Липецький досвід у новаторському русі в Україні у другій половині ХХ ст.

Abstract

У статті проаналізовано липецький досвід в історії новаторського руху в Україні, який був започаткований у шістдесятих роках минулого століття вчителями та науковцями Липецька. Новаторські пошуки були спрямовані на вдосконалення структури уроку, методів перевірки знань та активізації діяльності учнів. Відмова від подальшого використання надбань липецького досвіду була спричинена не стільки його негативними сторонами, як некваліфікованим упровадженням у шкільну практику. Неупереджена оцінка липецького досвіду дає змогу застосувати його позитивні надбання в нових історичних реаліях та врахувати недоліки, яких треба запобігати на сучасному етапі інтенсивних педагогічних інновацій.

Lypetsk experience in the history of the innovation movement in Ukraine was analyzed in this paper. Lypetsk experience was initiated in the sixties of the previous century by the school teachers of Lypetsk city under the supervision of the department of pedagogics and psychology of Lypetsk pedagogical institute. This experience was popularized in Ukrainian school education. From the contemporary point of view, we can state it was innovatory by itself; it contained a lot of rational and relevant things worth being introduced. Innovatory search was aimed at improving a lesson as a main organizational form of an educational process; teachers-innovators did not use a stereotyped, standard structure of a lesson with its isolated stages, any longer; instead, they combined the work directed towards the formation of new knowledge and improvement of the checking methods of the learned material. New teaching methods contributed to the application of an individual approach, the identification of a student’s individual skills, abilities and talents, the transfer of the educational focus at the lesson. Lypets experience for wider use was most actively propagated and recommended in the first years of its introduction. The introduction of Lypetsk experience/method was done through learning the work of teachers-founders of the method itself. Ukrainian teachers and researchers kept going to Lypetsk to study the method. The discussion of the method took place in the Ministry of education of UkrSSR, in the Research institute of pedagogics (RIP). O. Biliaiev, the head of the department of language teaching methods of the RIP of UkrSSR, was the member of one of the delegations. He shared his conclusions and work analysis of Lypetsk teachers in journal “The Ukrainian language and literature in school”. He considered the following to be positive and worth implementation, namely, rational time use at the lesson, improved technique of checking homework, application of such ways of explaining new material which give more time for training exercises. Lypetsk experience was promoted at the teaching courses and seminars. The refusal to use Lypetsk experience in school practice was explained by the fact that it was introduced by unqualified teachers rather than by its negative sides. The studied material confirm that this experience was administratively enforced and mechanically copied without taking into consideration specific aspects of teachers’ and students’ staff of a particular school, insufficient understanding and improper use of the suggested teaching methods, ignoring other creative initiatives for the sake of Lypetsk experience. Objective evaluation of Lypetsk experience makes it possible to use positive achievements of Lypetsk experience in new historical reality and to consider the imperfections which have to be removed at the current stage of intensive pedagogical innovations.