Особливості розвитку фізичної освіти в Україні з 1945 по 1967 роки
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2013
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Анотація
У статті представлена порівняльна характеристика традиційних та інноваційних напрямів навчання, запропонованих освітянами в цілому та фізиками-методистами зокрема. Визначені для обраного історичного періоду спільні для навчання фізики та для загальної освіти напрямки навчання: традиційні (розвивальне навчання, зв’язок навчання із життям), відносно інноваційні (політехнічна спрямованість навчання). Встановлено, що напрями навчання, які є інноваційними для освіти в цілому (використання міжпредметних зв’язків, закріплення вивченого матеріалу), для методики навчання фізики є традиційними на цьому етапі.
This article demonstrates comparative characteristics of traditional and innovative directions of teaching that were proposed in education and in methodology of physics. We determined for this historical period general directions of teaching education and in methodology of physics as a whole: traditional (the teaching for development, the connection of teaching with life), relative innovation (polytechnics in teaching). We found out, that directions of teaching, that were defined as innovation in education (use of cross-disciplinary links, strengthening studied material) were determined as traditional for methodology of physics for this period. According to the research on methodology of physics selected historical period is defined as a period of development of the theory and practice of teaching physics during the recovery of the national economy. We analyzed this period within the range of influence on the formation of social, political and economic changes, which were reflected in the choice of methods of teaching physics. In 1945 – 1967 took place developing students’ fragmented scientific picture of the world in the conditions of transition of the school to new terms of training. In this period the changes in education directly related to post-war restoration of national economy. It was defined that in this period in the organization of education process the attention of teachers-scientists was directed at interconnection and unity of the general, labour and polytechnic education and training at school; took place the systematic students mastering the skills of use of theories to explain new facts; mastering of the methods of scientific cognition. According to the results of our studies presented in the article, for the selected historical period the traditional methods teaching of physics comprised such training directions as: managed self-development of pupils (developing teaching); connection of education with life; forming of research skills of students, strengthening studied material, the use of cross-disciplinary links. Some areas of learning, which in 1945 – 1967 were considered traditional, were respectively new in previous historical periods: the consolidation of educational material; problem solving skills; cooperation of students and teachers, development of creative abilities of students.
This article demonstrates comparative characteristics of traditional and innovative directions of teaching that were proposed in education and in methodology of physics. We determined for this historical period general directions of teaching education and in methodology of physics as a whole: traditional (the teaching for development, the connection of teaching with life), relative innovation (polytechnics in teaching). We found out, that directions of teaching, that were defined as innovation in education (use of cross-disciplinary links, strengthening studied material) were determined as traditional for methodology of physics for this period. According to the research on methodology of physics selected historical period is defined as a period of development of the theory and practice of teaching physics during the recovery of the national economy. We analyzed this period within the range of influence on the formation of social, political and economic changes, which were reflected in the choice of methods of teaching physics. In 1945 – 1967 took place developing students’ fragmented scientific picture of the world in the conditions of transition of the school to new terms of training. In this period the changes in education directly related to post-war restoration of national economy. It was defined that in this period in the organization of education process the attention of teachers-scientists was directed at interconnection and unity of the general, labour and polytechnic education and training at school; took place the systematic students mastering the skills of use of theories to explain new facts; mastering of the methods of scientific cognition. According to the results of our studies presented in the article, for the selected historical period the traditional methods teaching of physics comprised such training directions as: managed self-development of pupils (developing teaching); connection of education with life; forming of research skills of students, strengthening studied material, the use of cross-disciplinary links. Some areas of learning, which in 1945 – 1967 were considered traditional, were respectively new in previous historical periods: the consolidation of educational material; problem solving skills; cooperation of students and teachers, development of creative abilities of students.
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Ключові слова
напрями навчання, порівняльна характеристика, традиційне навчання, інноваційне навчання, навчально-виховний процес, методика навчання фізики, закономірності розвитку методів навчання, directions of teaching, comparative characteristics, traditional teaching, innovative teaching, education process, methodology of teaching physics, regularities of development of teaching methods
Бібліографічний опис
Іваницька, Н. А. Особливості розвитку фізичної освіти в Україні з 1945 по 1967 роки [Текст] / Н. А. Іваницька, Т. О. Герасименко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №6 (32). – С. 343–351.