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Straipsnyje nagrinėjami nuotolinio mokymo ir bendruomeniškumo jausmo skatinimo aspektai. Atkreipiamas dėmesys, kad Lietuvoje įvedus karantiną dėl COVID-19, ugdymo įstaigos (universitetai, mokyklos) pradėjo ugdymą organizuoti nuotoliniu būdu. Pedagogai susidūrė su informacinių komunikacijos technologijų (IKT) kompetencijų stygiumi ir kitais didaktikos (metodikos) taikymo iššūkiais. Publikacijose apžvelgiamas technologinis pedagogikos žinių (Technological Pedagogical Content Knowledge– Web, TPCK-W) modelis. Norint sėkmingai vykdyti ugdymą nuotoliniu būdu, pedagogui reikia didaktikos žinių, orientuotų į žiniatinklio (interneto) naudojimą (Web–Pedagogical Knowledge), dalyko metodinių žinių, susijusių su šiuo žiniatinkliu, taip pat jo mokomojo dalyko turinio pritaikymo prie žiniatinklio (interneto) žinių ir kompetencijų. Ugdymo turinio kūrėjams dėstytojams ir instruktoriams pateikiamas bendruomeniškumo jausmo skatinimo modelis, kuris sudaro sąlygas gerinti rezultatus, kelti studentų pasitenkinimą studijomis ir mažinti jų atkričio (angl. dropout) galimybę.

International audience; The Lithuanian accentuation is one of the biggest difficulties for foreign learners. This random and variable accent, which in addition presents melodic variations is extremely complex, especially for a French student, whose mother tongue has a stable terminal accent, without tonal variation. The purpose of this paper is to show that the teaching of Lithuanian to foreigners can not ignore this issue: Lithuanian accentuation is too complex to be acquired by progressive impregnation, as communicative language teaching (CLT) in force today recommends it.We want to show here that it is possible to address this issue rigorously and fairly simply in organizing principles of accent variation around three orders of parameters: constraints (the accent can not be on the ending in a number of cases), types (A or B, concerning the place of the accent in the accusative plural and the instrumental singular with a short ending) and tendencies (1 radical or 2 terminal). This presentation aims to disentangle the usual and compact notation in Arabic numerals (1, 2, 3, 4), and to make clear where the accent is necessarily on the radical. According to the radicals, the type and tendency of each term can be guessed by the student which saves him a tedious learning by heart. There remain the terms for which this determination is impossible, and which are the limitations of this method.; L’accentuation lituanienne constitue un des principaux écueils pour les apprenants étrangers. Cette accentuation aléatoire et variable qui présente en plus des variations mélodiques, est d’une complexité extrême, en particulier pour un apprenant francophone, dont la langue maternelle présente une accentuation stable terminale, sans variation tonale.L’objet de cet article est de montrer que l’enseignement du lituanien aux étrangers ne peut pas faire l’impasse sur cette question : l’accentuation lituanienne est trop complexe pour être acquise par imprégnation progressive, à l’oreille, comme la méthode communicationnelle d’enseignement des langues en vigueur aujourd’hui le préconise. Nous voulons montrer ici qu’il est possible de traiter cette question de façon rigoureuse et relativement simple en organisant les principes de variation de l’accent autour de 3 ordres de paramètres : les contraintes (l’accent ne peut pas être sur la terminaison à un certain nombre de cas), les types (A ou B, qui concernent la place de l’accent à l’accusatif pluriel et à l’instrumental singulier à terminaison brève) et les tendances (1 radicale ou 2 terminale). Cette présentation consiste à désintriquer la notation en chiffres arabes habituelle compacte 1, 2, 3, 4 et à faire apparaître clairement les cas où l’accent est nécessairement sur le radical. Selon les radicaux, le type et la tendance propres à chaque terme peuvent être devinés par l’étudiant ce qui lui épargne un fastidieux apprentissage par cœur. Restent les termes pour lesquels cette détermination est impossible, et qui constituent les limites de cette méthode.

