Педагогічна майстерність в творчій спадщині П. Каптєрева

Abstract

Стаття присвячена аналізу наукового внеску П. Каптєрева в розвиток ідей педагогічної майстерності вчителя. Здійснено ретроспективний аналіз наукової літератури, присвяченої педагогічній спадщині вченого. В статті надаються стислі біографічні відомості про П. Каптєрева в конкретних історичних умовах. Висвітлені наукові погляди вченого на сутність педагогічної майстерності як на глибоке знання вчителем свого предмета та обов'язкові знання психології, педагогіки та методики викладання.

Статья посвящена анализу научного вклада П. Каптерева в развитие идей педагогического мастерства учителя. Проведен ретроспективный анализ научной литературы, посвященной педагогическому наследию ученого. В статье приводятся краткие биографические сведения о П. Каптереве в конкретных исторических условиях. Описаны научные взгляды ученого на сущность педагогического мастерства как на глубокие знания учителем своего предмета и обязательные знания психологии, педагогики и методики обучения.

The article is sanctified to the analysis of scientific deposit of P. Kаptеrеv in development of ideas of pedagogical trade of teacher. Pedagogical heritage of P. Kapterev is studied in the article. P. Kapterev (1849–1922) – pedagogue, psychologist and follower of K. Ushinsky, the creator of the united psychologically well-grounded school system and the theory of developing teaching. The retrospective analysis of the scientific literature sanctified to pedagogical heritage of scientist is conducted. In the article short biographic information over is brought about P. Kаptеrеv in concrete historical terms. The scientific looks of scientist are described to essence of pedagogical trade as on thorough knowledge by the teacher of the object and obligatory knowledge of psychology, pedagogics and methodology of educating. The peculiarity of his understanding of the content of pedagogical skill is that encouraging teachers to implement personalized learning in accordance with the natural and age characteristics, P. Kapterev proceeded from the need to fit a system of techniques and teaching methods to the nature of the child, and purposefully to transform the properties and characteristics of the development of the pupil in the desired direction. The most effective learning tool P. Kapterev considered heuristics, which are introduced into the learning process is the atmosphere of the search, the joy of discovery, collaborative creativity of teacher and student. In this form of learning, the teacher tells the children ready knowledge, and makes them to discover scientific truth by observation, comparison, generalization and analysis of facts and phenomena. Pedagogical skill of the teacher is evident in this case in a clear guide cognitive activity of students and evaluates each student according to his individual, independent of cognitive achievements. The results of our studies allowed us to establish the contribution of P. Kapterev in the development of the theory of pedagogical skills that the scientist regarded as art to arouse the mind and heart of the child without resorting to violence and suppression of personality. P. Kapterev defended freedom, autonomy of the educational process, the principle of humanism in the choice of means and methods of pedagogical influence. The pinnacle of the manifestation of pedagogical skills of P. Kapterev believed emotional contact of teachers with students, the sense of equality of souls, the credibility of the students. The importance of Kapterev's ideas for modern pedagogics is shown.