Змістові засади управлінської діяльності А. С. Макаренка: управління навчально-методичною роботою
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2015
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У статті розкрито змістові засади управлінської діяльності А. С. Макаренка в аспекті управління навчально-методичною роботою в Трудовій колонії ім. М. Горького. Визначено мету, основні структурні елементи навчання в колонії та організаційні особливості навчально-методичного забезпечення. Актуальними дослідженнями для автора стали наукові праці вітчизняних та зарубіжних макаренкознавців: М. Д. Виноградової, О. Ю. Ілалтдінової, І. Ф. Кривоноса, М. М. Окси, Н. М. Тарасевич, А. В. Ткаченка, А. А. Фролова та ін.
In an aspect of the problem raised by the study author defines the following main points of A.S. Makarenko’s activity regarding the management of educational works in labor colony named after M. Gorky: 1) The purpose of educational and methodical work was to form pupils’ knowledge about the world and the place of each person in the world, to the child's socialization and the formation of its position on the socio-economic processes in the facility, the state and the world. 2) The Head of the colony managed to build a certain model of didactic system. This opinion is based on the definition of T.M. Khlebnikova that “didactic systems operate on the basis of a clear organization of educational process, which includes both internal (personal development) and external (content, forms, methods, tools) side of learning”. 3) Resuming that an innovative system of education refers to activities to improve or upgrade the educational practices through the creation, dissemination and development of new effective ways and means to achieve the goals of education mentioned in this article it is suggested that the educational and methodical work in the colony, carried out under the A.S. Makarenko’s, guidance was innovative. 4) The main structural elements of education in labor colony named after M. Gorky were: - purpose of training as an ideal model of the desired result of mastering the content of education, which the pupils of the institutions sought in the specially organized system of sequential interaction of those who teach and those who learn; - educational content – pedagogically adapted social experience, which provides: keeping knowledge about the world and how the activities of the intellectual and practical; - playback experience ways of life reproductive character; - playback experience ways of creative activity; - experience emotionally-valuable relation to the world; training methods as a system of sequential interaction of teachers and pupils of the colony, aimed at organizing and mastering the content of education; - organizational forms of learning, defined as purposefully formed nature of communication in the process of interaction between teacher and pupils of the colony, which is characterized by the distribution of educational and organizational functions, selection and sequence of links academic work, hourly and spatial mode, depending on the willingness of the teachers' contingent in student-learning activities some form of training; - real result as an intermediate or final, a finished state training system or product. 5). The basic principle of the teaching work organization in the colony was the principle of parallelism, according to which the content of the curriculum laid down in accordance with the interests of the pupils: life, professional (in terms of management, organization, psychology, etc.).
In an aspect of the problem raised by the study author defines the following main points of A.S. Makarenko’s activity regarding the management of educational works in labor colony named after M. Gorky: 1) The purpose of educational and methodical work was to form pupils’ knowledge about the world and the place of each person in the world, to the child's socialization and the formation of its position on the socio-economic processes in the facility, the state and the world. 2) The Head of the colony managed to build a certain model of didactic system. This opinion is based on the definition of T.M. Khlebnikova that “didactic systems operate on the basis of a clear organization of educational process, which includes both internal (personal development) and external (content, forms, methods, tools) side of learning”. 3) Resuming that an innovative system of education refers to activities to improve or upgrade the educational practices through the creation, dissemination and development of new effective ways and means to achieve the goals of education mentioned in this article it is suggested that the educational and methodical work in the colony, carried out under the A.S. Makarenko’s, guidance was innovative. 4) The main structural elements of education in labor colony named after M. Gorky were: - purpose of training as an ideal model of the desired result of mastering the content of education, which the pupils of the institutions sought in the specially organized system of sequential interaction of those who teach and those who learn; - educational content – pedagogically adapted social experience, which provides: keeping knowledge about the world and how the activities of the intellectual and practical; - playback experience ways of life reproductive character; - playback experience ways of creative activity; - experience emotionally-valuable relation to the world; training methods as a system of sequential interaction of teachers and pupils of the colony, aimed at organizing and mastering the content of education; - organizational forms of learning, defined as purposefully formed nature of communication in the process of interaction between teacher and pupils of the colony, which is characterized by the distribution of educational and organizational functions, selection and sequence of links academic work, hourly and spatial mode, depending on the willingness of the teachers' contingent in student-learning activities some form of training; - real result as an intermediate or final, a finished state training system or product. 5). The basic principle of the teaching work organization in the colony was the principle of parallelism, according to which the content of the curriculum laid down in accordance with the interests of the pupils: life, professional (in terms of management, organization, psychology, etc.).
Опис
Ключові слова
А. С. Макаренко, Трудова колонія імені М. Горького, навчально-методична робота, дидактика, управління, навчальні комплекси, потреби, вихованці, мета, структура навчання
Бібліографічний опис
Гавриленко, І. І. Змістові засади управлінської діяльності А. С. Макаренка: управління навчально-методичною роботою [Текст] / І. І. Гавриленко // 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, 2015. – № 1 (45). – С. 401–408.