Suchergebnisse

Метою статті є висвітлення основних тенденцій організації шкільної освіти України на початку ХХ століття. На різних етапах наукового пошуку використано комплекс взаємодоповнювальних методів досліджень: системно-історичний, хронологічний і діахронний; емпіричні методи; структурно-системний аналіз; компаративний аналіз. У процесі дослідження виявлено, що реформоутворювальною домінантою розвитку освіти початку XX століття було посилення громадської ініціативи, вплив громадської думки на організацію і розроблення програм народної школи. Бюрократичний лад школи з її релігійно-монархічними тенденціями поступово змінював парадигмальні орієнтири та організаційні засади шкільної освіти. ; The aim of the article is to highlight the main tendencies of the organization of school education in Ukraine at the beginning of the 20th century. At the different stages of scientific research a complex of complementary research methods has been used: systemic-historical (the consideration of historical preconditions for updating the purpose, content and organizational forms of school education), chronological and diachronic (study of the organization of school education and its periodization); empirical methods (summarizing of documents, which reflect the organizational principles, theory and practice of school education in different historical periods); structural and system analysis (analysis and generalization of the practice of organization of school education); comparative analysis (comparison in the diachronic plane of the theory and practice of teaching students at different stages of the development of school education). Socio-economic realities of the Russian Empire at the beginning of the 20th century predetermine the finding the ways of reformation of the school system. In particular, a number of draft documents were developed based on socio-pedagogical thought. In general, the reform of the early 20th century, despite the great crowd pressure, did not change authoritarian school education in the Ukrainian lands. The processes of the reforming of Ukrainian schools after the February Revolution (1917) are marked by the updating of the content of general education. The organization of school education was changed, in particular its structure. In the 20-30's of the 20th century the foundations of reforming school education on the principles of polytechnics were laid. The analysis of archival documents shows that the tendency of this period was the Ukrainianization of school. In the course of the research it was found that the reforming dominant of the development of education at the beginning of the 20th century was the strengthening of public initiative, the influence of public opinion on the development of the program of the public school and its implementation. The bureaucratic system of the school with its religious-monarchical tendencies gradually changed the paradigmatic landmarks and organizational principles of school education. Reforming school education in the period under consideration is marked by an increasing public initiative and showing of social and democratic tendencies.

У дослідженні було поставлено мету розкрити особливості українізаційного процесу загальноосвітньої школи в Україні в 1930-х роках. Авторами зазначено, що в 30-х роках ХХ століття почалося розгортання уніфікаційних процесів у системі радянської освіти, поступово стверджувалася марксистсько-ленінська ідеологія в суспільних науках, у тому числі й педагогіці. Почався процес деукраїнізації, який найбільше себе виявив у галузі освіти. У статті визначено, що основними детермінантами, які мали негативний вплив на процес українізації, були дії керівництва СРСР та УРСР, зреалізовані в постановах і розпорядженнях, що ґрунтувалися на ідеологічних засадах тогочасної політики. ; The aim of the article is to reveal particular qualities of the Ukrainization process of comprehensive schools in Ukraine in the 1930s. During the article composition the authors used the following research methods to achieve this aim: chronological, diachronic, systematization, analysis of dissertation, archival sources and generalization. Describing the state of Ukrainianization of the general education school in the 1930s, the researchers noted that during this period the unification processes began to develop in the system of Soviet education, and Marxist-Leninism ideology in the social sciences, including pedagogues. The process of de-Ukrainization has begun, that is most evident in the field of education. Major educational regulations were adopted in the 1930s, including such as: "On compulsory general primary education" (25 July 1930), "On the introduction of compulsory general primary education in Ukraine" (23 August 1930), the Council of People's Commissars of the Ukrainian SSR and Central Committee of the Communist Party (b) of Ukraine "On the Compulsory Study of the Russian Language in Non-Russian Schools of Ukraine" as of April 20, 1938, significantly changed the structure, system of administration and content of school education in the Ukrainian SSR, and at the state level put a period to the process of Ukrainianization. The Ukrainian government performing the decrees and orders of the Soviet authorities was forced to increase the percentage of the Russian language teaching in relation to Ukrainian in general schools. The Russian language has acquired the status of international nationwide language. This tendency, in our opinion, was destructive, that led to regression of the Ukrainianization process in the educational sector in particular. The authors concluded that the main determinants that had a negative impact on the process of Ukrainianization were the actions of the governments of the USSR and the Ukrainian SSR, implemented in decrees and regulations based on ideological principles of that time politics. Prospects for further scientific research may be considering the issue of Ukrainianization of a general education school in the Southern region of Ukraine in the period of progressive tendencies of the Ukrainianization process in 1923-1930s.