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Journal
2008 | 1 | 1 | 10-17
Article title

Socio-Pedagogical Problems of Modern Students' Attitude Towards School

Authors
Title variants
Languages of publication
EN
Abstracts
EN
Introduction One of society's quality development conditions is a good school. The good school involves a positive sense of self, students' joy to learn and teachers' wish to work in a creative manner, parents readiness arrive at the school.Human-pedagogical school theory (Gudjons, 2007) sees the school as an influential factor in the mutual relation of social culture, social economy and politics. It is impossible to define the school in the modern trendy society only on the basis of learning process because it is closely followed "by upbringing (as development of personality), compensation (as equalization of social behaviour deficit) and security function" (Gudjons, 2007).Aim of the Study To analyse the socio-pedagogical problems and causes of students' attitude towards schoolMaterials and Methods The study uses materials of audit statement "General Educational System Realisation in Correspondence with the Goals Set" by the State Control of the Republic of Latvia, interviews with 12 principals of schools, analysis of minutes of 54 visited lessons, questionnaires to 828 students.Results Analysis of the results revealed uneven students' attitude towards school which is determined by the attitude towards learning, classmates and teachers. A special problem is self-evaluation of study achievements because these skills are not developed to a satisfactory level in students. The attitude towards school is determined also by fragmentary education, insufficient facilitation of organization of students' self-education.Conclusions Lack of learning motivation among students and upbringing fragmentarism at school negatively influence the formation of students' attitude towards school.During adolescence students lack self-confidence and purposefulness, they do not wish to think and commit to work during the learning process because learning has not become personally significant for most students, and thus their pedagogical needs are not satisfied.
Publisher
Journal
Year
Volume
1
Issue
1
Pages
10-17
Physical description
Dates
published
2008-03-01
online
2011-10-19
Contributors
author
  • Riga Teacher Training and Educational Management Academy, Latvia
References
  • Audit report "General Educational System Realisation in Correspondence with the Set Goals" by the State Commission of the Republic of Latvia.
  • Basic Position for Education Development for Years 2007-2013. Approved by the Cabinet of Ministers on 27.09.2006, Order No 742.
  • General Education Law, wording as at 08.11.2007
  • Gudjons H. (2007) Pedagogijas pamatatziņas. Rīga: Zvaigzne ABC, 396 lpp.
  • Hahele R. (2006) Pašvērtējums mācību procesā. Rīga: RaKa, 222 lpp.
  • Maslo I. (2006) No zināšanām uz kompetentu darbību. Rīga: LU, 186 lpp.
  • Meikšāne Dz. (1998) Personības pašizjūta un identitāte. Rīga: Mācību apgāds NT, 203 lpp.
  • Špona A. (2006) Audzināšanas process teorijā un praksē. Rīga: RaKa, 211 lpp.
  • Šteinberga A., Tunne I. (1999) Jauniešu pašizjūta un vērtības. Rīga: RaKa, 131 lpp.
  • Terhart E. (2007) Lehrer. In Buch: Tenorth H. E. & Tippelt R. (Hrsg.) Lexicon Pädagogik. Weinheim und Basel: Beltz Verlag, S. 786.
  • Крайг Г. (2003) Психология развития. 7- е изд. Санкт-Петербург. Москва: Питер, 988 c.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10195-011-0002-0
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