Pusaudžu izziņas intereses veidošanās dialoģiskajā vēstures mācību procesā
Date
2015
Authors
Purēns, Vilnis
Journal Title
Journal ISSN
Volume Title
Publisher
RPIVA
Abstract
Promocijas darba „Pusaudžu izziņas intereses veidošanās dialoģiskajā
vēstures mācību procesā” mērķis ir atklāt metodiskos principus tādam dialoģiskam
mācību procesam, kas veicina izziņas intereses par vēsturi veidošanos pusaudžiem.
Autors piedāvā izziņas interesi par vēsturi veicinošu dialoģisko mācību modeli un tā
praktiskās pārbaudes rezultātus.
Pētījuma gaita un tā rezultāti izklāstīti 2 daļās.
Darba pirmajā daļā analizēta intereses un izziņas intereses būtība, dialoģiskā
pieeja kā metodoloģijas pamats mācību izziņā, izziņas intereses līdzsvarotā pusaudžu
personības attīstībā, un noteikti mērījumam izmantojamie izziņas interešu kritēriji un
rādītāji. Apvienojot dialoģisko didaktisko pieeju un vēstures mācīšanas didaktiskos
paņēmienus, izveidots dialoģisks vēstures mācību modelis, kurā kā izziņas interesi
veicinošs komponents izmantota pretruna starp skolēna uzkrāto pašpieredzi un
rekonstruēto vēsturisko realitāti. Kā skolēna izziņas interešu izaugsmes kritēriji
izstrādāti izziņas darbības mērķtiecība, patstāvība, intensitāte, noturība mācībās un
izziņas intereses un profesionālās ievirzes sakarība.
Promocijas darba otrajā daļā analizēta empīriskā pētījuma organizācija,
apkopoti, analizēti un interpretēti empīriskā pētījuma gaitā iegūtie rezultāti, novērtēta
dialoģiskā vēstures mācību modeļa efektivitāte, dialoģiskās didaktiskās vēstures
mācību pieejas ietekme uz skolēnu un skolotāju savstarpējo atvērtību, atklāta skolēnu
pašpieredzes veidošanās dialoģiskajā vēstures mācību modelī un analizēti skolēnu
izziņas interešu mērījumu rezultāti.
Pierādīts, ka dialogiskais vēstures mācību modelis statistiski nozīmīgi
paaugstina izziņas interešu līmeni, veicina skolēnu un skolotāju dialoģisko atvērtību,
ļauj skolēniem aktīvāk iekļaut vēstures stundās apgūto savā pašpieredzē. Konstatēts,
ka skolotāji Latvijā pagaidām nav orientēti uz aktīvāku skolēnu iesaistīšanu mācību
procesa veidošanā, maz māca skolēniem izvirzīt savus mācību mērķus un pašnovērtēt
sasniegto. Līdz ar to modeļa piedāvātās iespējas konkrētajos sociālajos apstākļos var
realizēties tikai daļēji.
Darba pamatteksts izklāstīts 165 lappusēs, to ilustrē 33 attēli, 46 tabulas un
11 pielikumi. Literatūras sarakstā iekļautas 187 publikācijas 6 valodās.
The purpose of the Doctoral Thesis "Development of Adolescent Cognitional Interest in Dialogical History Studies” is to reveal the didactical principles of such a dialogical- based study what promotes teenagers cognitive interest in the history studies. The author presents dialogue-based study model of history, which contributes development of cognitive interest and results of its test. The Doctoral Thesis is dividend into 2 parts. The first part analyzes the essence of interest and the interest of the cognitive nature, the dialogical approach as methodological basis for learning research, the role of cognitive interest in the development of adolescent personality, the dialogical approach as methodological basis of the educational research in history and it presents criteria and indicators for measurement of the cognitive interest. Combining a dialogue-based approach and didactic techniques of history learning, the author presents model for promotion of the cognitive interest in history, which bases on possible conflict between pupil's self-experience and objective historical development. As students' cognitive development interest criteria determination, independence, strength, durability in studies and the correlation between cognitive interest and future professional direction are used. The second part of the thesis analyses the empirical research organization, summarizes and interprets empirical results of the study, evaluates efficiency of the dialogue-based history study model, impact of the dialogue- based didactic approach in history learning on students' and teachers' mutual openness, reveals influence of dialogue-based history study model in formation of the students' self-experience, presents measurements of the students cognitional interest levels. There is evidence, that a dialogue- based model of history learning significantly improves cognitive interests, promotes dialogical openness between student and teacher, allows to students to incorporate historical information more actively into their self-experience. It was found, that the Latvian teachers are not yet focused on involvement of the students in building their learning process, usually does not promote students to set their own learning goals and to self-evaluate their achievements. Thesis contains pages 165, are illustrated with 33 pictures, 46 tables and enriched with 11 appendices. The bibliography includes 187 publications in 6 languages.
The purpose of the Doctoral Thesis "Development of Adolescent Cognitional Interest in Dialogical History Studies” is to reveal the didactical principles of such a dialogical- based study what promotes teenagers cognitive interest in the history studies. The author presents dialogue-based study model of history, which contributes development of cognitive interest and results of its test. The Doctoral Thesis is dividend into 2 parts. The first part analyzes the essence of interest and the interest of the cognitive nature, the dialogical approach as methodological basis for learning research, the role of cognitive interest in the development of adolescent personality, the dialogical approach as methodological basis of the educational research in history and it presents criteria and indicators for measurement of the cognitive interest. Combining a dialogue-based approach and didactic techniques of history learning, the author presents model for promotion of the cognitive interest in history, which bases on possible conflict between pupil's self-experience and objective historical development. As students' cognitive development interest criteria determination, independence, strength, durability in studies and the correlation between cognitive interest and future professional direction are used. The second part of the thesis analyses the empirical research organization, summarizes and interprets empirical results of the study, evaluates efficiency of the dialogue-based history study model, impact of the dialogue- based didactic approach in history learning on students' and teachers' mutual openness, reveals influence of dialogue-based history study model in formation of the students' self-experience, presents measurements of the students cognitional interest levels. There is evidence, that a dialogue- based model of history learning significantly improves cognitive interests, promotes dialogical openness between student and teacher, allows to students to incorporate historical information more actively into their self-experience. It was found, that the Latvian teachers are not yet focused on involvement of the students in building their learning process, usually does not promote students to set their own learning goals and to self-evaluate their achievements. Thesis contains pages 165, are illustrated with 33 pictures, 46 tables and enriched with 11 appendices. The bibliography includes 187 publications in 6 languages.
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Keywords
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education , Pedagoģija , Skolas pedagoģija , School Pedagogy