The Lithuanian accentuation is one of the biggest difficulties for foreign learners. This random and variable accent, which in addition presents melodic variations is extremely complex, especially for a French student, whose mother tongue has a stable terminal accent, without tonal variation. The purpose of this paper is to show that the teaching of Lithuanian to foreigners can not ignore this issue: Lithuanian accentuation is too complex to be acquired by progressive impregnation, as communicative language teaching (CLT) in force today recommends it.We want to show here that it is possible to address this issue rigorously and fairly simply in organizing principles of accent variation around three orders of parameters: constraints (the accent can not be on the ending in a number of cases), types (A or B, concerning the place of the accent in the accusative plural and the instrumental singular with a short ending) and tendencies (1 radical or 2 terminal). This presentation aims to disentangle the usual and compact notation in Arabic numerals (1, 2, 3, 4), and to make clear where the accent is necessarily on the radical. According to the radicals, the type and tendency of each term can be guessed by the student which saves him a tedious learning by heart. There remain the terms for which this determination is impossible, and which are the limitations of this method., L’accentuation lituanienne constitue un des principaux écueils pour les apprenants étrangers. Cette accentuation aléatoire et variable qui présente en plus des variations mélodiques, est d’une complexité extrême, en particulier pour un apprenant francophone, dont la langue maternelle présente une accentuation stable terminale, sans variation tonale.L’objet de cet article est de montrer que l’enseignement du lituanien aux étrangers ne peut pas faire l’impasse sur cette question : l’accentuation lituanienne est trop complexe pour être acquise par imprégnation progressive, à l’oreille, comme la méthode communicationnelle d’enseignement des langues en vigueur aujourd’hui le préconise. Nous voulons montrer ici qu’il est possible de traiter cette question de façon rigoureuse et relativement simple en organisant les principes de variation de l’accent autour de 3 ordres de paramètres : les contraintes (l’accent ne peut pas être sur la terminaison à un certain nombre de cas), les types (A ou B, qui concernent la place de l’accent à l’accusatif pluriel et à l’instrumental singulier à terminaison brève) et les tendances (1 radicale ou 2 terminale). Cette présentation consiste à désintriquer la notation en chiffres arabes habituelle compacte 1, 2, 3, 4 et à faire apparaître clairement les cas où l’accent est nécessairement sur le radical. Selon les radicaux, le type et la tendance propres à chaque terme peuvent être devinés par l’étudiant ce qui lui épargne un fastidieux apprentissage par cœur. Restent les termes pour lesquels cette détermination est impossible, et qui constituent les limites de cette méthode.

Straipsnyje siekiama atskleisti pedagogikos studijų įtaką būsimojo mokytojo rengimui. Išsamiai apžvelgiama pedagogikos, kaip mokomojo dalyko, raida Lietuvoje, išryškinamos pedagogikos funkcijos rengiant pedagogus, nagrinėjamos pedagogikos dėstymo problemos keičiantis mokytojų rengimo paradigmai. Pedagogikos ištakos analizuojamos nuo Vilniaus universiteto įsikūrimo, atskleidžiama jo reikšmė rengiant mokytojus Lietuvoje XX-XXI a. Didelis dėmesys skiriamas S. Šalkauskio sukurtai pedagogikos mokslo sistemai, jo pedagogikos reiškinių traktavimui, filosofiniam pagrindimui, paliečiamas pedagogikos ideologizavimas sovietiniu periodu. Nagrinėjamos pedagogikos funkcijos, didaktikos raidos tendencijos, išryškinami mokytojų rengimo sunkumai ir pedagogikos vaidmuo diegiant naujas mokytojų rengimo paradigmas. Atlikta analizė leidžia daryti tam tikras išvadas. Mokytojo rengimo kaitoje išryškėjo įvairios jo profesinio tobulinimo kryptys: tapimas mokytoju be tikslingo, specialaus teorinio pasirengimo, teorinio pasirengimo dominavimo, teorijos ir praktikos integravimo. Mokytojo profesinio meistriškumo kėlimo kaitai pedagogika darė didelę įtaką. Pedagogikos struktūros komponentų raidą veikė švietimo sistemos išsivystymo laipsnis. Lietuvai atgavus Nepriklausomybę, pedagogikos aktualumas iškilo iš būtinumo pertvarkyti švietimą demokratiniais pagrindais. Pedagogika atsinaujina laisvojo ugdymo principais, humanizmo dvasią atspindinčiu turiniu, orientuotu į individualios, laisvos ir atsakingos asmenybės ugdymą. The development of education and preparation of teachers for theory and practice based professional activity, the relationship between the subject discipline and professional training in Lithuania in the previous century are analysed in the article. In historical view education had developed as both the theory and practice of teaching and had been called by different terms - pedagogy theory and pedology practice of education. To the very end of the 19th century priority was given to preparing teachers for primary schools in teacher training seminaries. In the period from the beginning of 20th century pedagogy became as a subject taught at university. Pedagogy as a specific focus of study appeared since 1922 in Kaunas University. The first pioneers in founding pedagogy as a university subject were well-known Lithuanian philosophers S. Šalkauskis and A. Maceina in whose works teacher education and the models of teaching were based on the philosophical conception of man and on the nature of research concerning education. Pedagogy as a university subject was divided into three parts: general pedagogy, theory of upbringing and didactics which focussed on training processes. In S. Šalkauskis view, the core of education is the philosophy of education which fulfilled two main functions - methodological and world view. As it is discussed in the article, didactics became the main subject representing teacher education in the soviet and postsoviet periods. the postsoviet period in Lithuanian didactics became a distinct component of teacher education and education theory.

