Topic 14. EDUCATION AND PEDAGOGICAL THOUGHT IN RUSSIA AFTER THE SECOND WORLD WAR

14.1. Formation of compulsory general education in the USSR

Despite the difficult economic and foreign policy situation in the country, in 1941-1945. the government adopted a number of resolutions concerning school education: on the education of children from the age of 7 (1943), on the establishment of a general education school for working youth (1943), on the opening of evening schools in rural areas (1944), on the introduction of a five-point system for assessing academic performance and behavior of students (1944), on the establishment of final exams at the end of primary and secondary schools (1944), on the awarding of gold and silver medals for successful completion of school (1944), etc.

In the 1940-1950s. the state took a course towards providing universal primary seven-year education. In 1958, a transition was made to universal eight-year education. The reform took place through the transformation of 7-year schools into 8-year ones. In rural areas, boarding schools were created during this period, additional teachers were trained, and repetition was overcome. By the end of the 1950s. the system of educational institutions of secondary education was determined: three-year general education schools, three-year evening schools, technical schools, and other educational institutions. From the mid 1960s. the transition to universal secondary education was placed at the center of public policy. The next stage in the development of the education system in the USSR was the introduction in the 1970s. universal secondary education, which meant the possibility of obtaining free full secondary education within the framework of a ten-year school for all citizens of the state. Universal secondary education was guaranteed by the Constitution (1977).

In the 1960s-1970s. some changes were introduced in the education system of the USSR, new types of educational institutions appeared. The number of complete secondary schools with a ten-year term of study has increased. In parallel with this, the number of eight-year schools is rapidly decreasing, and these schools are being restructured into ten-year schools. In small towns and villages there remain small schools that provide education for children without leaving their families. Noticeable acceleration in the 1970s led to the transition from four to three years of primary education without reducing the amount of knowledge received by children and with the complication of the theoretical level of primary education. In general, the material base of schools was strengthened, which corresponded to the tasks of labor training and polytechnic education. Interschool educational and production complexes (UPK) arose, where schoolchildren underwent labor training of a pre-professional nature.

Due to changes in the education system in the mid-1970s. transition to a new content of education was carried out. The ratio of humanitarian and natural science disciplines was changed with an increase in the share of the latter, and the theoretical level of the material studied by schoolchildren was significantly increased. The creation of new textbooks and curricula was actively going on. By the beginning of the 1980s. the creative potential of the existing school system was largely exhausted.

The most prominent place in the pedagogical thought of the post-war period is occupied by the work and activities of a teacher-researcher, the author of works on topical problems of pedagogical theory and practice. Vasily Alexandrovich Sukhomlinsky (1918-1970). His pedagogical heritage was actively studied in Soviet pedagogy and continues to be of interest to modern researchers (Yu.P. Azarov, G.N. Volkov, G.N. Filonov, D.I. Vodzinsky, Z.I. Ravkin, M.V. Boguslavsky and others). V.A. Sukhomlinsky created an original holistic pedagogical system based on the anthropological approach, harmonization of humanistically oriented forms, means and methods of pedagogical activity, its subject-subject nature, recognition of the child's personality as the highest value of the processes of upbringing and education. The teacher interpreted upbringing as a process of realizing the innate properties inherent in the child, spontaneous reactions and impulses. At the same time, he attached great importance to a specially organized educational society.

In the 1950s V.A. Sukhomlinsky developed productive ways of combining the physical and mental labor of schoolchildren on the basis of experimental, search activities, the prerogative of students mastering the means of cognition over knowledge proper. The teacher understood agricultural labor as the main means of personal development, and not just as a way to prepare students for mastering a profession. His theoretical and practical activities were dominated by the orientation towards the schoolchildren experiencing the joy of disinterested creative labor and the aesthetic orientation of the forms and methods of production activity.

