| Abstract [eng] |
Traditionally, the most substantial problem in pedagogy is expressed by the question – what to teach? (Vaitkevičius, 1995). However, recently, the ability of the pupils to select suitable teaching tools and methods for attaining the general goals is highlighted the focus from teaching based on pupil–educator relation is transferred to the creation of educational environments conditioning learning (Stanišauskienė, 2005; Jucevičienė, 2005). Not all schools have an atmosphere that encourages pupils to learn and educators to apply new teaching/learning tools, cooperate and share the good practice (Ragauskas, Bigelienė, Burneikaitė ir kt., 2003). With regard to the abovementioned, the research problem can be formulated in questions: do teaching/learning tools used for primary education ensure the creation of educational environments encouraging active learning? Do teaching/learning tools used for primary education correspond to the aims and didactical provisions set in the general programmes and ensure their implementation? To the knowledge of the author of the present paper, there exist no studies aimed at investigating whether teaching/learning tools help implement the aims and tasks set in the general programmes in Lithuania. This is the novelty of this research. |
