Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr.: = School education in Rivne region during 1944-1964
Шкільна освіта у Рівненській області в 1944-1964 рр.
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | Ukrainian |
| Published: |
Lucʹk
SNU im. Lesi Ukraïnky
2018
|
| Series: | Dissertatio Ucrainica
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Abstract |
| Physical Description: | 181 Seiten |
Staff View
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Record in the Search Index
| _version_ | 1804180316900818944 |
|---|---|
| adam_text | ЗМІСТ ABSTRACTS......................................................................... З ПЕРЕЛІК УМОВНИХ ПОЗНАЧЕНЬ................................ 7 ВСТУП.................................................................................... 8 ІСТОРІОГРАФІЯ, ДЖЕРЕЛА ТА МЕТОДОЛОГІЯ
ДОСЛІДЖЕННЯ.................................................................................. И ТРАНСФОРМАЦІЯ ШКІЛЬНОЇ ОСВІТИ...................... Відновлення й розвиток радянської системи шкільної освіти........... Реформа шкільної освіти 1959
р........................................................... 33 33 49 МАТЕРІАЛЬНА БАЗА Й КАДРОВЕ ЗАБЕЗПЕЧЕН НЯ............................................................................................................ 66 Матеріально-технічне становище
шкіл................................................. 66 Кадрове забезпечення............................................................................ 84 ЗМІСТ І ФОРМИ НАВЧАЛЬНО-МЕТОДИЧНОЇ ТА ВИХОВНОЇ РОБОТИ.......................................................................... Навчально-
методична організація навчання........................................ Виховна робота в системі шкільної освіти.......................................... 103 103 119 РАДЯНСЬКА СИСТЕМА ШКІЛЬНИЦТВА: ПЕРЕВА ГИ І НЕДОЛІКИ, ДОСЯГНЕННЯ І ВТРАТИ................................ 123 СПИСОК ВИКОРИСТАНИХ
ДЖЕРЕЛ........................... 140 178 І
ABSTRACTS Natalya Mashchenko. School Education in Rivne Region During 19441964. Monograph. In work, a comprehensive study was carried out on the rehabilitation and development of school education in the Rivne region during 1944-1964. It is noted that with the return of the Soviet government in 1944, the Soviet system of school education was established in Rivne region. Among its components: the creation of a network of primary, seven-year and secondary schools, the implementation of the law “About general compulsory education”, the introduction of unified curricula, programs, textbooks. The rehabilitation of the school was carried out in difficult conditions. There were sings of the destruction of the wars due to the material and technical base of schools, the loss of staffing capacity, the reluctance of parents to give children to Soviet secondary schools because of political motives. In general, during 1944-1964, the school network of the region has undergone significant changes. In particular, during the research period the number of elementary schools decreased twice, and the network of seven-year schools grew fourfold. If the rural areas were dominated by primary and seven-year olds, then secondary schools were dominated in cities. Since the early 1960’s, eight-year schools become the most massive, with half of the children studying. 40 % of pupils received secondary education and only 8,9 % of pupils studied in elementary schools. The post-war rebuilding of the Soviet education system in West Ukrainian region was accompanied by active efforts of the authorities to
eliminate national differences, primarily language. Under the cover of slogans of internationalism, the Russification of educational institutions of the region began. The end of 1950’s was marked by a school reform in the Ukrainian SSR. Her incarnation in the schools of the Rivne region began in 1959 and ended in 1962. The compulsory eight-year full-time study was introduced, and polytechnic instruction was introduced in all secondary schools. However, the desire to modify the educational system faced difficulties, because the practical implementation of the schools polytechnics increased the need for classrooms, pupils training rooms, production workshops. Despite the increase in fiinding, there was a lack of funds for reform. Due to underfunding, there were problems with construction of educational workshops and sections. There were not enough jobs for high school students who were undergoing industrial training. The choice of profession was carried out without taking into account the individual requests of schoolchildren. The cornerstone of 3
educational reform has become the norm of the right of parents to choose the language of study for their children. Despite the fact that the outwardly democratic project contributed to the Russification of education in general on the Ukrainian SSR, in Rivne region, most pupils still studied in Ukrainian schools. The advantage of Ukrainian language institutions was observed in rural areas. Traditionally, the percentage of Russian schools, in cities was much higher. After the Second World War, the material and technical condition of school education in the Rivne region was in extremely unsatisfactory condition. In the first post-war years, new schools were almost never built-mostly, renovations of existing school facilities were carried out. Only in the mid-1950s the attention of the authorities focused on building new premises for schools. The main budget of educational spending fell on the regional budget. However, the allocated funds have not always been used effectively, therefore, even in the early 1950’s, there was a severe lack of school facilities. Due to insufficient funding for the construction of general educational institutions, the authorities initiated the introduction of “people’s structure” when the burden of building new schools relied on collective farms and enterprises. In general, during the 1944-1964 biennium in Rivne region, 326 new schools were opened at the expense of regional and republican budgets, collective farms and enterprises. During the post-war period, the problem of two-way education in educational institutions remained topical. The question
