Scientific literature excludes five main cognition principles of pupils that can be the base of individual cognition of a pupil to make teaching easier. It is also offered in the theoretical part to differentiate tasks for pupils using the levels of knowledge and application of Bloom‘s taxonomy dividing them into smaller units according to pupils‘abilities. The research at the secondary school, where the pupils of 6-12 classes have taken part, showed that individual work in the classroom has to be differentiated for 37% of pupils, taking into consideration their individual... [to full text]

Nenoras lankyti mokyklą yra kompleksinio pobūdžio problema. Todėl socialinio pedagogo individualus darbas su nenorinčiu lankyti mokyklos mokiniu regimas ne kaip savitikslis lokalios problemos sprendimas, bet kaip grandis, vedanti prie mokyklos nelankymo problemų sprendimo platesniu mastu. Tačiau praktikoje šia galimybe naudojamasi ribotai. Todėl mokykloje yra reikalinga komandinio darbo plėtotė. Taip pat aktyvi socialinio pedagogo asmeninė iniciatyva pasinaudoti individualaus darbo metu sukauptomis žiniomis ir teikti ugdymo įstaigoje reikiamus pokyčius, kurie mažintų nenorinčių lankyti mokyklą mokinių skaičių ateityje. / Unwillingness to attend school is a problem of complex nature. Hence individual work of a social pedagogue with pupils who do not want to attend school is not seen as a solution of local problem but as a link that leads to the solution of school nonattendance to a large extent. However in practice this possibility is not widely applied. Consequently, at school there is a need for team work development. Social pedagogue’s personal initiative is active to use knowledge acquired during individual work and to provide necessary changes in an educational institution that would decrease the number of pupils who do not want to attend school in the future.

Darbe atlikta teorinė smurto poveikio vaiko psichosocialiniam vystymuisi analizė, aptartas socioedukacinės pagalbos organizavimas mokykloje: socialinio pedagogo funkcijos socialinės pedagoginės pagalbos teikimo procese, bendradarbiavimo su vaiko šeima svarba, individualaus darbo su ugdytiniu metodika. Magistro darbo tikslas - parengti efektyvios individualios socioedukacinės pagalbos modelį vaikams, patiriantiems smurtą mokykloje, jį įgyvendinti ir aptarti, išryškinant pastarojo privalumus bei atskleidžiant trūkumus. Iškelta hipotezė, jog vaikams, patiriantiems smurtą mokykloje, socioedukacinė pagalba teikiama nepakankamai. Rekomenduojamas pagalbos modelis optimatizuos efektyvios socialinės pedagoginės pagalbos teikimą skriaudžiamiems mokiniams. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - išanalizuoti smurto formų paplitimo reiškinį šeštų klasių mokinių tarpe, iššiaiškinti, ar prievartą patiriantiems moksleiviams suteikiama pakankama socioedukacinė pagalba. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 123 šeštų klasių moksleiviai. Empirinėje dalyje nagrinėjama smurto paplitimo vaikų tarpe bei socioedukacinės pagalbos teikimo situacija prievartą patiriantiems mokiniams. Tyrimu išsiaiškinta, jog socialinė pedagoginė pagalba teikiama nepakankamai, atrinkti 5 nuolat bendramokslių prievartą patiriantys vaikai, kurie mokykloje saugūs jaučiasi tik kartais arba iš viso tokiais nesijaučia. Šiems vaikams modeliuojamas individualios socioedukacinės... [toliau žr. visą tekstą] / The theoretical work of the impact of violence on child development psychosocial analysis, discussed the organization of diagnosed aid at school social functions of the teacher teaching social assistance in the process of cooperation with the child's family, the importance of individual work with children methodology. Master's aim - to develop an effective model for individual assistance diagnosed in children who suffer violence at school, and discuss its implementation, highlighting the latter's strengths and identify weaknesses. The hypothesis that children exposed to violence at school, diagnosed aid is not enough. The proposed assistance will provide an optimal model of effective social-pedagogical assistance for students suffering from abuse. Questionnaire survey method was conducted with the aim - to analyze the forms of violence spread phenomenon among sixth grade students, whether school children suffering from abuse diagnosed with adequate support. The statistical analysis of data. The empirical part examines the prevalence of violence among children diagnosed and assistance to students experiencing violence situation. The study made clear that the social teaching aid is not enough, select five regularly exposed to violence against fellow kids who feel safe at school only sometimes or do not feel save at all. The study included 123 sixth grade students.The empirical part examines the prevalence of violence among children diagnosed and assistance to students... [to full text]

The main theme of the thesis is a video sequence, its production and use in physics education at primary and secondary schools. Teaching enriched of short videos is dynamic and illustrative. Students see a situation that could otherwise only read in an austere entry in a textbook example. It is based on the assumption that the demonstration, in addition to teaching, is an appropriate means for obtaining and verification of theoretical knowledge. Moreover, if the children create it themselves, it will be suitable method to develop their skills and creativity, which is as important in the process of learning as knowledge itself.