Bendrojo lavinimo mokykloje dorovinė kultūra, estetinės vertybės vis dar atsilieka nuo mokslo žinių. Mokykloje laukiami pokyčiai bus realesni, jeigu atsiras daugiau naujų programų, metodikų pasirinkimo galimybės. Pasirinkimo galimybę mokytojams atveria atnaujinti E. Balčy��io muzikos vadovėliai, taip pat 2002 metais pasirodęs naujas A. Dikčiaus, J. Vaišvilienės, E. Veličkos muzikos vadovėlis šeštai klasei „Mano muzika“. Magistro darbe palyginamas abiejų vadovėlių ugdymo turinys, iškeliami jų privalumai ir diskutuotini klausimai, aiškinamasi, kokia muzikinė veikla patraukliausia šeštos klasės mokiniams, kokiais inovaciniais muzikinio ugdymo metodais reikėtų vadovautis juos ugdant. Tyrimas išryškino, kurie šeštos klasės vadovėlių muzikinio ugdymo turinio elementai labiau priimtini jausminiu, emociniu aspektu, iškeltas šeštos klasės mokinių muzikinės kompetencijos klausimas, ugdymo turinį ir didaktiką siekiama sieti su mokinių mokymosi motyvacija. Atliktas tyrimas patvirtino hipotezę, kad šeštos klasės mokinių mokymosi motyvacija didėja, jeigu naudojant naujus, šiuolaikiškus muzikos vadovėlius formuojamas teigiamas požiūris į muzikos pamokas. Darbe nagrinėjamas mokinių, mokytojų ir studentų požiūris į šeštos klasės muzikos vadovėlius, jų prieinamumą mokiniams, mokinių požiūrį į muzikos pamokas ir muzikinę veiklą, aiškinamasi, kokiais kriterijais vadovaujasi muzikos mokytojai, pasirinkdami vieną iš dviejų vadovėlių. Šis tyrimas atskleidžia muzikos vadovėlių didaktinius ypatumus... [toliau žr. visą tekstą] Moral culture and aesthetic values still fall behind learning in secondary schools. The expected changes will be more practicable if the opportunities of choosing new programmes and methods are on the rise at school. The renewed textbooks of musical teaching by E. Balčytis and the new one for the sixth class „My music“ by A. Dikčius, J. Vaišvilienė and E. Velička, published in 2002, increase the possibilities of choice. The teaching contents of both textbooks are compared in the Master’s Paper. The advantages are discussed and the negotiable points are raised. The most attractive musical activities for the sixth year students are presented in this Master’s Paper. Besides, several innovative methods of musical training should be gone by during the educational process. The research showed what elements of training content in the musical textbooks are more acceptable from emotional aspect. The issue of musical competence of the sixth year students is raised and the musical training content and didactics are correlated with the students‘ learning motivation. The performed research proved the hypothesis that the motivation of the sixth year students increases if a positive attitude towards the Music lessons using new modern textbooks is formed. The schoolchildren‘s, teachers‘ and students‘ opinion of the Music textbooks for the sixth class, their appropriateness and the students‘ attitude towards the lessons of Music and the musical activities during the lessons are expressed... [to full text]

Educology attempts to define various problems as precisely as possible, even though it is not always easy to suggest specific solutions. When considering teaching and learning at secondary and higher schools, mutual dissatisfaction is often expressed. Universities that pro-duce teachers should relate the academic discipline teaching methods with secondary school didactics requirements: we should produce teachers who are able not only to deliver knowledge about an academic discipline but also able to develop certain abilities and values of pupils, and to modernize and properly deliver the contents. In order to be able to aim at the said things, future teachers have to develop their skills, opinions, their ability to analyze, change and interpret teaching aids. The objective of the article is to analyze the meaning aspects of university and school didactics, and to define possible teaching and learning interrelations at universities and schools. The subject of the work covers education documents such as programs, education standards, and publications about educological and academic discipline teaching. Methods of the work include analysis, comparison and consolidation of educological and methodological publications. The article deals with the following meaning aspects of university and school didactics: 1) How are teaching and learning understood at higher and secondary schools? The set teaching and learning objectives have to be of several levels: general teaching and... [to full text]

The article represents historical development of research method - from some elements in the Antiquity till its dominating importance in the new pedagogy. Author gives the attention to antique education, education of the Middle ages, of the Renaissance, classical pedagogy. The new pedagogy is emphasized especially because the research method was dominating in the education theory and practical work of the school. Author analyses and compares the important education theories of G. Kerschensteiner, J. Dewey, H. Armstrong and others, presents their conceptions of research method. The historical sources of research method show that the principle of historicity always is very important. Author emphasizes the importance of this principle in the development of modern didactics especially.