Pradinės mokyklos mokinių lietuvių (gimtosios) kalbos mokymosi pasiekimų priklausomybė nuo mokytojo didaktinės kultūros
The dependence of primary school students‘ lithuanian (native ) language learning achievements on teacher’s didactic culture

Summary/Abstract: This article discusses the relationship of teacher’s didactic culture and Lithuanian language learning achievements of primary school children in order to determine how didactic activities of teacher influences Lithuanian language achievements of students. Lithuanian (native) language achievements of students are a significant part of the quality of education. Nowadays the quality conception is quite widely applied [1; 2]. It must be noted that the concept of education quality has been changing: until the beginning of the seventies in the scientific articles on education the concept “quality” was applied only to the content of teaching, material and methods. In recent years the attention is paid not only to the process of teaching but to learning results of students as well [3]. The question is how important to the quality of teaching are the methods applied by the teacher in a lesson. As it is known teaching is a two-sided process and it comprises of students‘ activities, their learning and teacher‘s activities, teaching, organisation of teaching process [4]. The relationship of students‘ Lithuanian (native) language achievements and teacher‘s didactic culture was determined in the article. The Database of the research on national students’ achievements (2003 and 2005) was used in this research. The author of the research is a member of the group of the research on national students’ achievements. The object of this research is the teaching of Lithuanian (native) language. While the purpose of it is to reveal the influence of teacher’s didactic culture on Lithuanian (native) language achievements of primary school children. The methods that were used in the research were the analysis of literature, testing of Lithuanian (native) language achievements of primary school children, surveying of teachers and students. 538 forth grade students in 2003 and 870 forth grade students and 192 teachers in 2005 participated in the research.

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