| Article |
|---|
| Article name |
Method of Projects in Foreign and Domestic Pedagogy 1920–1930-ies |
| Authors |
Doroshenko S.I.Doctor of Pedagogy, Associate Professor cvedor@mail.ruDoroshenko Y.I.Candidate of Pedagogy, Associate Professor uidor@mail.ru |
| Bibliographic description |
Doroshenko S. I., Doroshenko Yu. I. Method of Projects in Foreign and Domestic Pedagogy 1920– 1930-ies // Scholarly Notes of Transbaikal State University. Series Pedagogical Sciences. 2018. Vol. 13, No. 5. PP. 6–15. DOI: 10.21209/2542-0089-2018-13-5-6-15. |
| Section |
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| DOI |
10.21209/2542-0089-2018-13-5-6-15 |
| UDK |
371.388 |
| Article type |
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| Annotation |
The method of projects was considered in the domestic pedagogy of the 1920s as a result of borrowing, one of the methodological findings of US teachers aimed at organizing independent student learning activities. The authors of the article object to the widespread opinion that the method of projects was uncritically propagated in developing Soviet pedagogy as an alternative to all other methods and forms of education and upbringing. The authors emphasize that throughout the period of the implementation of the method of projects in the first third of the twentieth century, in the pedagogical works of domestic theorists (N. K. Krupskaya, A. P. Pinkevich, M. M. Rubinshtein, and S. T. Shatsky), he was criticized for excessive pragmatism, focus on gain, individualism. The authors analyze the dialogue of teachers of the United States and the Soviet Union in the period under review regarding the pedagogical possibilities of the method of projects, classifications of projects, and prospects for combining the project method with other forms of organizing educational activities. The peculiarities of the interpretation of the project method in the works of different teachers of the early twentieth century are analyzed. The sociologic line (V. N. Shulgin and others) was considered in the implementation of the project method in the late 1920s. Conclusions are drawn about a number of features of the project activity of students of the first third of the twentieth century: reliance on the knowledge and experience of the pupil, pronounced social significance, priority of organizational and educational tasks over educational ones.
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| Key words |
project method in the USSR and the USA, project, state academic council programs, unified labor school, foreign and domestic pedagogy 1920–1930 years, especially the project activities |
| Article information |
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| References |
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