Education Programs: History of Development

What to teach and how to teach? This question haunted the whole history of schooling. Both teachers and politicians understood perfectly what role the content of education plays in the upbringing of the younger generation and for the development of the state as a whole. Therefore, in history, for example, the Spartan system of education, the knight system of education in Europe, the programs of education of gentlemen in England are known.

In the history of education in Russia, there are also interestingThe periods when the school's educational program changed radically. One such reform was the restructuring of the school in a young Soviet republic.

After the October events of 1917 at the helmschool life were AV Lunacharsky and NK Krupskaya. Their labors in 1918 were the first documents about the school. If you read the "Basic Principles of the Unified Labor School" from the position of today's Russian school, it can be confidently called their current and contemporary.

After studying the educational programs of the USA and Europe, N.Krupskaya and A.Lunacharsky included the most progressive ideas in the basis of the new Soviet school.

Respect for the personality of the student and the rejection of physicalpunishments, active methods of teaching, an individual approach to each student, the development of gifted children and care for the laggards is an incomplete list of proclaimed school reforms.

The new school refused to applyphysical punishment of students by rods. The requirement for teachers was one thing: to be able to draw children in the lesson so that there would be no reason for disciplinary action. The best incentive for students is school self-government.

The programs for the formation of the Unified Labor School wereare concentrated around three main spheres of a student's life: nature, work, society. In those years, teachers were asked to use what we now call integrated learning.

The main subject of elementary education -a kind of children's encyclopedia. For example, an object of animate or inanimate nature (a pet, mechanism, natural phenomenon) was selected and considered from the standpoint of human use, information was provided on the physical and chemical properties of this object, its origin, history of development, etc. That is, acquaintance with the objects of the surrounding reality had to take place comprehensively from the positions of all sciences.

Exaggerated view of program reformeducation of those times can be seen in the movie "Two Captains" for V. Kaverin. Remember how the students studied the cow. At the lesson of the native language they learned to write the word "cow", on geography they studied where these same cows live.

Improvement of the education system in the SovietRussia also assumed the introduction of new teaching methods. The method of projects came to school. The pupils learned to plan their studies, did research work, and defended projects aimed at transforming the life around them. The core of the program of education of the Unified Labor School was productive work. Work and active, creative cognition of the surrounding world - this is what the reformers were striving for.

But their ideas were not destined to come true then. On the one hand, not all teachers were able to see the perspective of the development of reformist ideas. On the other hand, the approaching totalitarian regime did not need actively thinking people.

In September 1931, a resolution was adoptedparty, in which the method of projects was also condemned (after all, it was bourgeois), and productive work, and activity in training. For many years, the reproductive education system has come to school, based on the principle "the teacher's question is the student's answer"

Only in the 90s of the twentieth century did the Russian school hear about the method of projects and research activities, about humanistic education.