Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/95206
Type of publication: Straipsnis mokslo, meno, kultūros, profesiniuose leidiniuose / Article in science, art, culture, professional publications (S7)
Field of Science: Edukologija / Education (S007)
Author(s): Cijūnaitienė, Asta;Galkienė, Alvyra
Title: Mokymo metodų taikymas heterogeninėse pradinio ugdymo klasėse
Other Title: The application of teaching methods in primary classroom :
Is part of: Edukacinės studijos : jaunųjų mokslininkų darbai / Vilniaus pedagoginis universitetas. Mokymo metodų taikymas heterogeninėse pradinio ugdymo klasėse. , 2008, [T.] 6
Extent: p. 58-68
Date: 2008
Abstract: Asta Cijūnaitienė and Alvyra Galkienė states in their article that traditional frontal teaching methods oriented to the whole class prevail in heterogeneous primary classrooms. A particularly significant part of teaching methods (32.1 per cent) consists of informative-providing teaching methods (explanation, lecture, story-telling, providing and free conversation). Informative-reproducible methods (summarizing and reproducible conversation, narration, survey, essay) make 26 per cent of all methods applied during the lessons. Practical-operational teaching methods (training, graphical tasks, practical tasks) make a rather significant part - 24.1 per cent. Teaching methods selected without the evaluation of the nature of the disorder determine the pupils' achievements. When oral teaching methods are applied, pupils with learning disabilities caused by the disorders of auditory perception and linguistic processes demonstrate particularly low achievements in discussion, free, problem and reproducible conversation (0 - 1.8 points). When explanatory, narrative, providing conversation and problem enunciation methods are applied, the level of achievements is not high either (1.8 - 3 points). Unperceived and misunderstood verbal information has impact on further educational activity. Pupils with learning disabilities caused by the disorders of auditory perception and linguistic processes managed to concentrate quickly and keep focus for a long time when demonstration and observation, illustration, graphical tasks and practical tasks methods, i. e. methods when information is presented visually, were applied. When these teaching methods were applied, the pupils took an active and independent part in educational activity
Internet: https://hdl.handle.net/20.500.12259/95206
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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