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Information × Registration Number 0216U005654, 0113U000271 , R & D reports Title The organization of the educational process in the history of the native school: from unification to differentiation (the 40-80-th years of the XX-th century) popup.stage_title Head Dichek Natalia, Registration Date 08-02-2016 Organization Institute of pedagogics of the National academy of pedagogical sciences of Ukraine popup.description2 According to the goals and objectives of the research, based on analysis of the collected archival and printed sources: 1) is characterized the content of the state policy in 1940-1980s in the field of school education, which is, of necessity, as a result of changes after the Second World War, the socio-political realities of the STR and therefore restructuring of the economy, was directed to differentiation in the school education; based on an analysis of the legal framework there were defined the criterias by which the external differentiation of training , also interschool, intra in the various types of secondary schools have been providing: the territorial and economic; professionally oriented; cultural-national; social; gender; psychophysical condition of pupils as a criteria; talents and ability of pupils as a criteria. Illuminated the ideological basis of Soviet pedagogy with the release of various degrees of the intensity of the ideological indoctrination of school educational process; 2) it is found that the individualization of the educational process in an elementary school was assisted by the introduction in the 1970s the remedial classes, the appearance and use of textbooks with differentiated tasks, the introduction of developing type of training focused on the development of creative abilities of pupils. It was shown that due to state policy of indoctrination education, strengthening its Russification and unification, government economic policy and the need for skilled workers the development of a network of national minorities schools provided, there was a tendency to a slight integration in such schools ethno-national features and national interests of children; 3) for the first time revealed the contribution of Ukrainian scientists in the field of educational psychology to the study of the issues that contributed to the creation of conditions for the implementation of the individualization of the educational process and the subsequent transition to the personality oriented educational paradigm. It was found that, since middle of 1950s, Ukrainian psychologists gradually began to purposefully explore the phenomenon of "individualization" of schooling as a demands of the time, motivated by the need to improve the quality of the educational process: in the 1960s-1970s.have been developing recommendations for teachers on a studies of such issues related to aspects of an individualization of education as the gifted and talent of children in the context of career guidance, cognitive interests of schoolchildren, "nervous endownment", individual differences dynamics of cognitive development of primary school pupils, characteristics of different types of memory. It was found that, since the mid-1960s, gradually, is particularly active - in the second half of the 1970s - in the 1980s in Ukrainian educational psychology began to form personality-oriented paradigm - first as a student-role approach, and then - as the personality-oriented approach to child-schooler. It was illuminated A.V.Suhomlinsky's contribution to the development of psycho-pedagogical knowledge of the child-pupil and providing individualization of the educational process in the school; 4) reflected the recovery process (after 1944) the activities of primary and secondary schools, children's homes and special schools, as well as the process of creating a network of new types of educational institutions. It reflected the basic organizational form of implementation in 1950-1960s the vocational industrial training as a form of individualization of the educational process. It is shown that during the 1960s. Ukraine had the 4 ways of secondary education: secondary school, evening (shift) schools for working and rural youth, vocational educational institution - technical school and secondary vocational school. It is proved that in 1960-80-ies. the main form of intra-differentiation and individualization of learning in secondary school were elective courses - facultatives, the introduction of which was aimed at in-depth study of the foundations of physics and mathematics, natural sciences and humanities, as well as the development of varied interests and abilities of students, since 7th grade. It was found that in the 1960-1980s began to assert a new understanding of the tasks and functions of school textbook on social science subjects and its began to interpretated as a tool for training, which contributes to age-appropriate and educational opportunities for students. Product Description popup.authors Антонець Наталія Борисівна Дічек Наталія Петрівна Заліток Людмила Михайлівна Міхно Олександр Петрович Пироженко Лідія Володимирівна Сухомлинська Ольга Василівна Шевченко Світлана Миколаївна popup.nrat_date 2020-04-02 Close