In the early 1960s central to V.A. Sukhomlinsky was the problem of the communist education of schoolchildren, in which the author saw a means of forming "thinking personalities" (and not unquestioningly carrying out party commands of people). This goal provided for the rejection of the absolutization of subordination and control on the part of the collective, which contradicted the principle of individual freedom and hindered the spiritual and moral improvement of a person. In contrast to the leveling tendencies of authoritarian education, the teacher argued humanistic pedagogy, elevating a person above the team, appealing to his conscience, considering the problem of humanity as the basis of education. In the structure of pedagogical science, Sukhomlinsky included the categories of ethics - duty, honor, dignity, goodness, freedom. The peculiarity of the pedagogical means used by him was manifested in the implementation of education through artistic images in the form of conversations, teachings, instructions and commandments addressed to teachers and students, as well as fairy tales that reveal the problems of morality, etc.

V.A. Sukhomlinsky explored a wide range of problems associated with stimulating the cognitive activity of students. He was convinced that only by turning learning into joyful work can the task of developing schoolchildren be solved. The teacher considered the student's feeling of success in learning, the experience of the joy of learning, to be the most important tool for this. For the development of emotional susceptibility in a child, he assigned an important role to the elements of festivity, beauty, drew attention to the relationship of moral education and education. Emphasis was placed on expanding children's ideas about the world around them, developing their critical thinking, on the formation of a system of moral values, as well as the skills and abilities of independently obtaining and using information. Much attention to V.A. Sukhomlinsky paid attention to the children's experience of the accumulated experience, their independent disclosure of the most important moral principles. In Sukhomlinsky's pedagogical system, the "lessons of thinking" in the midst of nature were of great importance. The teacher considered the word of the teacher the most important means of education. He assigned a large role to the creation by children, together with teachers, of fairy tales, poetic and prose miniatures that stimulate the development of emotional and figurative thinking.

V.A. Sukhomlinsky strove to create a highly moral school team in which a team of teachers - like-minded enthusiasts and a close-knit student team work in concert. In such a team, the question of punishment does not arise, the palette of educational influences is determined by an atmosphere of mutual understanding, moral norms and good traditions become regulators of behavior. The teacher argued that the stimulating potential of the team is determined by the positive that each child can contribute to its moral and intellectual atmosphere. A special place in the process of forming the school team was occupied by a variety of joint creative activities of teachers and students, the basis of which was their experience of the beauty of nature. Sukhomlinsky developed a comprehensive program of "beauty education", raising the role of aesthetic education of schoolchildren to a high level.

In the late 1960s leading for V.A. Sukhomlinsky is the interpretation of the emerging personality as a value in itself, the understanding of education as a phenomenon largely independent of the requirements of society. The main goals of education, according to the teacher, are the free development of the child as an active personality, the disclosure of individuality, capable of resisting the leveling trend of official pedagogy. At the center of the pedagogical process, considered as a synchronous interaction between a mentor and a student, is the child with his interests, creative potentials, which teachers should be guided by first of all.

14.2. Reforming the school at the end of the XNUMXth - beginning of the XNUMXst century

The profound changes taking place in Russian society have directly affected education, which, according to scientists, practicing teachers, statesmen and public figures, is currently experiencing a deep crisis, which is expressed not so much in material and financial impoverishment as in the uncertainty of the goals and content of education itself. To be effective and meet the changing needs of society, the education system needs constant reform. In pedagogy, there are different approaches to determining the reasons for the development of education and its reform. Usually, reforming refers to those innovations that are organized and carried out by the state authorities. The results of the reform can be changes in the social status of education, in the structure of the education system, in the content of education, in the internal organization of the school. The education reform consists of two parts: internal (pedagogical) and external (public). Transformations in the school system that began in the mid-1980s. and continuing to this day, take place in three stages.

The first stage, which began in the mid-1980s. and lasted until 1992, was a stage in the development of alternative education. According to the majority of domestic and foreign scientists and practitioners, by the mid-1980s. The Soviet Union created one of the strongest education systems in the world. It strengthened the state power with its potential and cemented the public consciousness, maintained the necessary level of scientific and technical thought, carried out the intellectual self-sufficiency of the country in the conditions of its international isolation. The Russian education system stimulated the social mobility of young people and provided broad guarantees of free education at all levels, which, in turn, ensured its mass character and general accessibility. The disadvantages of this system include the ideologized content of education, the extremely weak sensitivity of the educational complex to the real needs of the individual and society. There was no legal market for educational services in the country that could satisfy the additional educational needs of the population. Thus, the system of general compulsory unified Soviet education by the mid-1980s. outdated, ceased to solve the main task - the comprehensive development of the individual, corresponding to the requirements of modern science and society.

