Дисертація на здобуття наукового ступеня кандидата педагогічних наук за
спеціальністю 13.00.03 – корекційна педагогіка. – Національний педагогічний
університет імені М. П. Драгоманова. – Київ, 2016.
Дисертаційне дослідження присвячено цілісному історико-педагогічному
аналізу процесу становлення і розвитку змісту та методики навчання географії
розумово відсталих учнів (20-ті рр. ХХ – початок ХХІ століття). Виділено та
науково обґрунтовано основні періоди та етапи становлення й розвитку географічної
освіти розумово відсталих учнів в Україні. Визначено суспільно-політичні,
соціально-економічні та організаційно-педагогічні чинники, що впливали на
розвиток теорії та практики навчання географії дітей цієї категорії у кожний
виділений період. Виявлено тенденції, особливості та суперечності географічного
змісту в навчанні розумово відсталих учнів у виокремлені періоди. Зʼясовано
особливості викладання методики географії у спеціальній школі й окреслено
перспективні шляхи її подальшого вдосконалення. Висвітлено внесок українських
дефектологів у розвиток шкільної географічної освіти розумово відсталих учнів.
Thesis for the candidate degree of pedagogical sciences in specialty 13.00.03 –
correctional pedagogy. – National pedagogical university n.a. M. P. Dragomanov. – Kyiv,
2016.
The thesis is devoted to holistic historical and pedagogical analysis of process of
formation and development of the content and methods of teaching Geography for
mentally retarded pupils (20th of the XX – the beginning of the XXI century).
Archival materials, regulations and instructions of institutions for special education
(curricula, training programs, manuals); pedagogical periodical press; works of scientists
defectologists (monographs, collections of scientific papers, relevant perspective theses)
are analyzed in mentioned chronological framework.
The paper discloses the socio-political (wars, revolutions, change of government,
ideologization, politicization and russification of school education etc.), socio-economic
(level of economic development and special education needs’ financing), organizational
and pedagogical (establishing a system of special schools, upgrading their structure,
content, methods and forms of teaching geography improvement, conferences, congresses,
seminars holding, publication of scientific and methodical literature, educational
periodicals, improving training equipment on geography, training and retraining of
resource teachers etc.) and other factors which significantly influenced Geography
teaching theory and practice of children with intellectual disabilities.
Retrospective analysis of the study allowed to highlight periodization problem in
development of detention and methods of teaching Geography for mentally retarded pupils
in Ukraine (20th of XX - beginning of XXI century): I period (1920–1947) – the establishment of the school geographical education of
mentally retarded children in Ukraine, which was characterized by the first attempts to
develop content, search of educational forms and methods;
II period (1948–1990) – the development of the theory and practice of Geography
teaching for mentally retarded pupils in the soviet educational system which was
characterized by an improvement of course content and the creation of theoretical and
methodological foundations of the special geographical education;
III period (1991 – the beginning of XXI century) – the period of reforming national
system of school geographical education for mentally retarded pupils, the modernization
of the content of their training, creation of modern teaching methods, in-depth study of
certain methodological issues taking into account current trends in the development of
special education in Ukraine.
Basic tendencies and contradictions of the theory of development and Geography
teaching practices of children in this category in each period are revealed based on the
analysis of historical and pedagogical literature objectively meaningful features of
reforming special education of mentally retarded children in Ukraine. Connection between
the previous and following periods of development is determined, continuity between
them is established; perceptual unity of the development of the special geographical
education in Ukraine as a pedagogical phenomenon is formed. The historical approach has allowed to reveal the evolution of the content, methods,
forms of Geography teaching for mentally retarded pupils in Ukraine. The thesis analyzed
the programs, textbooks, manuals on Geography in different historical periods showing
their importance for the development of the theory and practice of Geography teaching in
the secondary school in Ukraine (20th of the XX – the beginning of the XXI century).
Ukrainian pathologists’ contribute to the development of geographical education of
mentally retarded pupils is established.
The research results make it possible to outline prospects for further development of
school geographical education of mentally retarded pupils in Ukraine in the XXI century
including: consolidation of correctional and educational function of geography,
specification of ways of its implementation both within the time limit, and during
extracurricular activities; development of theoretical and methodological principles of
research-and-methodology support students learning geography in the new paradigm of
special education; creation of modern teaching kits on geography which consists of a
didactic set for pupil and methodical set for teacher; theoretical underpinning of methods’
implementation of new pedagogical technologies in geography class.
New historical, educational and archival documents that will contribute to a more
objective evaluation of the process of development of geographical education for children
with mental disabilities as a historical phenomenon are introduced into scientific use.
Диссертация на соискание ученой степени кандидата педагогических наук по
специальности 13.00.03 – коррекционная педагогика. – Национальный
педагогический университет имени М. П. Драгоманова. – Киев, 2016.
Диссертационное исследование посвящено целостному историко-
педагогическому анализу процесса становления и развития содержания и методики
обучения географии умственно отсталых учащихся (20-е гг. ХХ – начало ХХІ ст.).
Выделены и научно обоснованы основные периоды и этапы становления и развития
географического образования умственно отсталых учеников в Украине. Определены
общественно-политические, социально-экономические и организационно-
педагогические факторы, что оказывали влияние на развитие теории и практики
обучения географии детей этой категории в каждый выделенный период. Выявлены
тенденции, особенности и противоречия географического содержания в обучении
умственно отсталых учащихся в выделенные периоды. Охарактеризованы
перспективы развития методики обучения географии в учреждениях для умственно
отсталых детей. Выяснены особенности преподавания методики географии в
специальной школе и определены перспективные пути ее дальнейшего
совершенствования. Освещен вклад украинских дефектологов в развитие
географического образования умственно отсталых учащихся.
