Теорія і практика розвитку природничо-математичної освіти дівчат у навчальних закладах України (ХІХ – початок ХХ століття)

Abstract

У дисертації репрезентовано результати історико-педагогічного дослідження теорії і практики розвитку природничо-математичної освіти дівчат на території України у ХІХ – на початку ХХ століття. Обґрунтовано теоретико-методичні засади генези природничо-математичної освіти дівчат у навчальних закладах досліджуваного періоду. Схарактеризовано трансформацію концепцій жіночої освіти, основні підходи до їхньої реалізації в дореволюційну добу; взаємозв’язок з наявними природничо-науковими теоріями та підходами до викладання природничо-математичних дисциплін. Обґрунтовано періодизацію розвитку природничо-математичної освіти дівчат у навчальних закладах України ХІХ – початку ХХ століття, яка включає: організаційно-регламентаційний (1802 – 1851 рр.); громадсько-просвітницький (1852 – 1901 рр.); реформаційно-уніфікаційний (1902 – 1919 рр.) періоди. Виділено тенденції, принципи, зміст, форми, методи та засоби природничо-математичної освіти дівчат у навчальних закладах України впродовж відповідних часових меж. Окреслено позитивний ретроспективний досвід природничо-математичної освіти дівчат в Україні ХІХ – початку ХХ століття та визначено основні напрями його екстраполяції в сучасні заклади освіти.

В диссертации представлены результаты историко-педагогического исследования теории и практики развития естественно-математического образования девушек на территории Украины в XIX – начале ХХ века. Обоснованно теоретико-методические основы генезиса естественно-математического образования девушек в учебных заведениях исследуемого периода. Охарактеризовано трансформацию концепций женского образования, основные подходы к их реализации в дореволюционный период; взаимосвязь с существующими естественно-научными теориями и подходами к преподаванию естественно-математических дисциплин. Обоснованно периодизацию развития естественно-математического образования девушек в учебных заведениях Украины XIX – начала ХХ века, которая включает: организационно-регламентационный (1802 – 1851 гг.); общественно-просветительский (1852 – 1901 гг.); реформационно-унификационный (1902 – 1919 гг.) периоды. Выделено тенденции, принципы, содержание, формы, методы и средства естественно-математического образования девушек в течение соответствующих временных границ. Выделен положительный ретроспективный опыт естественно-математического образования девушек в Украине XIX – начала ХХ века и определены основные направления его экстраполяции в современные учебные заведения.

The dissertation presents the results of historical and pedagogical research of the theory and practice of the development of girls’ natural and mathematical education in the territory of Ukraine in the XIX – the beginning of the XX century. The theoretical and methodological foundations of the genesis of girls’ natural and mathematical education in educational establishments of the studied period have been substantiated, which consist of a set of scientific provisions based on the gender approach and cover the organizational and pedagogical development of women’s education, including natural and mathematical education (conceptual theories, basic approaches, principles); transformation of the purpose, content, forms, methods and teaching tools of female representatives of natural and mathematical sciences; influence of socio-economic, scientific and technical, socio-cultural, organizational and legal factors on the positioning of women in society, their professional self-determination and the specifics of forming the natural and mathematical picture of the world. The transformation of concepts of women’s education (humanistic, conservative and Marxist), the main approaches to their realization in the pre-revolutionary era (patriarchal, economic, demographic and egalitarian); the interrelationship with existing natural science theories and approaches to the teaching of natural and mathematical disciplines (historical, regional, biological, mechanical and inductive) have been characterized. The periodization of the development of girls’ natural and mathematical education in educational establishments of Ukraine in the XIX – the beginning of the XX century has been substantiated, which includes: organizational and regulatory (1802 – 1851); public and educational (1852 – 1901); reformational and unificational (1902 – 1919) periods. The tendencies, principles, content, forms, methods and teaching tools of girls’ natural and mathematical education in Ukrainian educational establishments have been highlighted during each time frame. It has been found that for each given period there was a specific dominant model of women’s education (dispersive (1802 – 1851), state departmental (1852 – 1901), nationwide (1902 – 1919)). The leading tendencies of the development of women’s natural and mathematical education have been revealed, which are represented in the separate periods: organizational and regulatory period characterized by legislative regulation of the education system; changing the vector of society’s attitude to women’s education; opening of the first state secondary educational institutions for girls; public and educational period involved the creation of a centralized system of women’s education and a legislative base of functioning of women’s educational establishments; increasing public awareness of girls’ education, creating associations and unions that had contributed to women’s natural and mathematical education, including higher education; moving away from classicism and approaching the content of girls’ natural and mathematical education to similar education for men; improving the content, forms and methods of girls’ teaching in natural and mathematical disciplines; reformational and unificational period was marked by the government’s efforts to implement a general elementary school; unification of girls’ natural and mathematical education; restoring women’s access to higher education, including natural and mathematical; development of new concepts, further improvement and emergence of new forms, methods and teaching tools of natural and mathematical disciplines. The historical and pedagogical information about the transformation of the purpose, content, forms, methods and teaching tools of girls’ natural and mathematical education in educational establishments of Ukraine has been expanded and the dynamics of their changes over the studied period have been highlighted. In the process of the research the conceptual and terminological apparatus, content, forms, methods and teaching tools of natural and mathematical disciplines in women’s schools of Ukraine of the studied period have been specified. The positive retrospective experience of girls’ natural and mathematical education in Ukraine in the XIX – the beginning of the XX century has been singled out and the main directions of its extrapolation to modern educational establishments have been defined: mastering teachers of natural and mathematical disciplines and circle leaders of this area of the basic provisions of gender pedagogy, implementation of the gender approach in the practice of their work; girls’ involvement in diverse extracurricular and out-of-school activities aimed at the development of natural and mathematical slopes; integration of disciplines of the natural and mathematical cycle in order to form a holistic natural-scientific picture of the world; vocational guidance for girls since elementary school.