The first stage of restructuring in the field of education was to solve several problems: to make the education system humanistically oriented, democratic and open, to create opportunities to meet the various educational needs of an individual, to allow schools at all levels to adapt to functioning in the new economic conditions, to improve the quality of education and the status of teachers . However, in the second half of the 1980s there were unfavorable conditions for the implementation of the planned reform tasks, since the reform was carried out in an atmosphere of a deep political and socio-economic crisis, uncertainty, unsystematic and unsynchronized economic, political and educational reforms, in general, the reforms progressed indecisively and were of an implicit nature.

During the implementation of the first stage of the reform, two main tasks were solved: to change the dominant conceptual approaches to education, to develop concepts for the development of a person's personality, and to test innovative approaches. Before the start of the reforms, the education system used a knowledge (cognitive) approach. In the course of the reform, a transition was made to a personality-oriented approach based on the student's self-realization, the disclosure of his individual characteristics. This period was a surge of pedagogical developments and new ideas, a movement of innovative teachers.

In 1984, an attempt was made to change the content and forms of education: new training courses were introduced into the curriculum ("Ethics and Psychology of Family Life", "Informatics"), the approach to elective courses was changed, the focus was on career guidance in senior management, humanitarization of general educational disciplines. In accordance with the provisions of the reform, education was introduced from the age of 6 for 11 years, but in reality, children studied, as before, for ten years, but completed eleven classes. The terms of study in universities at some faculties have increased from 4 to 5 years. On the whole, the attempt made in 1984 to reform educational institutions within the same social conditions did not bring the expected results, the eleven-year education did not solve the cardinal internal problems of education, and the diversification and specialization of education in the upper grades did not take place in full. Classes with in-depth study of some subjects were introduced, but at the same time, the rest of the workload was preserved, which complicated and burdened the process of learning in high school. The principles of democratization, humanization and humanization of education proclaimed at the first stage of the reform gave impetus to fundamental changes in its organization, but the incompleteness and inconsistency of the transformations required further reorganization of education.

The second stage of the formation of variable education lasted from 1992 to 1998 and was associated with the collapse of the USSR. Decree of the President of the RSFSR dated July 11, 1991 No. 1 “On priority measures for the development of education in the RSFSR” and Law of the Russian Federation dated July 10, 1992 No. 3266-1 “On Education” (hereinafter referred to as the Law on Education) were important documents defining the order and content of changes in the educational policy of the state. The basic principles of the organization and functioning of the educational process proclaimed in the Education Law became the basis for the implementation of the reforms of the 1990s. So, in accordance with Art. 1 of this Law, the field of education became a priority for the state; in state and municipal educational institutions, education authorities, the creation and activities of organizational structures of political parties, socio-political and religious movements and organizations (associations) were not allowed. In accordance with the Law on Education, state policy in the field of education was aimed at ensuring the unity of the federal cultural and educational space, protecting and developing, through the education system, national cultures, regional cultural traditions and characteristics in a multinational state; accessibility of education and adaptability of the education system to the levels and characteristics of development and training of students. The humanistic nature of education was affirmed; priority of universal human values, human life and health, free development of personality; education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, Motherland, family; The secular nature of education, based on freedom and pluralism, was emphasized.

The main achievement of this stage of reform was the creation of a variable system of education. A number of new types and types of educational institutions were created (including innovative ones - lyceums, gymnasiums, colleges), private initiative in education became possible (private schools), teachers were able to use modified programs and textbooks in the content and organization of the educational process at school (and not the only mandatory program, as before). A person has the opportunity to choose the direction of his further development already at an early stage of learning. As a result of the second stage of the reform, the standardization of the content of education was determined as the most important prerequisite for maintaining the unity of the cultural and educational space of the country, a modern education system was formed, which is a set of interacting elements: state educational standards and state educational programs, a successive system of educational institutions, educational authorities.

