Психолого-педагогічні проблеми впровадження інновацій у шкільну практику в 20-роки ХХ ст.
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Дата
2016
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті на матеріалі періодики 20-х років минулого століття проаналізовано проблеми, пов'язані з упровадженням інновацій у практику українських шкіл. Успішному впровадженню інновацій перешкоджав внутрішній психічний опір педагога, зумовлений як стереотипним мисленням, страхом перед новим, так і частою зміною новацій, невдалим попереднім досвідом. Перешкодами зовнішнього характеру були відсутність належної підготовки вчителя на тлі важких загальних умов праці, відсутність належного методичного супроводу, недотримання відповідної обстановки навчання й обладнання, що робило інновацію неефективною. Урахування ретроспективного досвіду є запорукою успішного впровадження інновацій на сучасному етапі.
One of the ways to study the problems of introduction of pedagogical innovations into practice is to identify the factors which prevent their successful implementation. We set up a goal to study psychological-pedagogical problems of innovation introduction in retrospective, namely in the period of the 20ies of the previous century which is characterized by intensive use of new methods, teaching techniques, the tendency to change Ukrainian education system. To consider these problems in retrospective will make it possible to see them more clearly and to work out the ways to solve them. The research material is the publications in pedagogical journals, central press, and works of teachers-researchers of the studied period. A successful introduction of innovations was hindered by inner psychiatric resistance of a teacher, a stereotype way of thinking, fear of new things. Psychological objection was caused by a frequent and rapid change of innovations, its over-idealization, failed previous experience. Teachers-practitioners were sure that due to a frequent innovation change students would not receive proper knowledge because of the exclusion of a traditional method and a poor use of a new one. Among the reasons which prevented a successful innovation introduction was the lack of proper training of a teacher on the background of difficult working conditions of a teacher, a low salary, a large amount of work, overcrowded classrooms. A big obstacle on the way to a successful introduction of innovations was the fact that proper methodological support was not available. The teachers who shared their experience in pedagogical journals focused on this issue. The application of numerous new teaching methods required some changes in educational processes, setting up special laboratories, purchasing proper equipment, new textbooks. However, as the materials published in the periodicals prove, these conditions were not met that made innovation ineffective. The issues raised by Ukrainian teachers in the 20ies of the last century are still relevant. Generalizing their experience, taking into consideration mistakes will facilitate a successful introduction of innovative methods into a contemporary Ukrainian system of education.
One of the ways to study the problems of introduction of pedagogical innovations into practice is to identify the factors which prevent their successful implementation. We set up a goal to study psychological-pedagogical problems of innovation introduction in retrospective, namely in the period of the 20ies of the previous century which is characterized by intensive use of new methods, teaching techniques, the tendency to change Ukrainian education system. To consider these problems in retrospective will make it possible to see them more clearly and to work out the ways to solve them. The research material is the publications in pedagogical journals, central press, and works of teachers-researchers of the studied period. A successful introduction of innovations was hindered by inner psychiatric resistance of a teacher, a stereotype way of thinking, fear of new things. Psychological objection was caused by a frequent and rapid change of innovations, its over-idealization, failed previous experience. Teachers-practitioners were sure that due to a frequent innovation change students would not receive proper knowledge because of the exclusion of a traditional method and a poor use of a new one. Among the reasons which prevented a successful innovation introduction was the lack of proper training of a teacher on the background of difficult working conditions of a teacher, a low salary, a large amount of work, overcrowded classrooms. A big obstacle on the way to a successful introduction of innovations was the fact that proper methodological support was not available. The teachers who shared their experience in pedagogical journals focused on this issue. The application of numerous new teaching methods required some changes in educational processes, setting up special laboratories, purchasing proper equipment, new textbooks. However, as the materials published in the periodicals prove, these conditions were not met that made innovation ineffective. The issues raised by Ukrainian teachers in the 20ies of the last century are still relevant. Generalizing their experience, taking into consideration mistakes will facilitate a successful introduction of innovative methods into a contemporary Ukrainian system of education.
Опис
Ключові слова
інновації, упровадження інновацій, інноваційна діяльність, антиінноваційні бар'єри, педагогічний досвід, методичний супровід, історія освіти, innovations, introduction of innovations, innovation activity, anti¬innovation barriers, pedagogical experience, methodological support, history of education
Бібліографічний опис
Кравчук, О. Психолого-педагогічні проблеми впровадження інновацій у шкільну практику в 20-роки ХХ ст. [Текст] / О. Кравчук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2016. – № 8 (62). – С. 43–54.