Роль і значення преси у відображенні передового педагогічного досвіду (друга половина XIX – початок ХХ ст.)

Abstract

У статті проаналізовано роль і значення преси у відображенні передового педагогічного досвіду в досліджуваний період, обгрунтовано етапи відображення педагогічного досвіду в педагогічній пресі у другій половині XIX - на початку XX ст. В статье проанализированы роль и значение прессы в отражении передового педагогического опыта в исследуемый период, обоснованы эпапы отображения педагогического опыта в педагогической прессе во второй половине XIX - начале XX в. Modern Educational Scientific solve problems is impossible without knowledge of how to develop the theory and practice of national education and schools in the past, without creative thinking and rethinking gained national and international experience. The main purpose – to reveal the role of educational media in reflecting progressive pedagogical experience in the study period. To prove phases display pedagogical periodical press forward the theory and practice of teaching experience in the study period. The main factor in teaching journalism is focus on the development of national education. Teaching journalism is an important link between teachers and scientists, educators, reflect the situation, problems and needs of the school, allowing them to organize discussions, facilitates dialogue between teachers and scientists and teachers. Development and teaching experience under his reflection in the pedagogical press is uneven. XIX – XX centuries. - a sharpening of social and economic contradictions. During this period pedagogical press has made considerable progress. In 60 years of teaching in the pages of publications was possible to discuss important issues and school participation of the teachers and practitioners. Quickly reacting to everything new in the field of pedagogy and education, democratic educational journals have played a significant role in the dissemination of progressive educational ideas, teaching experience of teachers and practitioners. On the development of teaching experience, we have identified a pedagogical press stages: Phase I – 1850-60-ies. – rapid new experience and broad coverage of its extensive network of educational media; Phase II – 1870-80-ies. – certain limit further development due to curtailment of reforms in education, growth formalism and conservatism; Phase III – 1890-1919 years. – acquisition and extensive coverage of advanced teaching experience, the emergence of schools based on certain pedagogical ideas rooting different pedagogical concepts.