Організаційно-педагогічні засади діяльності полтавського вчительського інституту (1914–1941 рр.)

Abstract

Дисертацію присвячено історико-педагогічному аналізу розвитку та умов функціонування Полтавського учительського інституту (1914 – 1941 рр.). Вивчено джерельну базу та історіографію досліджуваної проблеми; виокремлено етапи розвитку і становлення організаційно-педагогічних засад у Полтавському вчительському інституті у період з 1914 по 1941 рр.: 1) імперський (1914-1917 рр); 2) Громадянської війни і Національно-визвольних змагань українців (1917-1921 рр.), (поділений на кілька підетапів: діяльності Центральної Ради, Гетьманату, Директорії, більшовицько-білогвардійський, більшовицький воєннокомуністичний); 3) НЕПівський (квітень 1921-серпень 1930 року); 4) репресивний (1930 р. і до початку радянсько-німецької війни у 1941 році), що складається з підетапів: діяльності Інституту соціального виховання (у такому форматі існував протягом 1930-1933 рр.), діяльності Полтавського педагогічного інституту (1933- 1941). Під організаційно-педагогічними засадами функціонування закладу вищої освіти розуміли умови і способи проведення вступних і випускних іспитів, матеріально-технічні умови забезпечення, особливості здійснення навчальновиховного процесу у період з 1914 по 1941 рр. Крім того, було проаналізовано повоєнний розвиток кафедр у ЗВО, виявлено, що використання досвіду провідних науковців втілилося у концепцію дитиноцентризму.

The dissertation is devoted to studying and analyzing the development of organizational and pedagogical principles at Poltava Teachers’ Institute in 1914-1941. The peculiarities of interpretation and understanding of the concept of “organizational and pedagogical foundations” are determined by different researchers. On the basis of systematization and generalization of their experience, it was deduced that under the organizational and pedagogical principles of the functioning of the Higher Education Institute we understood the conditions and methods of conducting entrance and exams, material and technical conditions provision, regulations and management, especially the implementation of the educational process in the period from 1914 to 1941. On the basis of analysis of bibliographic and historiographical material, the stages of development of organizational and pedagogical foundations formation in Poltava Teachers' Institute (1914-1941) are singled out: 1) 1914-1917 - the imperial stage. 2) 1917-1921 - the stage of the Civil War and the National Liberation Contest of Ukrainians. We divided it into sub-steps: a) the activities of the Central Council (1917 - early 1918); b) Hetmanate (April-December 1918); c) Directory (November 1918 - January 1919); d) Soviet-White Guard (January-November 1919); e) Soviet military-communist (December 1919 - April 1921). 3) NEP period (April 1921 - August 1930). 4) Repressive (1930 - before the beginning of the Soviet-German war in 1941). It can be divided into several sub-stages: a) activity of the Institute of Social Education (1930-1933); b) Poltava Pedagogical Institute (1933-1941). The peculiarities of the formation of the personality and the specialist of the outstanding graduate of Poltava Teachers' Institute A. S. Makarenko, who borrowed a lot about the Institute from his teacher, the first director of the institute, Oleksandr Volnin, have been analyzed. The peculiarities of actualization and assimilation of knowledge formed during 1914-1941 in the modern activity of Poltava National Pedagogical University named after V.G. Korolenko were analyzed. It was established that in Poltava Pedagogical Institute, the components of organizational and pedagogical principles in the educational process actively used the experience of V. Sukhomlynskyi. There was the concept of education in work actively used, which was supposed to help a child in the development, to make a conscious choice of occupation in adulthood and realize himself as a personality. The return from neglection of H. Vashchenko’s pedagogical heritage was researched. It was established that after the proclamation of Ukraine’s independence in 1991, the discussion on the ideas of the teacher moved from the scientific circles to the public. His idea of serving God and the Fatherland became especially relevant with the onset of a confrontation in eastern Ukraine. The author analyzes the introduction of his 20 views, formed during his work at Poltava Teachers' Institute, into the organizational and pedagogical foundations of the contemporary activity of Poltava V. G. Korolenko National Pedagogical University. It was discovered that during the “restructuring” of the university’s teaching staff it was possible to turn from the oblivion the figure of the famous teacher, musician and folklorist V. Verhovynets. The process of creation of A. Makarenko, V. Sukhomlynskyi, H. Vaschenko, V. Verhovynets museums-rooms at Poltava V. G. Korolenko National Pedagogical University has been researched. The pedagogical staff of the university also applied to the creation of a pedagogical museum in the village of Kovalivka, near Poltava, where A. Makarenko used to organize a colony for minors. The work of the Department of General Pedagogics and Andragogy, which as an integral part of the organizational and pedagogical principles of Poltava V.G. Korolenko National Pedagogical University, has been studied as one of the leading in its profile in Ukraine. It was found that, based on the postulates and experience of the predecessors, including the times of Poltava Teachers’ Institute, in 1993, an integrated course of the theory and history of pedagogy was created and introduced, which was innovative, and introduced a number of normative elective disciplines that were revolutionary in nature at that time. It is found out that today at Poltava V.G. Korolenko National Pedagogical University, the peculiarities of pedagogical preparation were transformed most of all into pedagogical specialties. In particular, in the study of psychology and pedagogy, teachers are tasked with: inculcating patriotic values for student youth as future teachers, improving the educational and professional training of young specialists, which is based on improving motivation and increasing general training.