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ТРАНСФОРМАЦІЯ ЗМІСТУ ПРЕДМЕТА «СУСПІЛЬСТВОЗНАВСТВО» (1976–1986 РР.) В МЕЖАХ РАДЯНСЬКОЇ «ШКОЛИ НАВЧАННЯ»
Authors: В.Ю. Арешонков
Number of views: 492
У статті висвітлюється процес трансформації змісту предмета
«Суспільствознавство» в період 1976–1986 рр. Розглядаються підходи до формування змісту,
структури курсу, до методики його викладання.
Зроблено висновки про те, що позитивним досвідом цього періоду став організаційно-
методичний складник роботи над удосконаленням змісту суспільствознавства: обговорення
проблем на конференціях, семінарах і нарадах; експериментальна апробація інновацій,
зворотний зв’язок між укладачами програм та вчителями – практиками; використання
науково-методичної періодики для поширення передового педагогічного досвіду навчання
суспільствознавства.
Ключові слова: суспільствознавство, навчальна програма, зміст освіти.
В статье освещается процесс трансформации содержания предмета
«Обществоведение» в период 1976–1986 гг. Рассматриваются подходы к формированию
содержания, структуры курса, методике его обучения. Сделаны выводы о том, что
положительным опытом этого периода стала организационно-методическая составляющая
работы над усовершенствованием содержания обществоведения: обсуждение проблем на
конференциях, семинарах и совещаниях; экспериментальная апробация инноваций, обратная
связь между составителями программ и учителями-практиками, использование научно-
методической периодики для распространения передового педагогического опыта обучения
обществоведению.
Ключевые слова : обществоведение , учебная программа , содержание образования.
Current reforming of the content of social science as a part of secondary education is
followed by discussions concerning its position in philosophic, legal, ethic, political, sociological and
economic sciences. School practice is characterized by permanent efforts to introduce such subjects as
“Ethics”, “Civic Education”, “The Man and the World”, “Law in Practice”. Through the analysis of
Social Studies at school scholars and methodologists keep discussing advantages and disadvantages of
social science content integration within one subject.V. Bespalko, V. Krayevsky, V. Lazariev, I. Lerner,
O. Savchenko, M. Skatkin, O. Sukhomlynska, A. Khutorskoiand others investigated the problems of
school education content and its development tendencies. K. Bakhanov, O. Diatlova, L. Pyrozhenko,
O. Pometun, A. Prykhodko, T. Samoplavska, I. Smagin and others highlighted the problem of Social
Studies content in their works. However, after the analysis of literary sources we can claim that
transforming of Social Studies content at school in 1970s – 1980s needs more historic and
pedagogical investigation.The article deals with the process of Content Transformation of “Social
Science” as an educational subject during the period of 1976–1986. Different approaches to the
formation of the content, subject structure and teaching methods are covered.Distinct definition of the
main issues of the educational program and proper methodological organization of their
understanding were believed to contribute to the successful fulfillment of educational aims of the
course. According to the program requirements, the school-leavers were supposed to study
thoroughly the the Topic 1 – “Dialectical and historical materialism – the basis for scientific
ideology” – the problem of interrelation between the material and consciousness, the main issues of
the cognitive theory as a reflection of reality in the human mind; the principles of progressive
character of the social development. At the same time, the pupils were to understand the main essential
provisions of the topic, not only memorize all the statements of Marxist-Leninist philosophy.
“Developed socialism” is another important notion of the program. After studying of the social
structure of the soviet society students had to come to a conclusion that the social basis of the socialist
system expanded in the process of the developed socialism formation. The new educational content
was based on its principal aims: on the basis of the Marxist-Leninist theory studying, philosophical
generalizations of biology, chemistry, history, geography and other school subjects. It had to form the
basis for integral scientific ideology, students’ high ethical and political awareness, formation of their
active life position. The program presupposed logical studying of the Marxist-Leninist theory issues,
the most important problems of the Marxist-Leninist economic doctrines, studying of the revolutionary
character of the transference from capitalism to socialism and gradual establishment of communism.
But excessive social and pedagogic activity in the late 1980s, drastic changes of the political situation
in the USSR caused the denial of the traditional content of the social science course.Hence, during
1976-1986 the content of the social studies as a school subject did not change greatly under the
influence of “external” political and ideological factors and “internal” ones – the approbation of the
content by the practice of teaching, development of the didactic principles and methods of teaching.
Organizational and methodological work upon the improvement of the social studies content was quiet
successful. There were problems discussions at conferences, seminars and meetings; experimental
approbation of the innovations, cooperation between the program authors and teachers; use of
scientific and methodological periodicals for spreading the pedagogical experience in social studies
teaching, etc.It comes from the conclusions that organizational and methodological work concerning
the development of the content of Social Science – in particular, problems discussed at the
conferences, seminars and sessions; experimental approbation of innovations; feedback
communication between the authors of the programs and practicing teachers; use of scientific and
methodological periodicals for extension of pedagogical experience in the field of Social Studies
teaching – contributed to the successful practical implementation of the subject during this period.
Key words: Social science, educational program, contents of education.