Courte introduction
En 1893, Kailov est né dans une famille d'enseignants de la région de Riazan de la Fédération de Russie.
1917diplômédudépartementdemathématiquesetdephysiquede l'universitédeMoscou,spécialiséensciencesnaturelles,a rejointleCPSUenavrildelamêmeannée,principalementdansdesétudesagricoles.
Depuis 1937, il a été successivement directeur de la section d'enseignement et de recherche de l'Université de Moscou et de l'Université normale Lénine de Moscou.
De 1942 à 1950, il a été rédacteur en chef du magazine « Pédagogie soviétique ».
De 1946 à 1966, il a été doyen de l'Académie des sciences de l'éducation de la Fédération de Russie.
De 1949 à 1956, il a été ministre de l'Éducation de la Fédération de Russie.
En août 1966, il a été le premier doyen de l'ancienne Académie soviétique des sciences de l'éducation.
Kerov a obtenu un doctorat en éducation en 1935 et est devenu membre de la Fédération russe des sciences de l'éducation en 1943.
Les idées principales
Lestâchesprincipalesdel'école
KailovbelievesthatthemaintasksoftheSovietschoolshouldbe: "1.Ensurethenormaldevelopmentofthestudents'bodies, 2Toenablestudentstomasterthebasicscientificknowledgeaboutnature, societyandhumanthinking, cultivatetheirscientificdialecticalmaterialistworldview, anddeveloptheircognitiveability, 3.Togranttheyounggenerationthebasicscientificknowledgeofmodernproductionandtheapplicationofanti-scientificlawstosocialismBuildapracticalunderstanding, andatthesametimecultivatestudentsaseriesofskillsandskillsinproductionandlabor, thatis, givethemcomprehensivetechnicaleducation, 4.Ensurethatstudentsarecultivatedwithnoblemoralqualitiesandbeliefs, andcultivatetheirloveforthemotherlandandworkforceinternationally.Thefeelingsofsocialismandunityformtheircommunistattitudetowardslaborandpublicgoods, andcultivatetheirconsciousdiscipline, 5.Provideavarietyoflaboreducation, cultivatetheemotionofloveforlaborandtheskillsofworking, 6.Carryoutaestheticeducationforstudents, Teachthemtocorrectlyunderstandandevaluateworksofart , forme leur leur intérêt esthétique, développer leur créativité dans l'art et leur transmettre les principes de l'éducation artistique.
La pédagogie
inInteachingtheory, KailovtriedtoanalyzetheteachingprocesswithMarxistepistemology.Kairovaffirmedthattheteachingprocessmustfollowtheprocessofhumanknowledge, thatis, "fromvividintuitiontoabstractthinking, andfromabstractthinkingtopractice ..." asLeninpointedout "Throughtheanalysisoftheteachingprocess, wecanfindthenecessarylinksandtheessentialconnectionbetweenthem.Theprocessofarmingstudentswithknowledge, skillsandskills, thatis, theteacherproposescertaincognitivetaskstothestudents, andprovidesstudentswithinformationabouttherealworld.Thecorrectconceptionofthephenomenonandtheuseofvariousessentialsandlawstoclarifythebasisofthesethingsandphenomena quot; Onthebasisofsumminguptheachievementsofothers, Kairovproposedsixteachingprinciples:.? thatis, intheprocessofmasteringknowledge, studentsTheprincipleofself-consciousnessandpositivity; theprincipleofintuitiveteaching ;leprinciped'associerlathéorieàlapratiquede l'enseignement;leprincipedesystémicitéetdecontinuitéd'enseignement;leprincipedeconsolidationdesconnaissances;leprincipedefac ceptabilityofteachingmethods.Inthetheoryofeducation, Clearlyputforwardaseriesofmoraleducationcontent.Hesaid: "InSovietschools, moraleducationincludesaplannedandpurposefulinfluenceonstudents'consciousness, emotionsandbehavior, withthepurposeofcultivatingtheircommunistmoralspirit." "CommunistDoctrinemoralityisanewandadvancedtypeofmorality.Thestruggletocompletetheconstructionofcommunismisthebasisofthismorality.Inoursociety, tobeamoralpersonmeansthathemustfightfortheconstructionofanewcommunistsocietywithallhisheart"!
Latâched'éducationmorale
Hebelievesthatthetasksofmoraleducationare: 1.Formmoralconceptsandbeliefs.Heemphasized: "Studentsconsciouslyandfirmlyunderstandthebasicrequirementsofcommunistmorality, deeplyunderstandtheserequirements, andcomplywiththeserequirementsinpractice.Developthefoundationofmoralbeliefs.2.Cultivatecommunistbehavioralhabits.Hebelievesthatthepreliminarybehavioralhabitsarestipulatedinthe" StudentCode », andstrictimplementationwillgraduallyformandconsolidatethem.Hesaid: " Withthesehabits, Andthesehabitsarestable.Thisisthemainsignofstudents'moralaccomplishment" 3.Cultivatingmoralemotions.Thismainlyrefersto « cultivatingstudents'patrioticemotions, des sentiments d'amitié et d'unité fraternelle avec les autres nations, et des émotions attentionnées et compatissantes. irrespect des personnes âgées, mensonge et hypocrisie, religiosité, etc.
Travaux principaux
introduction
Kailov a écrit de nombreux livres tout au long de sa vie, tels que « The Great Educator Jan Arms Comenius », édité en deux volumes, The « Education Dictionary » et « Education Encyclopedia » en quatre volumes.
