1. - Latvijas Universitāte

124 Pe d a g o ģ i j a un s k o l o t ā j u i z g l ī t ī b a
Visu mācību priekšmetu, arī latviešu valodas, pilnvērtīgai apguvei ir nepieciešami
daudzveidīgi resursi – informācijas avoti un to dažādība. Ja skolēnu grib sagatavot
daudzveidīgas informācijas uztverei, apstrādei, izmantošanai, tad dažādiem
avotiem un tehnoloģijām (presei, televīzijai, radio, video, internetam) jākļūst par
mācību stundas un patstāvīgā mācību darba regulāru sastāvdaļu.
LITERATūRA
1. Baacke D. (1997) Medienpädagogik. Tübingen: Niemeyr.
2. Dale E. (1954) Audiovisual Metods in Teaching. New York: Dryden Press.
3. Hentig H. (1984) Das allmähliche Verschwinden der Wirklichkeit. Munchen: Carl
Hansen Verlag.
4. Felfmann E. (2006) Soziologie kompakt. 4. Wiesbaden: VS Verlag für Sozialwissenschaften.
5. Köck P. (1997) Wörterbuch für Eriehung und Unterricht. Donauworth: L. Auer.
6. Laiveniece D. (2003) Valodas mācība pusaudzim. Rīga: RaKa.
7. Rubene Z., Krūmiņa A., Vanaga I. (2008) Ievads mediju pedagoģijā. Rīga: RaKa.
8. Sacher W. (2006) Didaktik der Lernökologie: Lernen und Lehren in unterrichtlichen
und medienbasierten Lernarrangements. Bad Heilbrunn: Verlag Julius Klinkhardt.
9. Tulodziecki g. u. a. (2010) Medienbildung in Schule und Unterricht: Grundlagen und
Beispiele. Bad Heilbrunn: Verlag Julius Klinkhardt.
10. Ясвин B. (2001) Образоватeльная среда. Москва: Смысл.
Summary
The learning process is the process of perception and processing of information. In
Latvian language studies, constructivist ideas are dominant; thus, learning is viewed
as the process of knowledge construction. In such process a significant role is assigned
to the learning environment, therefore, it is important to explore how such learning
environment is created that helps the students to explore their previous experience
and knowledge, process information, actively construct their knowledge, improve
competencies, and develop independent learning skills.
As a consequence, the following research question should be addressed: what kind
of informative environment has to be developed in order to facilitate students’ learning
achievements in Latvian language lessons.
The results of the research attest to the importance of the informative environment
in the learning process. The findings reveal that 32% of students consider that their
learning achievements in the Latvian language lessons could improve if diverse
learning materials were available. The teachers assess the provision of the informative
environment as sufficient; however, the students, teachers, and the researcher assess
the criterion for use only as “adequate”.
Learning and collaboration within the learning environment is mostly provided
by the media, which ensure the acquisition of the learning content. These are the subcomponents
of the informative environment, i.e. learning supplies, learning aids,
technical learning tools.