Зміст і структура навчальної літератури з малювання: історико-педагогічний аспект
Вантажиться...
Дата
2016
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Стаття присвячена історико-педагогічному аналізу шкільної навчальної літератури з малювання, що була презентована вітчизняною педагогічною думкою в 20–30-ті роки ХХ століття. На основі аналізу наукової літератури автором розкрито погляди громадських діячів, учителів-практиків щодо вимог до шкільної навчальної літератури з малювання в окреслений період. Проаналізовано відповідність змістового наповнення керівництв та посібників з малювання загальним вимогам шкільної програми для єдиної трудової школи. З’ясовано, що попри значну кількість навчальної літератури з малювання для вчителів у досліджуваний період були відсутні підручники з цього предмету для учнів.
The article is devoted to historical and pedagogical analysis of school textbooks on drawing presented by the native educational thought in the 20-30 years of the twentieth century. The present article focuses on the analysis of correspondence of content and structure of textbooks on drawing to school programs during 20-30 years period. As an attempt to explore the issue the following research methods were used. Method of pedagogical analysis made it possible to identify and analyze the role of school textbooks on drawing at schools of the specific period. Narrative method helped to provide a description of facts and main concerns of school textbooks in general. Comparative method allowed us to compare the basic requirements for school textbooks and content and structure of the school program on drawing. The method of analysis and synthesis has been used by us to identify causal relationships between requirements to educational content and requirements for school textbooks. Based on the analysis of the scientific literature the author reveals the views of social activists, teachers and practitioners regarding requirements for school literature on drawing of the studied period. Correspondence of content of manuals and guides on drawing to general curriculum requirements for unified labor school has been analyzed. The article claims that in the 20–30-s of the XX century under the school education reform drawing as a subject was a part of a common core from 1st to 9th forms. However, school literature on drawing recommended was focused primarily on teachers and not always served as a basis for successful individual mastering of the subject by the pupils due to several reasons. Firstly, it was based on the traditions of European school practice. Secondly, it was not always coordinated with the objectives of a unified labor school. Since 30s the native educational thought started to intensify its activity towards the creation of school textbooks on drawing in the context of general requirements for school books and unified labor school tasks. The prospects of further analysis is said to be stated. The following objective to analyze historical and pedagogical aspects of the content of schoolbooks on drawing of the second half of the XX century is to be attained.
The article is devoted to historical and pedagogical analysis of school textbooks on drawing presented by the native educational thought in the 20-30 years of the twentieth century. The present article focuses on the analysis of correspondence of content and structure of textbooks on drawing to school programs during 20-30 years period. As an attempt to explore the issue the following research methods were used. Method of pedagogical analysis made it possible to identify and analyze the role of school textbooks on drawing at schools of the specific period. Narrative method helped to provide a description of facts and main concerns of school textbooks in general. Comparative method allowed us to compare the basic requirements for school textbooks and content and structure of the school program on drawing. The method of analysis and synthesis has been used by us to identify causal relationships between requirements to educational content and requirements for school textbooks. Based on the analysis of the scientific literature the author reveals the views of social activists, teachers and practitioners regarding requirements for school literature on drawing of the studied period. Correspondence of content of manuals and guides on drawing to general curriculum requirements for unified labor school has been analyzed. The article claims that in the 20–30-s of the XX century under the school education reform drawing as a subject was a part of a common core from 1st to 9th forms. However, school literature on drawing recommended was focused primarily on teachers and not always served as a basis for successful individual mastering of the subject by the pupils due to several reasons. Firstly, it was based on the traditions of European school practice. Secondly, it was not always coordinated with the objectives of a unified labor school. Since 30s the native educational thought started to intensify its activity towards the creation of school textbooks on drawing in the context of general requirements for school books and unified labor school tasks. The prospects of further analysis is said to be stated. The following objective to analyze historical and pedagogical aspects of the content of schoolbooks on drawing of the second half of the XX century is to be attained.
Опис
Ключові слова
навчальна література, малювання, зміст, навчальні плани, педагогічна думка, academic literature, drawing, content, school programs, educational thought
Бібліографічний опис
Литовченко, Г. Зміст і структура навчальної літератури з малювання: історико-педагогічний аспект [Текст] / Г. Литовченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 5 (59). – С. 354–361.