| Article |
|---|
| Article name |
Ungraded Educational Оrganizations in Rural Areas: History and Modernity |
| Authors |
Levchenko O.Y. Candidate of Pedagogy, associate professor, levchenkozip@ mail.ru |
| Bibliographic description |
Levchenko O. Yu. Ungraded Educational Оrganizations in Rural Areas: History and Modernity // Scholarly Notes of Transbaikal State University. 2020. Vol. 15, No. 4. PP. 129–135. DOI: 10.21209/2658- 7114-2020-15-4-129-135. |
| Section |
NATIONAL PEDAGOGY |
| UDK |
373(091) |
| DOI |
10.21209/2658-7114-2020-15-4-129-135 |
| Article type |
|
| Annotation |
In the national educational system, the rural school has traditionally been given a significant
role, which is reflected in numerous studies published in different years. The analysis of historical
and pedagogical sources revealed the main stages of the origin and development of rural schools
in Russia. At the beginning of the XXI century rural ungraded educational organizations have not
lost their significance and are widely represented in the educational space of the country. In modern
conditions, the activities of educational organizations have a significant impact on the socio-cultural
and economic condition of the village, being a key condition for the existence or revival of settlements.
Appealing to regulatory documents dated from different periods made it possible to analyze
the interpretation of the term “ungraded educational organization” in a historical retrospective. The
study of historical and pedagogical sources and modern researches indicates the existence of
certain features in the implementation of educational activities in ungraded educational organizations.
Inherent organizational and pedagogical characteristics have an impact on the organization
of foreign languageteaching. The problem of improving the quality of foreign language education in
ungraded educational organizations located in rural areas continues to remain relevant. It requires
its comprehensive study and search for more effective and methodically appropriate teaching methods,
techniques and technologies, taking into account the existing historical experience. Achievement
of the results of studying the subject area “Foreign languages” established in regulatory documents
is possible only with teaching staff, having a higher level of subject-methodological training.
|
| Key words |
history of pedagogy, rural school, ungraded educational organization, foreign language,
educational activities |
| Article information |
|
| References |
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