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1

РЕАЛІЗАЦІЯ БІЛЬШОВИЦЬКОЇ ПОЛІТИКИ УКРАЇНІЗАЦІЇ В ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ ГЛУХІВСЬКОЇ ОКРУГИ

100%
Бугрій В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 6(40)
43-50
EN
In the article, based on an analysis of the sources, it was found out that an important component of the socio-political and cultural processes of the 20–30-ies of the XXth century, initiated by the Bolsheviks, was a policy of «indigenization», aimed at providing the people of the Soviet republics with specific opportunities to develop their national culture and languages. In Ukraine the policy «indigenization» was called «Ukrainization». Educational work was declared by the Bolsheviks to be the third (after the military and economic) front of the struggle for socialism, but at the same time it became the main base for the implementation of the policy of Ukrainization. Officially the course on «ndigenization» was taken in 1923 at the XII Congress of the Bolshevik party. But even before its decision in September 1920, the Sovnarkom of the USSR announced the Ukrainization of schools, instructing the People’s Commissariat of education to develop urgently a plan for the development of education institutions of all levels with Ukrainian language of teaching. By the Council of people’s commissars was established the Central Ukrainization Commission. For the practical implementation of the developed activities the district commissions on Ukrainization were created in the districts. The position of District inspector on Ukrainization was introduced. To achieve the Ukrainization of schools it was necessary to prepare qualified teachers. In Glukhiv district teaching staff was systematically assessed and for those, who did not speak Ukrainian, appropriate training was organized. There was established a period, mainly for one year, for teachers to make a transition into Ukrainian as a language of teaching. Due to the targeted efforts of Glukhiv Inspectorate of public education all the schools in several districts were turned into Ukrainian. These results showed significant achievements in the development of Ukrainian national education on the territory Glukhiv district. It should be noted that Ukrainization of the public education system did not lead to the total use of Ukrainian and elimination of other languages. On the contrary, it contributed to the development of national schools, their actual rise in the second half of the 20-ies. The data of Inspectorate of education testify about the preservation of a network of national schools in Glukhiv district. Besides, the Russian-speaking population of Glukhiv district, willing to defend their privileged position at any cost, further defended the dominance of Russian culture. Failure to comply with orders of the Ukrainian authorities, sabotage were the usual means of struggle against the Ukrainian culture. Significant disadvantages in this case were observed in general education. So, in the course of checking the knowledge of Ukrainian language among the teachers in two districts, held in 1928, it was found out that only 8% know language enough. In the late 20-ies Ukrainization faded into the background, and the subsequent period finally nullified the results.
2

КІЛЬКІСНІ ТА ЯКІСНІ ПОКАЗНИКИ ВИКЛАДАЦЬКОГО СКЛАДУ ВИЩИХ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ СУМСЬКОЇ ОБЛАСТІ (ДРУГА ПОЛОВИНА 40-х – ПЕРША ПОЛОВИНА 50-х рр. ХХ ст.)

100%
Бугрій В.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 3(57)
3-9
EN
The purpose of this article is to analyze the quantitative and qualitative indicators of teaching staff of higher educational establishments in Sumy region in the second half of the 40-s and early 50-s of the XX-th century. The research methods are the following: analysis, synthesis, comparison, generalization. The results of the study are the defining the quantitative and qualitative indicators of teaching staff of higher educational institutions in Sumy region. The practical significance lies in discovering the opportunities for creative use of historical and pedagogical information about the quantitative and quality indicators of teaching staff of higher educational establishments in Sumy region at the present stage. The conclusions of this research are that in the first years after the resumption of the pedagogical higher education institutions in Sumy region there was a lack of the qualified specialists. The shortage of teachers made it impossible to establish a full-fledged system of training of teaching staff. In order to solve this problem return of the educators from the ranks of the Soviet army was accelerated. In addition school teachers were involved to work in pedagogical universities. At the beginning of the 1950-s the restoration of the quantitative composition of teaching staff took place. All higher educational institutions of Sumy region were staffed according to the staff schedule. The teacher was elected by competition, the number of part-time workers was negligible. With the aim of improving the quality of the teachers’ staff in the first years after the resumption of work of pedagogical universities the people who had not completed higher education were dismissed. At the same time the question about ensuring of pedagogical higher education institutions with highly qualified staff was urgent. The teaching staff of higher educational institutions of the Sumy region in the context of academic qualifications was different. The best situation was in Sumy pedagogical Institute, which had a staff of the highest number of the associate professors, candidates of Sciences. The increase in the percentage of the teachers with scientific degrees and academic ranks was carried out in two ways: either through the implementation of fulltime dissertation research or through the involvement of the experts from other cities. Overall, the level of scientific qualification of the teachers during the research period increased very slowly, which negatively affected the quality of the training of the students. In the postwar years ideological education of the teaching staff was intensified. The work of the directorates of the institutes was focused on the control over the ideological direction of the educational process, the Marxist-Leninist education, institutional strengthening and revitalization of the party and Komsomol organizations of educational institutions. Further investigation needs the issue of the national teaching staff of pedagogical universities of the Sumy area of the study period.
3

