1. - Latvijas Universitāte

I. Šūmane. Informatīvās vides nodrošinājums un izmantošana latviešu valodas stundās .. 125
To ensure varied experience for students in the learning process, it is necessary to
include different media forms and genres, not only the audio-visual or written media
which are usually more featured in the learning process. Based on the results of the
research, the author concludes that the media that demand high level of abstraction
are predominant; media usage is insufficient for students to gain direct experience and
practical media usage skills.
One of the central sub-components of the informative environment within the
learning environment is the textbook – the learning aid which comprises subject theories
and activities aimed at skill development based on standards and educational objectives.
The research findings reveal a statistically significant correlation between high learning
achievements and a regular use of textbooks.
The next sub-competent of the informative environment is learning supplementary
aids – visual aids, materials for independent work, collections of exercises, reading
books, manuals, extra literature, encyclopaedias, and methodical supplementary aids
for teachers.
The research results indicate that the choice of aids for Latvian language lessons
is very broad, but schools, teachers, and students’ experience in the provision and use
of these aids is very diverse.
The third sub-component of the informative environment is technical learning
tools used for information transporting and analysis in the learning process. These
are different demonstration and interactive media. The research results reveal that the
technological equipment in the classrooms is very similar throughout the schools – a
blackboard, computers, video projectors, an interactive blackboard, overhead projectors,
video and audio players, etc. Based on the research we can draw a conclusion that the
basic technical learning medium is mainly a traditional blackboard.
Based on the analysis of student assessment of the informative environment, we
can conclude that students with higher learning achievements give a more positive
assessment of such components of the informative environment as textbooks, exercise
books, observation methods, periodicals, blackboards, often the audio equipment.
In order to prepare a student for perception of various types of information, its
processing and application, multiform information resources are necessary. They have to
be the basic component of the classroom work and individual work in different subjects,
including the Latvian language.
Keywords: learning environment, informative environment, learning supplies,
learning supplementary aids, technical learning tools.