The background to this study is an interest for teacher’s thoughts about choices and teachingmethods and motives for these choices. A question is about the meaning of professional experience and the importance of choices in teachingmethods according to the teachers. The purpose of the study is thru a qualitative study examine teacher’s thoughts and statements about choices of teachingmethods to shed a light on different teachingmethods in early years in school. The teachingmethods that are highlighted are individual work, groupwork and wholeclassteaching. The method in this study is qualitative and based on interviews. The result that can be drawn of the study is that teachers mean that teachingmethods are chosen by ruling factors as studentgroups, contents in teaching and curriculum. A motive that emerged was that the teachers in the study meant that teachingmethods where structure and obvious frames in teaching where used. The conclusion is that teachers with long work experience matters for the choices of teaching methods. The teachers that have been working for a long time mean that they have more experience and more methods to choose from. A discussion about the effect of the increasing use of individualwork is that the school is fostering individualists that are going to a work in an environment where group and team work is prominent. The study establishes that the choice of teaching methods not always can be chosen by visions. The choice has a start from the composition of the group of students, size of the group and the content of teaching. / Bakgrunden till studien är ett intresse för lärares resonemang kring val av undervisningsformer i skolans tidiga år och motiv för dessa val. En undran är vad yrkeserfarenhet har för betydelse vid val av undervisningsformer enligt lärarna. Syftet är att genom en kvalitativ studie undersöka och belysa lärares resonemang och utsagor om val av undervisningsformer för att synliggöra olika undervisningsformer i skolans tidiga år. Undervisningsformerna som belyses är individuellt arbete, grupparbete och helklassundervisning. Metoden i studien är kvalitativ och baseras på intervjuer. Resultatet som kan dras av studien är att lärarna menar att undervisningsformer väljs utifrån styrande faktorer såsom elevgrupp, innehåll i undervisningen och styrdokument. Ett motiv som framkom är att lärarna i studien sa sig använda undervisningsformer där struktur och tydliga ramar prioriteras vid utformning av undervisningen. Slutsatsen är att lärares yrkeserfarenhet kan anses ha betydelse för val av undervisningsformer då de lärare som varit yrkesverksamma under många år menar att de har erfarenheter och upplevelser att utgå ifrån i större utsträckning än övriga lärare. En diskussion som förs om effekten av det ökade individuella arbetet är att skolan fostrar individualister som ska ut i yrkesverksamhet där grupp- och temaarbete är framträdande. Studien påvisar att valet av undervisningsformer inte alltid kan väljas efter visioner. Valet måste utgå från sammansättningen av elevgrupp, gruppstorlek och innehållet i undervisningen.