of the elimination of two-way education by the organs of the Soviet power has always given considerable attention. In the early 1960’s, 82 % of the schools in the region switched to one-way education. In the course of the introduction of the Soviet educational model in the Rivne region, the authorities were meticulously concerned with the formation of the personnel potential of schools, as during the war years, about a third of the pre-war teacher’s staff was lost. The problem of shortage of teachers was decided at the national level, therefore the main sources of replenishment of schools, pedagogical colleges, teacher’s institutes, universities and seconded teachers from the eastern region. In the first-post war years, the visiting teachers became the main source of replenishment of the pedagogical corps. The common practice of the Soviet authorities was distrust of local teaching. The suspicious attitude towards national cadres was extended to both the management apparatus of schools and teachers. The result of this policy was the significant numerical advantage of non-local teachers in the schools of the region. In addition to staff shortages, in the first post-war years there was a very low 4
level of professional education. In the academic year 1945/1946, the most numerous group (52,8 %) were teachers with secondary pedagogical education, and one third of teachers completed and incomplete secondary education. Such educators were attracted to correspondence studies. Until the mid-1960’s, there was progress in the qualitative composition of the teaching staff. The most notable changes occurred among teachers who had a higher education diploma. During the years 1944-1964, their number increased by 13 times: from 321 to 4317 teachers. They, together with teachers with the formation of a teacher’s institution, accounted for 52 % of all educators in the region. Since 1944, together with the change in the structure of the education system, new elements of teaching and methodological work in educational institutions were introduced. Changes in curricula and subject courses, the practice of evaluating student’s knowledge has been updated, and training for all children from seven years has been introduced. Innovation has become a rule for compulsory study, starting with the second class, Russian language. The unification of educational space was achieved by establishing unified programs and textbooks. Particularly meticulously, the Soviet party were concerned with the preparation of programs and textbooks on history, Ukrainian and Russian literature, as they carried an ideological burden and formed a class approach to the assessment of social phenomena. In the second half of the 1940’s he was actively influencing the school and the OUN. Activists forbade teachers to
teach and educate children Soviet programs and textbooks. In the part of educational institutions of the Rivne region, from schedule of lessons, the OUN removed the Russian language and the history of USSR. Communication schools with parents of students were established in the schools of the region. In each educational establishment, parent committees were created, and since the early 1960’s new forms of work have been introduced - universities of pedagogical knowledge for parents on issues of education and upbringing of children. Educational work at the school had well-defined ideological character and was aimed at the formation “of a new Soviet man”, which was subject to the interests of the collective. Significant educational influence relied on the October, Pioneer and organizations. In the first postwar years, the progress was slow, since based on communist ideology, these organizations did not have a broad social base in the region. Due to the unwillingness of the students to become members of the Soviet patriotic organizations, various methods of increasing the number of pioneering organizations were used. There were cases where, in order to tighten children to pioneers, schoolchildren were locked in classes after lessons, selected textbooks, set inadequate grades or even beaten. 5
The activities of the Soviet pioneers and pupils filled up with public activities, involving them in a variety of doings: participation in Saturday, Sunday celebration of public holidays and in social work. In schools of the region, anti-religious propaganda was actively implemented, which included several components: the formation of a materialist outlook in the lessons of the natural cycle, lectures, atheistic wounds, the organization of museums of young atheists. 6
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| author | Maščenko, Natalija Volodymyrivna ca. 20./21. Jh |
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| spelling | 880-01 Maščenko, Natalija Volodymyrivna ca. 20./21. Jh. Verfasser (DE-588)1190669072 aut 880-02 Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 Natalija Maščenko Dissertatio Ukrainica School education in Rivne region during 1944-1964 880-03 Lucʹk SNU im. Lesi Ukraïnky 2018 181 Seiten txt rdacontent n rdamedia nc rdacarrier Dissertatio Ucrainica Text ukrainisch. Zusammenfassung in englischer Sprache Kyrillische Schrift Geschichte 1944-1964 gnd rswk-swf Schulreform (DE-588)4053539-3 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Oblast Riwne (DE-588)106266941X gnd rswk-swf Oblast Riwne (DE-588)106266941X g Schule (DE-588)4053474-1 s Schulreform (DE-588)4053539-3 s Geschichte 1944-1964 z DE-604 Digitalisierung BSB München 25 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031431972&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB München 25 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031431972&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract 100-01/(N Мащенко, Наталія Володимирівна ut 245-02/(N Шкільна освіта у Рівненській області в 1944-1964 рр. Наталія Мащенко 264-03/(N Луцьк СНУ ім. Лесі Українки 2018 |
| spellingShingle | Maščenko, Natalija Volodymyrivna ca. 20./21. Jh Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 Schulreform (DE-588)4053539-3 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4053539-3 (DE-588)4053474-1 (DE-588)106266941X |
| title | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 |
| title_alt | Dissertatio Ukrainica School education in Rivne region during 1944-1964 |
| title_auth | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 |
| title_exact_search | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 |
| title_full | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 Natalija Maščenko |
| title_fullStr | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 Natalija Maščenko |
| title_full_unstemmed | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. = School education in Rivne region during 1944-1964 Natalija Maščenko |
| title_short | Škilʹna osvita u Rivnensʹkij oblasti v 1944-1964 rr. |
| title_sort | skilʹna osvita u rivnensʹkij oblasti v 1944 1964 rr school education in rivne region during 1944 1964 |
| title_sub | = School education in Rivne region during 1944-1964 |
| topic | Schulreform (DE-588)4053539-3 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Schulreform Schule Oblast Riwne |
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