At the same time, the second stage of the reform ended with a deepening systemic crisis in education. The social status of Russian teachers during this period remained low, the school was desperately trying to survive in conditions of chronic underfunding and dilapidated material base, a unified national concept of education remained unformulated in state institutions of power and pedagogical science, secondary specialized and professional educational institutions gradually tended to dead-end educational institutions. In fact, by 1998, the reform processes gradually began to curtail, the reform "stalled". The next stage of reforms was to solve the problem of bringing the education system out of a deep systemic crisis.

At the third stage of the reforms, which began in 1999 and is ongoing, the mechanisms for ensuring the quality of education are being formed. The stage under consideration is associated with the sustainable harmonious development of the education system, due to innovative global changes in the science and technology of education, reforming the economy and managing this process. In order to develop these positive trends, Decree No. 29-r of the Government of the Russian Federation dated December 2001, 1756 approved the "Concept for the Modernization of Russian Education for the Period up to 2010", which determined the main directions of the reforms. The concept of reforming the education system in the Russian Federation pursues the main goal - improving the quality of education at all levels, expanding access to education for representatives of low-income strata of the population, as well as residents of rural areas. The implementation of this Concept involves a number of steps, including the development and implementation of education standards for all levels, from preschool to postgraduate, strengthening the material base of educational institutions, improving curricula and curricula, increasing attention not only to the education of children and youth, but also to improve their health, etc.

Over the years of reform implementation, the most notable measures have been taken in the field of overcoming inequality in the access of representatives of various social groups of the population to entering universities. For this purpose, it is planned to completely abandon the entrance exams to universities and switch to a system of admission based on the results of the unified state exam (USE) held in all schools. To date, a large-scale experiment is underway in the Russian Federation to introduce the USE into the practice of education, most of the regions of the country are participating in it. The currently proposed procedure for enrolling in universities based on the results of the Unified State Examination gives the applicant the opportunity to send documents to any university participating in the experiment (respectively, at the end of the experiment, we will talk about all universities in the country).

The third stage of the reform provides for the reorganization of higher education. This process is determined by the recent accession of Russia to the Bologna Convention, which provides for the creation of a common educational space in Europe by 2010. For these purposes, it will be necessary to create conditions for a single educational space: to introduce a single standard and provide opportunities for the mobility of universities. It is assumed that Russia's participation in the Bologna Convention will accelerate the reform of education within the country.

Authors: Mazalova M.A., Urakova T.V.

<< Back: Development of school and pedagogy in Russia after the October Revolution (1917) (Reform of the education system in the first years of Soviet power. Development of Soviet pedagogy and school in the 1930s. Updating the content, organizational forms and methods of teaching)

>> Forward: Trends in the development of the global educational process (Basic concepts of the development of modern education. Directions for the development of educational practice)

We recommend interesting articles Section Lecture notes, cheat sheets:

▪ General biology. Lecture notes

▪ Labor protection and safety. Crib

▪ Age-related psychology. Lecture notes

See other articles Section Lecture notes, cheat sheets.

Read and write useful comments on this article.

<< Back

Latest news of science and technology, new electronics:

The existence of an entropy rule for quantum entanglement has been proven 09.05.2024

Quantum mechanics continues to amaze us with its mysterious phenomena and unexpected discoveries. Recently, Bartosz Regula from the RIKEN Center for Quantum Computing and Ludovico Lamy from the University of Amsterdam presented a new discovery that concerns quantum entanglement and its relation to entropy. Quantum entanglement plays an important role in modern quantum information science and technology. However, the complexity of its structure makes understanding and managing it challenging. Regulus and Lamy's discovery shows that quantum entanglement follows an entropy rule similar to that for classical systems. This discovery opens new perspectives in the field of quantum information science and technology, deepening our understanding of quantum entanglement and its connection to thermodynamics. The results of the study indicate the possibility of reversibility of entanglement transformations, which could greatly simplify their use in various quantum technologies. Opening a new rule ... >>

