Year: 2018
Type: book-chapter
Abstract: The article is devoted to the integral analysis of S. Miropolsky`s didactic views.The peculiarities of the teacher`s approach to the essence of the learning process are discovered: the structural components of the content of education are revealed, and the pedagogical requirements to it are grounded.The subject of the study is S. Miropolsky`s didactic views.The purpose of the research is to determine the contribution of the teacher to the development of the theory of learning, based on the analysis and systematization of historical and pedagogical sources, educational and methodical literature, archival documents, materials of the national periodicals of the XIX century and the pedagogical heritage of S. Miropolsky.The methodological basis of the research is the concept of state-building in Ukraine, updating and democratization of all spheres of social and economic life of the society; the theory of scientific knowledge; the dialectical materialistic positions on the interconnection of the national and the universal, on the advisability of the creative using the heritage of outstanding teachers in modern pedagogical practice.The research is based on the principles of historicism, systematic, scientific, creative approach to the individual as a subject of the educational process. Study of the pedagogical heritage of S. Miropolsky, analysis of historical and pedagogical literature on the topic of research, archival documentsPedagogical views of S. Myropolsky on the contents of primary education allowed to establish the teacher's contribution to the development of theoretical and practical issues of didactics.S. Myropolsky in his pedagogical searching relied on the pedagogical ideas of Y. Komensky, as well as the achievement of progressive domestic pedagogical thought, as reflected in the writings of M. Korf, M. Pirogov, V. Stoyunin, K. Ushinsky and others.He supported and developed the ideas of Christian education, general education, school democratization, and educational training.Considering the issues of education in connection with the tasks of social and moral development of society in specific historical conditions, S. Miropolsky understood learning as a two-way process.S. Miropolsky advocated the equality of girls and boys in obtaining the education.The merit of the teacher was: a) inclusion the components of the universal development and elements of the national and practical education in the content of education; b) the formulation of certain requirements regarding the content of education.The result of the development of theoretical issues related to the organization of the learning process was the substantiation of the stages of mastering the educational material and their "structural elements of assimilation" (attraction of attention, organization of perception, comprehension, consolidation of perceived and assimilated information, knowledge control), as well as the definition of teacher`s functions -guarding and guiding.
Authors: Oksana Holiuk, Nataliia Rodiuk
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2804411202