Тенденції розвитку шкільної мовної освіти в Україні (1959-2013 рр.)

Abstract

У дисертації висвітлено розвиток шкільної мовної освіти в Україні (1959−2013 рр.) на основі опрацювання різнопланової джерельної бази. Уточнено значення базових і ключових понять проблеми. Обґрунтовано періодизацію розвитку шкільної мовної освіти в Україні з 1959 р. до 2013 р. з двома періодами і субперіодами: 1 період (1959−1990 рр.) – ідеологічно-спрямований: 1 субперіод (1959−1983 рр.) – продуктивно-пошуковий; 2 субперіод (1984−1990 рр.) – реформувально-творчий; 2 період (1991−2013 рр.) – національно-спрямований: 1 субперіод (1991−2001 рр.) – відновлювально-трансформаційний; 2 субперіод (2002−2013 рр.) – модернізаційно-інтеграційний. Визначено провідні тенденції кожного субперіоду та перспективні форми, методи, прийоми навчання мов. Виявлено шляхи реактуалізації і застосування ідей конструктивного історико-педагогічного досвіду в сучасній українській школі.

В диссертации отражено развитие школьного языкового образования в Украине (1959−2013 гг.) на основе изучения разноплановой базы источников. Уточнено значение базовых понятий. Обоснованно периодизацию развития школьного языкового образования в Украине с 1959 г. до 2013 г. с двумя периодами и субпериодами: 1 период (1959−1990 гг.) – идеологически-направленный: 1 субпериод (1959−1983 гг.) − продуктивно-поисковый; 2 субпериод (1984−1990 гг.) – реформационно-творческий. 2 период (1991−2013 гг.) – национально-направленный 1 субпериод (1991−2001 гг.) − восстановительно-трансформационный; 2 субпериод (2002−2013 гг.) − модернизационно-интеграционный. Определены основные тенденции каждого субпериода и перспективные формы, методы, приемы обучения языкам.. Выявлены пути реактуализации и применения идей конструктивного историко-педагогического опыта в современной украинской школе.

In the dissertation drawing on legislative and normative documents, archival materials, monograph books, theses, author’s summaries and periodicals is examines the development of school language education in Ukraine (1959-2013). The author outlines the conceptual apparatus of the problem of the development of school language education in Ukraine, specifies the content of key concepts: language, language education, development, trend. That made it possible to define “school language education” as a process and result of purposeful educational activity focuses on ensuring the formation student’s communicative competence by means of linguistic, speech and socio-cultural activities during training in institution of general secondary education. The author considers the development of school language education as an open dynamic process, caused by the evolution of goals, objectives, structure, content, principles and approaches, forms and methods, techniques and means that enable school language education to move from one qualitative level to another. This transition actually reflects its evolving nature. Trends in the development of school language education are the main directions that characterize the combination of changes in the evolution of this educational vector and the achievement of the appropriate level of students’ language competence in institutions of general secondary education in Ukraine during the investigated period. The criteria for the periodization of the development of school language education in Ukraine (1959-2013) are the changes in indicators: legal framework, language policy; educational reforms; purpose, objectives and content of school language education; the distribution of schools by language of instruction; teaching and methodological support (textbooks, manuals for teachers, etc.); forms, methods, means of teaching languages; providing schools with qualified teachers of linguistic disciplines. The thesis justifies the periodization of the development of school language education in Ukraine from 1959 to 2013 with two periods and subperiods: the 1st period (1959-1990) is ideologically directed: the 1st subperiod (1959-1983) – productive-search; the 2nd subperiod (1984-1990 years) – reforming-creative. The 2nd period (1991-2013) – nationally directed: the 1st subperiod (1991-2001) – renewable and transformational; the 2nd subperiod (2002-2013) – modernization and integration. The main trends of each period are determined. The first period (1959-1990) – ideologically directed – was characterized by changes in the legal framework, the gradual improvement of the content of language education and updating of teaching and methodological support, a planned approach to solving problems of providing schools with skilled personnel. Spesific features of the period are ideologization of the content of education, the priority of the knowledge educational paradigm, Russification of language education. The second period (1991-2013) – nationally directed – against the background of the proclamation of Ukraine's independence, a new vector has been outlined in the development of language education, which gave the Ukrainian language a priority status as a state language and predicted the gradual transition of educational institutions into Ukrainian language of instruction. Special courses were created for teachers and students for optimization of learning language. The spesific features of the period were: preferring to multicultural education, the strengthening of the Ukrainian-speaking component as the main component of the content of nationally oriented education. Work on the improvement of the skills of teachers of philology in institutes of postgraduate education was upgrade. The general positive trends of the development of school language education in Ukraine (1959-2013) are outlined: the updating of the legal framework for the development of language education; the gradual fundamentalization of the content of language education and methodology of language teaching; systematic work on providing skilled personnel potential; attempts to optimize the educational process for more intensive and high quality language learning. Negative tendencies of the whole period were characterized by unsatisfactory material and technical support of schools; lack of qualified teachers of language subjects. The ways of realization and application of constructive historical and pedagogical experience on the problem in the modern educational process are revealed and the possibilities of realization of positive ideas of the development of language education in modern Ukrainian school are outlined. The practical significance of the results of the study is that its results are set out in the curriculum of the special course “Language Education in Schools of Ukraine (1959-2013)” and methodical recommendations for it. Theoretical results and conclusions of the research can be used for solving scientific and practical tasks of reforming Ukrainian school language education; further scientific research on the history of pedagogy; expansion, additions and updating of content of educational disciplines “Pedagogy”, “History of pedagogy”, “Methodology of teaching Ukrainian language”; development of programs of special courses on the history of education in Ukraine in the system of training and continuing education of teachers of Ukrainian and foreign languages; writing textbooks and manuals on the history of pedagogy; the results of the study can become the basis for the search activity of students, graduates, postgraduates on the history of the development of school language education in Ukraine.