ПРОФЕСІЙНА ПЕДАГОГІЧНА ОСВІТА НА СУМЩИНІ (ДРУГА ПОЛОВИНА 40-х – 50-ті рр. ХХ ст.)

100%
Бугрій В.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 1(55)
349-256
EN
The purpose of this article is to analyze vocational teacher education in Sumy region in the second half of the 40-ies – 50-ies of the XXth century. Method: analysis, synthesis, comparison, generalization. Results: the system of pedagogical educational establishments of Sumy region is characterized, the content of educational process in them is clarified. Practical value: the possibilities of creative use of the experience of professional-pedagogical establishments of Ukraine at the present stage are revealed. Conclusions and prospects for further research: the study found out that the restoration of educational institutions in Sumy region after the liberation from Nazi occupation began in 1943. In the Sumy region the system of professional pedagogical education consisted of Sumy Pedagogical Institute, Glukhiv, Konotop, Lebedyn teachers Institutes, Putyvl Pedagogical College. In 50-ies of the XXth century there was a reform of professional teacher education in the USSR, which also touched the educational institutions of Sumy region. In particular, ceased to exist Konotop Teachers Institute (it joined Glukhiv Pedagogical Institute), instead of Lebedyn Teachers Institute began the activities Lebedyn Pedagogical College. First post-war years were characterized by a constant increase in terms of recruitment of students and the lack of competition for teacher training programs. It is stressed that educational process in professional-pedagogical educational institutions of the Sumy region was based on a stable schedule. Subjects were taught according to the work programs discussed in the departments and approved by teaching departments. A negative impact on the content of the educational process in professional-pedagogical educational institutions of Sumy region had a common socio-political situation that prevailed in the USSR during the 40–50-ies of the XXth century, Great importance was given to the conduct of teaching practice. It was preceded by careful preparation and deep analysis of the results. Further study is required for the issues of organization of educational process (forms, methods, means) in the pedagogical educational establishments of Sumy region during the studied period.
4

ЗМІСТ І ФОРМИ КРАЄЗНАВЧОЇ РОБОТИ ЗАГАЛЬНООСВІТНІХ ШКІЛ СУМЩИНИ У 20-ті рр. ХХ ст.

100%
Бугрій В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
36-44
EN
In the article it is found out that from the beginning of the 1920-s the meaning of local history in Sumy region schools was determined in accordance with the regulations, which were developed by the central Soviet authorities. The main source of guidance on educational institutions have become annual special «advisers on social education» and comprehensive programmes. The approaches, principles and content requirements for regional studies of schools outlined in the introduction of the government regulations, more specific plans of the local education authorities. Preferably the curriculum topics had industrial and regional character. It was stressed that the local education authorities created different kinds of the textbooks, which also served as the carrier content of local history. These publications contributed to the improvement of teaching at school, because it combined both educational and developmental functions. But the teachers of Sumy region failed to create localized tutorials that would meet the full content of education. Regional literature that appeared not always consistent with the principles of scientific, systematic and sequence of the learning process. Besides selected in these publications local material poorly coordinated with educational programs. The formation of the Soviet school in the 20-ies of the twentieth century was accompanied not only by changes in the content of education, but also the search of new approaches to organizational forms of teaching. In order to overcome inherent in prior learning patterns and disadvantages the schools tried to move away from the class-task system and replace it with active learning. The regional excursions are considered as one of the alternatives of the lesson. At the end of the 1920-s the attempts to implement such active learning as design problems were made at the schools of Sumshchyna. Extracurricular forms of local lore developed actively on the territory of the Sumy region in the study period. In particular, the article examines the activities of local history groups in secondary schools.
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