摘要：Gimtoji lietuvi. kalba, kaip mokomasis dalykas, yra ypatingas, nes dalyko turinyje susipina .vairios kultūrin.s, socialin.s, pa.intin.s ir kt. temos. Kei-.iantis ugdymo programoms, kinta ir po.iūris . dalyko mokym.. Po.iūrio kait. lemia program. didaktin.s nuostatos, tikslai ir u.daviniai ir vadov.li. autori. matymas, kaip programa gali būti realizuojama. Ne ma.iau svarbi yra mokini. kaita, susijusi su poreikiu pa.inti, veikti, .prasminti savo veikl.. Lietuvi. kalba, kaip ir bet kuris kitas mokomasis dalykas, tu r.t. pad.ti mokiniui save realizuoti, taigi suprantama, kad kei.iantis socialinei, kultūrinei aplinkai, indi-vidualiems mokini. poreikiams, mokykl. tikslams po.iūris . gimtosios lietuvi. kalbos ugdym. negali likti sustabar.j.s. Po.iūrio kait. geriausiai iliustruoja ugdymo programose formuluojami tikslai, u.daviniai, didak tin.s nuostatos. Programose formuluojamus tikslus ir pateikiam. ugdymo turin. realizuoja moky-kliniai vadov.liai ir kitos mokymo priemon.s..io straipsnio tikslas – aptarti po.iūrio . lietuvi. kalbos mokym. 9–10 klas.se kait.. Tyrimo objek-tas – lietuvi. kalbos programos pagrindinei moky-klai, naujausias lietuvi. kalbos vadov.lis 9–10 klasei. Tyrimo u.daviniai – nustatyti po.iūrio . lietuvi. kalbos mokym. kaitos linkmes; aptarti, kaip po.iūrio kaita, .vardyta programose, realizuojama vadov.liuo-se. Tyrimo metodas – dokument. ir .altini. analiz. ir apibendrinimas, analitinis apra.omasis
其他摘要：The mother tongue (Lithuanian), as a school subject, is special because of its dual function (as the basic school subject and the basis for learning other school subjects) and the overlap of different cultural, social, cognitive, and other topics in the content of this school subject. The core content of the subject does not change with amendments of the curriculum, yet the approach to teaching the subject has been changing. This change is being caused by the didactic provisions, aims, and objectives of the curriculum, as well as the understanding of the authors of textbooks on how the curriculum should be realised. Changing pupils and their needs to know, act and give meaning to their activities are none the less important. Changes in pupils are also dictated by their nature: growing pupils gain knowledge, improve, develop their personality, and learn to live and realise their potential in the modern world and their closest cultural and social environment. The Lithuanian language, like any other school subject, should help learners to realise their potential. In view of the changing social and cultural environment, individual needs of pupils, and school objectives, the approach to teaching the mother tongue (Lithuanian) therefore cannot remain rigid. The change in the approach is best illustrated by the aims, objectives, and didactic provisions formulated in the curriculum. Subsequently, the aims and content of the curriculum are reflected in textbooks and other teaching aids. Many valid textbooks for the Lithuanian language present the subject matter essentially traditionally and adhere to the sequence of topics provided in the curriculum. The 2011 Lithuanian language textbooks and student books, however, feature an unconventional approach to language teaching. The aim of this article is to discuss the change in the approach of teaching the Lithuanian languagein grades 9–10. The object of study is the latest Lithuanian language textbook for grades 9–10 covering the basic education Lithuanian language curriculum. The objectives of the study are to identify the trends of the changing approach to teaching the Lithuanian language and to discuss how the change in approach stipulated in the curriculum is realised in the textbooks. The method of the study is the analysis and summary of documents and sources (analytical description).
