Šiuolaikinės demokratinės visuomenės kūrimo vienas iš svarbiausių veiksnių – vertybių ugdymas. Vien pamokoje neįmanoma kokybiškai padaryti visko, kad atsiskleistų prigimtiniai moksleivių gabumai, vystytųsi kūrybinės galios, susidarytų vertybinės orientacijos. Dėl šių priežasčių turi būti ypatingas dėmesys skiriamas papildomajam ugdymui, kuriame galima kokybiškai įgyvendinti daug į formalius rėmus netelpančių uždavinių. Tyrimo tikslas – ištirti Vilniaus miesto bendrojo lavinimo mokyklų papildomojo ugdymo ypatybes ir organizavimo prielaidas. Tyrimo uždaviniai: 1. Išsiaiškinti papildomojo ugdymo kaip neformaliojo švietimo raiškos ypatumus. 2. Ištirti papildomojo ugdymo veiklos poreikius ir pasiūlą Vilniaus miesto bendrojo lavinimo ugdymo įstaigose ir nustatyti neišnaudojamus rezervus bei jų atsiradimo priežastis. 3. Ištirti papildomojo ugdymo būrelių populiarumą pagal kryptį ir numatyti tendencijas. Tyrimo bazė Kiekybiniam tyrimui buvo apklaustos visos Vilniaus miesto bendrojo lavinimo mokyklos: 17 pradinių, 16 pagrindinių, 49 vidurinės mokyklos bei 17 gimnazijų. Tyrimas buvo atliekamas trejus metus iš eilės: 2004-2005 m. m., 2005-2006 m. m., 2006-2007 m. m. Tyrimo metodai Tyrimas atliktas taikant teorinius ir empirinius metodus: mokslinės literatūros bei dokumentų analizė, lyginamoji analizė, sisteminė analizė, apibendrinamoji analizė, kritinė analizė, anketinė apklausa. Atlikus tyrimą buvo padarytos tokios išvados: 1. Vilniaus miesto bendrojo lavinimo mokyklose... [toliau žr. visą tekstą] / One of the important subjects of our present democratic society is the development of values. During the lesson it is impossible to do everything so that natural pupils abilities could be shown, creative might could be developed, valuable orientation could be formed. That is why special attention should be paid to additional development where you can fulfil a lot of the tasks which cannot be placed into the formal limits. The aim of the research – to research the pecularities of the additional development in secondary schools in Vilnius and the precondition of its organizing. The tasks of the research: 1. To find out the expression of the pecularities of the additional development as the informal education. 2. To explore the needs of the additional development and its offer to Vilnius secondary education institutions and to determine the unused reserves and the reason of their origin. 3. To do a research of the popularity of the circles of the extracurricular activities according to their direction, to forsee the tendencies. The basis of the research For quantative research for the survey has been carried out in all Vilnius secondary education schools: 17 primary schools, 16 principal schools, 49 secondary schools and 17 gymnasia. The research has been done for 3 years: 2004-2005, 2005-2006, 2006-2007. The methods of the research The research has been done using theoretical, empirical methods: the analysis of scientific literature and documents, comparative analysis... [to full text]

Inom svenskundervisningen ska elever lära sig att samtala om elevnära frågor och ämnen genom att fråga, kommentera och framföra egna åsikter (Skolverket, 2017). Läroplanen Lgr11 beskriver inte hur lärare ska planera sin undervisning för att elever ska få möjligheten att utveckla ovan nämnda förmågor. I denna studie analyserades lågstadieelevers muntliga förmågor. Hur samtal utifrån skönlitteratur respektive iscensatta samtal kan bidra till att elever i årskurs tre utvecklar förmågorna att diskutera, uttrycka åsikter och framföra samt bemöta argument. För att få reda på hur lärare nyttjar skönlitteratur i sin svenskundervisning samt hur de arbetar för att elever ska utveckla de utvalda muntliga förmågorna har semistrukturerade intervjuer nyttjats. Genom en didaktisk design har en jämförelse mellan iscensatta samtal och samtal kring en skönlitterär berättelse genomförts för att kunna bedöma vilken typ av samtal som främst främjar elevers utveckling av de utvalda muntliga förmågorna. Resultatet av de semistrukturerade intervjuerna med lärare visade att de flesta lärarna främst nyttjar skönlitteratur vid individuell läsning respektive högläsning och stundvis inkluderades skönlitteraturen vid andra temaarbeten. För att elever ska utveckla de utvalda muntliga förmågorna arbetar lärarna främst för ett tryggt klassrumsklimat för att eleverna ska våga uttrycka sina tankar och åsikter. Trots tidigare forskningsrekommendationer att nyttja skönlitteratur som utgångspunkt vid samtal visar den didaktiska designen att de iscensatta samtalen främjade elevernas utveckling av de muntliga förmågorna. / In Swedish education regarding Swedish as a subject, pupils should learn to talk about pupil issues and subjects by asking, commenting and expressing their own opinions (Skolverket, 2017). The curriculum Lgr11 does not describe how teachers should plan their lessons in order to enable pupils to develop the abovementioned abilities. In this study, the oral abilities of primary school pupils were analysed, how conversations based on fiction and staged conversations could help pupils in grade three to develop the ability to discuss, express opinions, argue and respond to arguments. Semi structured interviews have been used to investigate how teachers use fiction in their Swedish education and how they work to enable that pupils develop the chosen oral skills. Through a didactic design, a comparison between staged conversations and conversations about a fictional story has been conducted. This was done to be able to assess what type of conversation that primarily promotes the pupils' development of the chosen oral skills. The result of the interviews showed that most teachers mainly use fiction for individual reading and reading aloud, while fiction was included occasionally in other thematic work. For pupils to develop the chosen oral skills, teachers are primarily working for a safe classroom environment to enable pupils to express their thoughts and opinions. Despite recommendations from previous research to use fiction as a basis for conversation, the didactic design shows that the staged conversations promoted the pupils' development of the oral skills. In Swedish education regarding Swedish as a subject, pupils should learn to talk about pupil issues and subjects by asking, commenting and expressing their own opinions (Skolverket, 2017). The curriculum Lgr11 does not describe how teachers should plan their lessons in order to enable pupils to develop the abovementioned abilities. In this study, the oral abilities of primary school pupils were analysed, how conversations based on fiction and staged conversations could help pupils in grade three to develop the ability to discuss, express opinions, argue and respond to arguments. Semi structured interviews have been used to investigate how teachers use fiction in their Swedish education and how they work to enable that pupils develop the chosen oral skills. Through a didactic design, a comparison between staged conversations and conversations about a fictional story has been conducted. This was done to be able to assess what type of conversation that primarily promotes the pupils' development of the chosen oral skills. The result of the interviews showed that most teachers mainly use fiction for individual reading and reading aloud, while fiction was included occasionally in other thematic work. For pupils to develop the chosen oral skills, teachers are primarily working for a safe classroom environment to enable pupils to express their thoughts and opinions. Despite recommendations from previous research to use fiction as a basis for conversation, the didactic design shows that the staged conversations promoted the pupils' development of the oral skills.