Origine idéologique
"Pédagogie" "pédagogie" wasinthe1930sItbegantotakeshapeinthelaterperiod.Regardingtheideologicaloriginof de ThetheoreticalsystemofKailov, theauthorpointedoutinthebookthatitincludesthefollowingthreeparts: "(1) marxiste-Leninistphilosophyasthebasisofthegeneralscientificmethodology, andMarx, Engels, Stalin'sculturalAndthedoctrineofeducation, (2) thehistoricalheritageofpedagogythathasbeencriticallytransformed, thehistoricalexperienceoftheworkanddevelopmentofschoolsandothereducationalinstitutions, especiallythecontributionofSovietprogressivepedagogytoscience; (3) theSovietUnionModernworkexperienceinschoolsandothereducationalinstitutionsandexperienceinfamilyeducation." ①Keloffocusedonthreeaspectsofearnestunderstanding, recherche, andabsorption. Cestroisaspectssontl'espritdesdifférentesrésolutionsprisesparleComitécentralduParticommunistedeChinepourréglerl'éducationgénéraledanslesannées1930. SovieteducationalexperienceItisusedtoverifythenecessityandcorrectnessofthecentraldecision;; asforthehistoricalheritageofeducation, especiallythewesterntraditionaleducationaltheories, theyaremainlyusedtoenrichandenrichthespecificcontentof "Pédagogie" "Pédagogie" de thespiritoftheresolutionoftheCentralCommitteeoftheCommunistPartyofChinaisthecorepartofKairov: "Pédagogie" .Thestatusofthesethreeaspectsisdifferent de especiallytheeducationaltheoreticalheritageformedoveralongperiodoftimeincapitalism.ThesethreearethemainsourceandbasisofKairov'seducationalthought.ItistheseimportantsourcesandThebasisconstitutesthebasicsystemandspecificcontentofKairov.
Principales contributions
Karovi est un important éducateur de l'Union soviétique.
Keloff'seducationaltheorywasproducedundertheconditionsofclearingtheleftistpragmaticeducationalthoughtsfromseriouslyinterferingwithSovieteducation.Theestablishmentofthistheorywasbasicallyadaptedtothetime.TheneedsandrequirementsofSovietsocietyandeducation.Afterresolutelycorrectingtheinterferenceoftheultra-Leftthoughtsonsocialisteducation, itwasclearlystatedthatthetaskofestablishing "Sovietpedagogy" wasnecessary.ThismadeKailov'seducationalthinkingandadvertised "progrès". "Bourgeoiseducationalthoughts" drawsaclearline.Ofcourse, thisdoesnotmeanthathiseducationaltheoryhasnothingtodowithbourgeoiseducation.Infact, ineducationaltheory, especiallyteachingtheory, theyhaveabsorbedandadoptedHealsowroteabouttheeducationalviewsandpracticesofmanycapitalistbourgeoisprogressiveeducatorsforalongtime.HiseducationaltheoreticalsystemwasbasicallyadaptedtotheactualneedsandrequirementsofSovieteducationatthattime.ThisisacharacteristicofKairov'seducationalthoughts. / P >
Karov'seducationaltheoryoccupiesanimportantpositioninthedevelopmentofSovieteducationaltheory.EarlySovieteducationaltheoriesrepresentedbyKruskayaandMakarenkofocusedonsolvingpoliticalandideologicaleducation, Moralqualityeducationandlaboreducation, whichreflecttheactualsituationofSovieteducationbeforethemid-1930s.ThedevelopmentofSovieteducationaltheorythatbeganinthemid-1930shasenteredanotherstage.ItismainlyrepresentedbyKairov'seducationaltheory.Kairov'seducationaltheoryreflectstheactualsituationofSovieteducationfromthemid-1930stothe1950s.Kairov'seducationaltheoryhasmademoresystematicdiscussionsandexpoundsonsomeimportantissuesineducation, formingamorecompletesystem.Itshouldbe.Inotherwords, complet, complet, andsystemicisanothercharacteristicofKairov'seducationalthought.
Bref aperçu
KarovisbasicallyaneducatorwhogrewupinSovietsociety.ManyproblemsineducationhavetriedtouseMarxiststandpoints, viewpointsandmethodstoanalyze, démontrer, andabsorbalargenumberofpeople.TherichheritageinthehistoryofeducationisarealisticsummaryoftheexperienceandlessonsoftheformerSovietUnion'seducationinthe1920sand1930s.The "Pédagogie" publishedonthisbasisisthefirstattempttouseMarxism-Leninisminthehistoryofhumaneducation.Viewpoint, amonographexpoundingthetheoryofsocialistpedagogy.Afterthepublicationofthebook, itwasdesignatedasatextbookforhighernormalcollegesintheformerSovietUnion.ItishighlyauthoritativeandhasagreatimpactontheeducationofsocialistcountriessuchasChinaandNorthKorea.
La théorie de l'éducation de Karov représente une étape importante dans le développement de la théorie de l'éducation de l'ancienne Union soviétique, reflétant le niveau et les caractéristiques de l'ancienne théorie de l'éducation soviétique de la fin des années 1930 à la fin des années 1950.
ItshouldbepointedoutthatKairov'seducationaltheorywasbasicallyadaptedtotheneedsoftheformerSovietUnion'seducationaldevelopmentatthattime.However, duetotherapiddevelopmentofscienceandtechnologyintheworld, higherrequirementsareputforwardoneducationaltheories.Inthiscontext, someofhisviewsappearoutdatedandbackward.Forexample, thereisinsufficientresearchonthereactionofeducationtosocialdevelopment, insufficientattentiontothedevelopmentofstudents'intelligence et "largeharvest" ofeducation, butteachingstudentsinaccordancewiththeiraptitudeandcultivating "gabiers" isdenouncedasbourgeoisgeniuseducation, andsoon.Theseareallstrictlydistinguishedwhendrawinglessons.