Mini air conditioner Sony Reon Pocket 5 09.05.2024

Summer is a time for relaxation and travel, but often the heat can turn this time into an unbearable torment. Meet a new product from Sony - the Reon Pocket 5 mini-air conditioner, which promises to make summer more comfortable for its users. Sony has introduced a unique device - the Reon Pocket 5 mini-conditioner, which provides body cooling on hot days. With it, users can enjoy coolness anytime, anywhere by simply wearing it around their neck. This mini air conditioner is equipped with automatic adjustment of operating modes, as well as temperature and humidity sensors. Thanks to innovative technologies, Reon Pocket 5 adjusts its operation depending on the user's activity and environmental conditions. Users can easily adjust the temperature using a dedicated mobile app connected via Bluetooth. Additionally, specially designed T-shirts and shorts are available for convenience, to which a mini air conditioner can be attached. The device can oh ... >>

Energy from space for Starship 08.05.2024

Producing solar energy in space is becoming more feasible with the advent of new technologies and the development of space programs. The head of the startup Virtus Solis shared his vision of using SpaceX's Starship to create orbital power plants capable of powering the Earth. Startup Virtus Solis has unveiled an ambitious project to create orbital power plants using SpaceX's Starship. This idea could significantly change the field of solar energy production, making it more accessible and cheaper. The core of the startup's plan is to reduce the cost of launching satellites into space using Starship. This technological breakthrough is expected to make solar energy production in space more competitive with traditional energy sources. Virtual Solis plans to build large photovoltaic panels in orbit, using Starship to deliver the necessary equipment. However, one of the key challenges ... >>

Random news from the Archive Sensors on icebergs will detect submarines 30.09.2012 A new project of the defense scientific agency DARPA could seriously complicate the combat duty of Russian nuclear submarines. The Americans plan to install sensors on the floating Arctic ice. This will create a relatively low-cost wide-area monitoring network that can track multi-purpose submarines and ballistic missile submarines, which form the basis of an assured nuclear response by the US, Russia and the UK, and in the future, China. Arctic ice is melting faster than ever, meaning more military and commercial activity is expected in polar waters. It is also an ideal location for strategic weapons submarines, as it is easier for them to hide under a thick layer of ice and among the noise of colliding icebergs and the crackling of ice crust breaking. That is why the Pentagon decided to create a network of sensors for year-round monitoring of the Arctic situation. It is planned to use floating icebergs, on which magnetic sensors will be installed on top and acoustic sensors below. Icebergs cover a distance of up to 6 km per day, which makes them a suitable patrol vehicle. This program called Assured Arctic Awareness (AAA) can seriously undermine the balance of power on the world stage. The fact is that nuclear submarines are the only type of strategic weapon that has the highest stealth and firepower. With an ammunition load of 16-20 intercontinental ballistic missiles with 5-10 nuclear warheads each, even one nuclear submarine can cause serious damage to a large state. At the same time, the most effective types of missile defense, which intercept ballistic missiles at the time of launch, are powerless against submarine missile carriers - it is very difficult to track the location of a submarine. If the Americans manage to create a network of cheap mobile sensors, then at least one region for strategic missile carriers will be closed. According to some reports, Science Applications International has been working on such a network since 1990, although this work is mainly aimed at creating cheap floating sensor buoys.

Other interesting news:

▪ Drawing color pictures with white light

▪ fungus on the roof

▪ Drill increases aggression

▪ Eco-friendly plastic from fish waste

▪ Energy saving according to the flamingo way

News feed of science and technology, new electronics

Interesting materials of the Free Technical Library:

▪ section of the site Alternative energy sources. Article selection

▪ article And who are the judges? Popular expression

▪ article What is soil for plants? Detailed answer

▪ article Horsetail conifer. Legends, cultivation, methods of application

▪ article Fluorescent lamps. Construction principle. Encyclopedia of radio electronics and electrical engineering

▪ article Runaway label. Focus Secret

Leave your comment on this article:

All languages ​​of this page

Arabic	Hebrew	Polish
Bengali	Hindi	Portuguese
Chinese	Italian	Spanish
English	Japanese	Turkish
French	Korean	Ukrainian
German	Malay	Vietnamese

Home page | Library | Articles | Website map | Site Reviews

www.diagram.com.ua
2000-2024