| Abstract [eng] |
The paper deals with the analysis of integrated education and fractionally subnormal in intelli-gence pupils of integrated classes. Hypothesis: work with fractionally subnormal in intelligence pupils in Mathematic is not always productive. It is important to note that observing lessons the interrogatory by filling in the form is also under the consideration with its purpose to investigate activity of fractionally subnormal in intelligence pupils that are integrated into comprehensive school. Pupils and teachers, who educate fractionally subnormal in intelligence pupils in integrated classes, took part in this investigation. The empirical part of this work deals with fractionally subnormal in intelligence pupils that are integrated into comprehensive school, their occupation, efficiency and teachers work with them. Conclusions of empirical investigation are: • On the average, fractionally subnormal in intelligence pupil during the class was busy for 39 minutes. 35 minutes of the lesson, he was working and the teaching material has fitted the ability of the pupil for 31 minute. These results show that the pupil is not busy the en-tire lesson. Teacher gives attention to the pupil for 2,6 minutes of the lesson and goes up to him twice. • Active work not always shows that the pupils work is productive. Teaching material could fit the ability of the pupil, but the efficiency may not be good for different reasons. On the average, the first pupil has been working productively for 16 minutes. Despite good teaching material, the reason for low efficiency is the lack of teacher’s explanations. The second pupil’s work was not productive in the first two lessons, but it was productive at the latest ones. On the average, the third pupil has been working productively for 34 minutes. The forth has been pupil working productively almost all the lessons and the fifth pupil has been working productively for 8 minutes. As a result, we can say that on the average pupils have been working productively for 25 minutes and the teaching material has fitted the ability of the pupil for 31 minute. To draw a conclusion we can say that teachers do not give enough attention to fractionally subnormal in intelligence pupils. • Fractionally subnormal in intelligence pupils worked the majority of their time in the les-son all alone. On the average, it took 30 minutes, but pupils’ self-study work not always fitted their ability. On the average, self-study work was inadequate pupils’ ability for 12 minutes and it was almost half of self-study work. |