<p>The background to this study is an interest for teacher’s thoughts about choices and teachingmethods and motives for these choices. A question is about the meaning of professional experience and the importance of choices in teachingmethods according to the teachers. The purpose of the study is thru a qualitative study examine teacher’s thoughts and statements about choices of teachingmethods to shed a light on different teachingmethods in early years in school. The teachingmethods that are highlighted are individual work, groupwork and wholeclassteaching. The method in this study is qualitative and based on interviews. The result that can be drawn of the study is that teachers mean that teachingmethods are chosen by ruling factors as studentgroups, contents in teaching and curriculum. A motive that emerged was that the teachers in the study meant that teachingmethods where structure and obvious frames in teaching where used. The conclusion is that teachers with long work experience<strong> </strong>matters for the choices of teaching methods. The teachers that have been working for a long time mean that they have more experience and more methods to choose from. A discussion about the effect of the increasing use of individualwork is that the school is fostering individualists that are going to a work in an environment where group and team work is prominent. The study establishes that the choice of teaching methods not always can be chosen by visions. The choice has a start from the composition of the group of students, size of the group and the content of teaching.</p><p> </p> / <p>Bakgrunden till studien är ett intresse för lärares resonemang kring val av undervisningsformer i skolans tidiga år och motiv för dessa val. En undran är vad yrkeserfarenhet har för betydelse vid val av undervisningsformer enligt lärarna. Syftet är att genom en kvalitativ studie undersöka och belysa lärares resonemang och utsagor om val av undervisningsformer för att synliggöra olika undervisningsformer i skolans tidiga år. Undervisningsformerna som belyses är individuellt arbete, grupparbete och helklassundervisning. Metoden i studien är kvalitativ och baseras på intervjuer. Resultatet som kan dras av studien är att lärarna menar att undervisningsformer väljs utifrån styrande faktorer såsom elevgrupp, innehåll i undervisningen och styrdokument. Ett motiv som framkom är att lärarna i studien sa sig använda undervisningsformer där struktur och tydliga ramar prioriteras vid utformning av undervisningen. Slutsatsen är att lärares yrkeserfarenhet kan anses ha betydelse för val av undervisningsformer då de lärare som varit yrkesverksamma under många år menar att de har erfarenheter och upplevelser att utgå ifrån i större utsträckning än övriga lärare. En diskussion som förs om effekten av det ökade individuella arbetet är att skolan fostrar individualister som ska ut i yrkesverksamhet där grupp- och temaarbete är framträdande. Studien påvisar att valet av undervisningsformer inte alltid kan väljas efter visioner. Valet måste utgå från sammansättningen av elevgrupp, gruppstorlek och innehållet i undervisningen.</p>

An educational system of individualistic teaching becomes more and more relevant when implementing the objectives of a modern Lithuanian school in the rapidly changing information environment. Such system is based on the methodology that may establish favourable conditions for not only efficient interception of information, but also encouragement of a person’s self-expression and self-realization, promotion of intellectual abilities and creativity, development of motivation and individual capabilities. Master’s theses "Individualization of solfeggio teaching of senior pupils of music school with the help of information technologies" analyzes peculiarities of solfeggio teaching / learning by employing computer programs and the Internet. The objective of the degree work is to research the potentiality of the introduction of information technologies to the process of individualization of solfeggio teaching of senior pupils of music school. The tasks of the research consist of survey of philosophical and psychological grounds for the individualistic educational system, execution of the analysis of personal features of character and differences of the pupils as well as the evaluation of potentiality and significance of introduction of information technologies to the individualistic musical education. The first chapter of the theses presents a review of a concept of individualistic teaching, its philosophical and psychological grounds, origin and development. The principal... [to full text]

