|
Makale Özeti:
|
The 4th edition of publication “Problems of Education in the 21st Century” is in front of you. The main idea of this publication, not without reason, is paradigm change in modern education. We can safely claim that the role of education in the global world is, undoubtedly, the biggest comparing with the other spheres of social life. Education dimensions have grown up greatly in almost all countries. Informal education sector has increased immensely. The most modern ICT are being implemented into education system. Perhaps we will not find any scientific conference in which the questions of ICT application in education process were not discussed. However, it is obvious that education systems in most countries experience various difficulties. It is clearly seen in Central and Eastern European countries, in which the second decade in turn education system reforms of different level and amount are taking place. So called “Instruction Paradigm / Teaching Paradigm” has been dominating for a long time in education. In recent years the accents are being transferred to learning, to motivation of self learning. It has been realized, that it is impossible to teach if the person doesn’t want to or is not able to do this himself. At present the opinion occurs that it is impossible to teach another person, it is possible only to help him to learn. From this as if directly follows the statement that the responsibility falls on the student first of all, what, how and how much he/she will learn. However, didactically it is a totally wrong approach, especially when it is applied to junior forms of comprehensive schools. The systematization, deepening, formation of general concepts can’t be left for the student himself, because frequently it happens that students master the new things which are related to the old ones without their interrelations, without any system (Vaitkevičius, 1968). Ability to systematize information is one of the most important. As J.O‘Connor and Mc.Dermott (2006) notice, there is a very remarkable tendency in many spheres nowadays, to solve everything „in parts“, i.e. to analyse different phenomena and situations only in separate aspects. From this point of view, transferring education aspects only into learning is not fully grounded. Each learning personality is very different, therefore different approaches should inevitably be applied in teaching process. On the other hand, education quality in many aspects is getting worse.
|