What to learn and how to learn?This question did not give rest throughout the history of schooling. Both educators and politicians understood the role of educational content for raising the younger generation and for the development of the state as a whole. Therefore, the history is known, for example, the Spartan system of education, the knightly system of education in Europe, the program of education of gentlemen in England.
В истории образования России тоже есть интересные periods when the school’s educational program changed drastically. One of these reforms was the restructuring of the school in the young Soviet republic.
After the events of October 1917 at the helmA.Lunacharsky and N.K.Krupskaya turned out to be school life. Their works in 1918 adopted the first documents about the school. If you read the "Basic Principles of the Unified Labor School" from the perspective of the present day Russian school, then you can confidently call them relevant and modern.
Having studied the programs of education in the USA and Europe, N.K. Krupskaya and A.V. Lunacharsky included the most progressive ideas into the basis of the new Soviet school.
Respect for the personality of the student and the rejection of physicalpunishment, active teaching methods, an individual approach to each student, the development of gifted children and caring for those who are lagging behind - this is an incomplete list of the school transformations announced.
New school refused to usephysical punishment of students with rods. The requirement for teachers was put forward one thing - to be able to entice children in the classroom so that there was no reason for disciplinary action. The best incentive for students is school government.
Education programs of the Unified Labor School wereconcentrated around the three main areas of the student's life: nature, work, society. In those years, teachers were encouraged to use what we call integrated learning today.
The main subject of primary education -a kind of children's encyclopedia. For example, an object of living or inanimate nature was selected (pet, mechanism, natural phenomenon) and viewed from the standpoint of human use, information on the physical and chemical properties of this object, its origin, development history, etc. were reported. That is, familiarity with the objects of the surrounding reality should have been comprehensive from the standpoint of all sciences.
Exaggerated view of program reformFormations of those times can be seen in the film “Two Captains” by V. Kaverin. Remember how the students studied the cow. At the lesson of the native language they learned to write the word "cow", in geography they studied where these same cows live.
Improving the education system in the SovietRussia assumed the introduction of new teaching methods. The method of projects came to school. Pupils learned to plan their studies, were engaged in research work, protection of projects aimed at transforming the life around them. The core of the education program of the Unified Labor School was productive labor. Labor and active, creative knowledge of the surrounding world - this is what the reformers aspired to.
But their ideas did not come true then.On the one hand, not all teachers were able to see the prospects for the development of reform ideas. On the other hand, the oncoming totalitarian regime did not need active thinking people.
In September 1931, a resolution was adoptedthe parties, in which the method of projects was condemned (it was bourgeois, after all), and productive work, and activity in training. For many years, the reproductive education system has come to school, based on the principle “teacher’s question - student’s answer”
Only in the 90s of the twentieth century, the Russian school again heard about the method of projects and research activities, about humanistic education.