The cooperativism executed in the CPA (Land-production Cooperatives), stimulated by the MST (Movimento dos Trabalhadores Rurais Sem Terra Movement of Landless Workers), where possession of land and production are under the control of the cooperative, represents a model which is scarcely employed and, throughout the years these CPAs presented internal conflicts among some of its members, that preferred to work individually. The goal of this research is to analyze the subjectivity of rural settlement members located in the county of Charqueadas (RS), divided in two groups: i) those that are working under the integral perspective, (CPA) and ii) those who choose to work individually. The idea was to know the general point of view of these groups in relation to the individual and collective use of land. For this, we used the Q methodology that combines qualitative techniques such as in-depth interviews and qualified informers and quantitative techniques such as factorial statistical analyses of data. In the implementation of the methodology people were interviewed as qualified informers, where the most important set of 41 statements were selected and presented to 40 members of the rural settlement, divided between 20 from the integral model (CPA) and 20 from the individual model. The 41 statements were classified according to their importance in a pre-determined table and the data was analyzed and interpreted using a special statistical software program called PCQ. The results of the factorial analysis show that 5 factors emerged: i) one factor completely in favor of the individual approach, and ii) four factors in favor of collective approaches, with differences among them. In this sense, one factor was completely pro collective, and three factors were pro collective but with criticism to the model. According to the affirmations, the pro individual group believes the CPA experience was a mistake. For the other 4 pro collective groups, 1 of them was satisfied with the organization, and the other 3 groups demonstrated criticism and safeguard to collective model. The pro collective group and the pro individual group selected the same statements but were ranked inversely. It was also observed that in the other three collective groups there were insatisfactions in some aspects of the functioning of the CPA and that improvements could be made in these areas: i) solidarity among members, ii) inducement and centralization in the decision making process, and iii) encouragement to productivity. / O cooperativismo praticado nas CPA (Cooperativas de Produção Agropecuária) estimuladas pelo MST (Movimento dos Trabalhadores rurais Sem Terra), onde a posse da terra e a organização da produção estão sob controle da cooperativa, representa um modelo de assentamento pouco praticado, e com o passar dos anos as CPAs existentes enfrentaram conflitos como desagregações e divisões no quadro de associados, com uma parcela preferindo trabalhar individualmente. O objetivo desta pesquisa é analisar a subjetividade dos assentados no município de Charqueadas - RS, que estão divididos entre dois grupos: i) os que produzem coletivamente em uma CPA e ii) os atuais individuais que preferiram sair da mesma. A idéia foi saber o ponto de vista destes grupos sobre o modelo coletivo e individualizado de produção da terra. Para isso empregando a metodologia Q, a qual combina técnicas qualitativas como entrevistas em profundidade com informantes qualificados e técnicas quantitativas como as análises estatísticas do tipo fatorial sobre os dados. Na execução da metodologia foram entrevistados informantes qualificados de onde foram selecionadas as 41 afirmações mais importantes, apresentadas a uma amostra de 40 assentados, divididos entre 20 que estão no coletivo e 20 que passaram a trabalhar individualmente. As 41 afirmações foram classificadas de acordo com sua importância em uma grade pré-estabelecida e suas respostas foram analisadas e interpretadas mediante um programa estatístico especial de software chamado PCQ. Os resultados da análise fatorial mostram que 5 fatores emergiram: i) um fator totalmente favorável ao modo de trabalho individual, e ii) quatro fatores favoráveis ao modo de trabalho coletivo, mas com diferenças entre estes. Neste sentido, um fator totalmente favorável ao modo de trabalho coletivo e os outros três fatores coletivos, porém com críticas ao modelo. Pelas afirmações selecionadas, para o grupo do fator favorável ao trabalho individual a experiência na CPA foi um engano. Para os outros 4 grupos favoráveis ao trabalho coletivo, 1 totalmente pró-coletivo está muito satisfeito pela organização e conquistas adquiridas, e outros 3 grupos apresentam críticas e ressalvas ao coletivismo. O grupo favorável ao trabalho individual e o grupo totalmente prócoletivo selecionaram as mesmas afirmações, porém selecionadas completamente inversas sobre as que mais concordam e mais discordam. Foi constatado nos outros 3 grupos favoráveis ao coletivo que existem insatisfações em alguns aspectos no funcionamento da CPA e que poderiam ser melhorados como: i) maior solidariedade entre membros, ii) sobre decisões, alguns consideraram que as vezes ocorrem processos de induções e centralização na administração, e iii) um incentivo a produtividade.

This diploma thesis deals with the activation of activities teachers, which has a stimulating effect on the activities of students in learning the German language at secondary schools in Jihocesky county. German language was chosen purposely, because the most important thing while teaching foreign languages is to involve the student into a mutual communication as much as possible. The student has to be very active to be able to assume the foreign language. This thesis is divided into theoretical and research. The theme of this thesis is to release the ways how teachers stimulate the activity of pupils in the German language teaching. It is also important to find out if there is any interaction between the activation of activities teachers and a student?s activity during the lesson. We can get to know this interaction by statistical calculations. Among one of the methods of quantitatively directed analyses belongs standardized method of observation, which was used right for this research. To be specific it was an interactive analysis. There was applied Flanders observation system for an activity of a teacher and Tabers observation system for an activity of a student. There are described various ways and methods how to stimulate a student to be more active.

The diploma thesis deals with the issue of an autonomy in the environment of Célestin Freinet's pedagogy. As the principal aim of the thesis the author has chosen to demonstrate the potential of this pedagogy in the sphere of the pupils' autonomy development. The theoretical part is divided into two thematic areas. The first area deals with the concept of autonomy. At first, it seeks to define the concept at a general level and then in the context of education. This part also includes a description of the self-determination theory and its bases for a self-regulation. The second area focuses on C. Freinet's pedagogy. There are characterized both his personality and the basic pedagogical principles. In the conclusion there are presented the opportunities for the autonomy development in the environment of Freinet's schools. The practical part contains three chapters, each focused on a different research method. The first chapter consists of a case study of the École des Bruyères, which applies the C. Freinet's pedagogical concept, and of the observation that the author has made in the 3rd and 4th grade of this school. The second one consists of three interviews - two with teachers from this school and one with an expert in the field of education and Freinet's pedagogy. The third chapter includes a...