Standartizuotas testavimas nėra priešas

Vytauto Didžiojo universitetasŠvietimo akademij

Arab history in history textbooks and curricula in Lithuania

Vytauto Didžiojo universitetasŠvietimo akademij

Guidelines for designing an effective history test

The usage of tests in teaching history in Lithuanian comprehensive schools should be considered as a new phenomenon. One of the first steps in this direction was made in 1997, when Dutch specialists in teaching history organized a seminar where history teachers in Vilnius were told about preparation of tests and application of historical sources in teaching history. For the fist time, history test was presented to students in May 1998 on a large scale. Tests were started to be used during state examinations and were also generally used in teachers’ work practice. The article analyzes the aspects of history tests’ preparation for schoolchildren in comprehensive schools. According to the provisions of General Programmes (2008), the results of Education Development Center‘s project “Creation of standardized tools for comprehensive schools to evaluate and self-assess schoolchildren’s achievements”, and according to the history tests’ preparation practice in USA, the guidelines for forming modern history tests are presented. It is concluded that teachers should follow the document of General Programmes when making history tests. It regulates the content of history education and it distinguishes four practice areas. Test questions should focus on all components of historical development – reasons and consequences of events, their peculiarities, historical individuals, concepts. There should also be questions about place and time of events, and tasks created to analyze and interpret historical sources. Tasks for different cognitive skills have to be presented in the tests. The tasks should also be made for schoolchildren with different achievement levels

The role of the Jewish national autonomy in the development of Jewish education in interwar Lithuania

The article describes, that the activities of Jewish schools in czarist Lithuania were limited. Certain restraints were applied by German authorities in the years of World War I. The Jews, feeling good will of Lithuanians, began to establish national autonomy. It's organs were Ministry of Jewish Affairs, Jewish national Board, and Jewish community. They paid much attention for education. The competence of these organs was defined by law. But the activities of Government Institution and the organs of Jewish national autonomy duplicated. The disagreement arose. The relations became strained and gradually in 1925 the Jewish national autonomy was abolished. The Jewish interdisagreement had also a great influence on this. Though the national autonomy collapsed, the wide network of schools, created during that period, remained

Image of arab and islamic culture in lithuanian history textbooks.

Straipsnyje apžvelgta, kaip arabų kraštų istorija yra pristatoma Bendrosiose programose - mokymo turinį reglamentuojančiame dokumente. Taip pat aptariama, kaip arabų valstybių istorija pristatoma trijų leidyklų išleistuose istorijos vadovėliuose. Apžvalgai pasirinkti leidyklų "Briedis", "Kronta" ir "Šviesa" vadovėliai, kadangi jie buvo ir yra plačiai naudojami mokykloje. Pirmiausia apžvelgti vadovėliai 6 klasei, skirti įžanginiam (skaitinių) kursui "Pasaulio istorija". Senovės istorijos vadovėliai nėra nagrinėjami, kadangi juose yra pateikta informacija apie laikotarpį iki arabų užkariavimų ir islamo atsiradimo. Taip pat yra apžvelgti vadovėliai, skirti 8 klasei (vidurinių amžių istorija), 9 klasei (naujųjų amžių istorija), 10 klasei (XX-XXI a. pr. istorija). Aptariant minėtos temos pristatymą vadovėliuose yra nagrinėjama vadovėlių autorių tekstas, kiek mažiau - iliustracijos (žemėlapiai, nuotraukos, piešiniai), o apie mokiniams skirtas užduotis tik užsimenama.The article reviews how the history of Arab countries is represented in the curriculum of history (which is called the General Curriculum Framework) and history textbooks published by three distinct publishing houses. The curriculum of history states that it should be focused on the history of Lithuania and Europe. Less attention is given to the history of the other continents - America, Africa, and Asia. Most of the history of the Middle East and Northern African countries is presented in the course of Ancient History in the seventh grade as there are chapters on Mesopotamia, Egypt, Phoenicia, Greece, and Rome. The History of the Middle Ages includes a separate topic of the Arab state and the emergence of Islam. The courses of the History of the New and Newest Times do not distinguish Arab history as a separate topic, nevertheless, the history of the Arab countries is episodically revealed in the context of the major global events. The textbooks of history published by Kronta, Šviesa and Briedis elaborated most on Arab history in the context of the Middle Ages. Pupils are introduced to this topic in the textbooks for the sixth, eighth and eleventh grades. Most information is given in the history textbooks of the Middle Ages for the eighth grade in which this topic is developed in one to three chapters (lessons). All the textbooks explained the emergence of Islam, Arab conquests, the Arab Caliphate and Arab culture. Arab culture and achievements are covered in a positive way and are highly assessed. There is episodic information about Arabs and Muslims in some other topics as well. The history textbooks for the ninth grade speak about the Arab countries in the contexts of Napoleon Bonaparte’s campaign to Egypt and the process of the African colonization. More information is given in the textbooks for the tenth grade which focus on the period after World War I, the military operations in Northern Africa during World War II, the decolonization process of Africa. The textbooks elaborate on the Palestinian-Jewish conflict in the Middle East, the war in Iraq and the increased international terrorism. The authors of the textbooks aimed to provide pupils with a multiperspective view of the recent past events

Levels of map-aided history teaching : theoretical and practical aspects

Straipsnyje nagrinėjama žemėlapių panaudojimo mokant istorijos bendrojo lavinimo vidurinėje mokykloje didaktinė problema. Remiantis ankstesnių ir šiuolaikinių autorių darbais bei mokytojų darbo patirtimi, pateikiama autoriaus parengta koncepcija apie istorijos žemėlapių naudojimo lygmenis. Minėti lygmenys yra išskirti atsižvelgiant į skirtingus istorijos mokytojo numatytus ir siekiamus įgyvendinti uždavinius bei atsižvelgiant į moksleivių gebėjimų lygį, kuriuos daugiausia nulemia moksleivių amžiaus ypatumai.The article investigates the didactic issue of applying history maps to history teaching in comprehensive schools. On the basis of the works by the authors of different periods as well as teachers' experience, the author presents his own conception about a possibility to use history maps at different levels of history teaching. These levels are distinguished with regard to different goals, set by teachers, and pupils' level of abilities which are mainly determined by their age peculiarities

Šiuolaikiniai istorijos vadovėliai Lietuvoje: keletas inovacijų

The article analyses recent innovations in Lithuanian history textbooks. Since 1990, when Lithuania regained its independence, history textbooks with new innovative approaches and content have been published. The author of this study uses the content analysis method to summarise the innovations, which are presented in the history textbooks of five publishing houses: "Šviesa", "Briedis", "Kronta", "Tyto alba" and "Elektroninės leidybos namai". To that end, the author examined 20 history textbooks and distinguished seven most prominent innovations