Розвиток початкової освіти у вітчизняній педагогічній теорії і практиці (1932–1958 рр.)

Abstract

У дисертації комплексно досліджено розвиток початкової освіти в Україні в 1932–1958 рр. та визначено його особливості. Виокремлено етапи розвитку початкової освіти в Україні аналізованої доби (стандартизаційно-уніфікаційний (1932–1938 рр.); реформаційно-авторитарний (1939–1945 рр.); відновлювально-організаційний (1946–1953 рр.); практико зорієнтований (1954–1958 рр.)) та їхні провідні тенденції. Схарактеризовано зміст та організацію навчання в початкових школах України у визначених хронологічних межах. Виділено позитивні ідеї початкової освіти минулого (дитиноцентризм; зменшення відриву навчання від життя та підготовка учнів до практичної діяльності; організація змістовного дозвілля дітей; концентрація уваги на виховній та позакласній роботі зі школярами та роботі з їхніми батьками) та окреслено перспективи їхньої творчої реалізації в Новій українській школі.

В диссертации комплексно исследовано развитие начального образования в Украине в 1932–1958 гг. и определены его особенности. Выделены этапы развития начального образования в Украине рассматриваемой эпохи (стандартизационно-унификационный (1932–1938 гг.); реформационно-авторитарный (1939–1945 гг.); восстановительно-организационный (1946–1953 гг.); практико ориентованный (1954–1958 гг.)) и их ведущие тенденции. Охарактеризованы содержание и организация обучения в начальных школах Украины в определенных хронологических рамках. Выделены положительные идеи начального образования прошлого (ребенкоцентризм; уменьшение отрыва обучения от жизни и подготовка учеников к практической деятельности; организация содержательного досуга детей; концентрация внимания на воспитательной и внеклассной работе со школьниками и работе с их родителями) и очерчены перспективы их творческой реализации в Новой украинской школе.

The development of primary education in Ukraine in 1932–1958 has been holistically investigated. Its features (organization of school education based on the use of the latest achievements of psychology, physiology, pedagogy; transformation of the content, forms and methods of primary education in accordance with socio-political factors and pedagogical ideas; excessive ideologization of the educational-bringing-up process of primary school; strategic orientation of public policy to basic primary education for all school-aged children) have been defined. In the research «development of primary education in the domestic pedagogical theory and practice» has been considered as a purposeful process of transition of the primary education system to a higher level of its organization under the influence of increasing state requirements for pupils’ educational outcomes, domestic scientists’ researches, as well as progressive ideas approved in school practice of a certain period. The stages of development of primary education in Ukraine of the analysed period and their leading tendencies have been distinguished: the first stage (1932–1938) is the stage of standardization and unification (implementation of subject education and standard textbooks; introduction of general compulsory primary education; strengthening the educational component in the educational process of younger schoolchildren); the second stage (1939–1945) is the reformation-authoritarian stage (further expansion of the school network; introduction of grade point evaluation of pupils’ educational achievements; proclaiming reforms without monitoring studies; dominance of authoritarian style while working with students); the third stage (1946–1953) is the restoration-organizational stage (updating of the content of education and programs of primary school; expanding the network of groups and extracurricular educational establishments for younger schoolchildren; active involvement of children in the educational work in the classroom, group, school); the fourth stage (1954–1958) is the practically oriented stage (implementation of polytechnic education and industrial training; renewal of teaching of the subject «Manual labour» in the elementary classes; commencement of the functioning of extended day groups; establishing closer cooperation with pupils’ parents). The content and organization of teaching in primary schools of Ukraine in 1932–1958 have been characterized. The positive ideas of primary education of the past (child-centrism; reducing the gap between learning and preparing pupils for practical work; organization of meaningful leisure for children; focusing on educational and extracurricular work with schoolchildren and work with their parents) have been highlighted and the perspectives of their creative realization have been outlined in the New Ukrainian School. The characterization of the source base of the research of the problem of development of primary education in Ukraine, coverage of the historical and pedagogical experience of organizing the activity of elementary schools in the territory of Ukraine within certain chronological limits require further scientific exploration. The practical significance of the study is that its results have been represented in the methodological recommendations (guidelines) «Development of Primary Education in Ukraine (1932–1958)». The main provisions, factual material and conclusions of the study can be used to determine the strategy of development of primary education in Ukraine, updating and enriching the content of such training courses as General Pedagogy, History of Ukraine, History of Education, History of Development of National Schools; in the process of developing special courses and holding special seminars, writing works on the problems of history of education. The obtained scientific results can be useful for educational managers, organizers of educational-bringing-up institutions, teachers, students, researchers, teacher practitioners.