Оцінювання навчальних досягнень учнів: історичний аспект
Ескіз недоступний
Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
ЦДПУ ім. В. Винниченка
Анотація
(ua) В статті здійснено історико-науковий аналіз трансформації педагогічних ідей щодо проблеми оцінювання навчальних досягнень учнів другої половини ХІХ – початку ХХ ст. Однією з найвизначніших подій першого пошуку розв’язання проблем, пов’язаних із оцінкою, були педагогічні слухання у Петербурзькому педагогічному товаристві 1873 р. Думки освітян розділилися: деякі вважали, що шкільна оцінка – це пережиток минулого і вона повинна піти в небуття, інші закликали модернізувати оцінювання навчальних досягнень учнів відповідно до вимог часу. На початку ХХ ст. прогресивна громадськість почала замислюватися над підвалинами, принциповими засадами школи й освіти. У статті проаналізовано тодішні інновації в оцінюванні навчальних досягнень учнів, які впроваджувалися в комерційних училищах на території України.
(ru) В статье осуществлен историко-научный анализ трансформации педагогических идей, которые касались проблемы оценивания учебных достижений учащихся второй половины XIX – начала ХХ в. Одной из важнейших событий первого поиска решения проблем, связанных с оценкой, были педагогические слушания при Петербургском педагогическом обществе 1873 г. Мысли педагогов разделились: некоторые считали, что школьная оценка – это пережиток прошлого и она должна уйти в небытие, другие призвали модернизировать оценивания учебных достижений учащихся в соответствии с требованиями времени. В начале ХХ в. прогрессивная общественность начала задумываться над принципиальными основами школы и образования. В статье проанализированы тогдашние инновации в оценке учебных достижений учащихся, которые внедрялись в коммерческих училищах на территории Украины.
(en) In article the historical and scientific analysis of transformation of the ideas of domestic teachers on a problem of estimation of educational achievements of pupils of the second half of XIX – the beginning of the 20th century is carried out. Pedagogical hearings in the St. Petersburg pedagogical society in 1873 were one of the most important events of the first search of the solution of the problems connected with assessment. Thoughts of teachers were divided: some considered that school assessment is a remnant of the past and it has to fall into oblivion, others urged to modernize estimations of educational achievements of pupils according to requirements of time. Echoes of that polemic sounded later, but motions in this question weren't. At the beginning of the 20th century the progressive public has begun to think about a basis, basic bases of school and education. There were several reasons for that. Education became the arena of fight of democratic forces of the empire against her bureaucracy as was considered that education is «a healthy place of bureaucracy». So it was considered both as the purpose, and as means. The public sought to have a decent humanistic modern education system. In a number of educational problems have started talking also about assessment of knowledge of pupils. Progressive domestic teachers were widely familiar with pedagogical innovations and technologies of the West. At the same time their more or less widespread introduction in work of gymnasiums, real schools was impossible because of reactionary policy of the Ministry of national education of Russia. However commercial schools submitted to the Ministry of Finance, later – to the Ministry of Trade and the industry therefore they had big freedom in the organization of teaching and educational process. In article innovations of that time in assessment of educational achievements of pupils are analysed, took root in the Kiev women's commercial school, Elisavetgrad public commercial school, the Poltava commercial school of A. Bayer, etc. At the present stage of reforming of education it is necessary for teachers not only to know history of school assessment, different views on her, motivation of the parties, but also to realize that assessment is only one of components of teaching and educational process, only one of his tools. A task of modern school – not to force children to study, not to punish for gaps in knowledge, insufficient diligence and persistence by means of assessment, and to interest in study, to teach to study, to profit, pleasure from high-quality training.
(ru) В статье осуществлен историко-научный анализ трансформации педагогических идей, которые касались проблемы оценивания учебных достижений учащихся второй половины XIX – начала ХХ в. Одной из важнейших событий первого поиска решения проблем, связанных с оценкой, были педагогические слушания при Петербургском педагогическом обществе 1873 г. Мысли педагогов разделились: некоторые считали, что школьная оценка – это пережиток прошлого и она должна уйти в небытие, другие призвали модернизировать оценивания учебных достижений учащихся в соответствии с требованиями времени. В начале ХХ в. прогрессивная общественность начала задумываться над принципиальными основами школы и образования. В статье проанализированы тогдашние инновации в оценке учебных достижений учащихся, которые внедрялись в коммерческих училищах на территории Украины.
(en) In article the historical and scientific analysis of transformation of the ideas of domestic teachers on a problem of estimation of educational achievements of pupils of the second half of XIX – the beginning of the 20th century is carried out. Pedagogical hearings in the St. Petersburg pedagogical society in 1873 were one of the most important events of the first search of the solution of the problems connected with assessment. Thoughts of teachers were divided: some considered that school assessment is a remnant of the past and it has to fall into oblivion, others urged to modernize estimations of educational achievements of pupils according to requirements of time. Echoes of that polemic sounded later, but motions in this question weren't. At the beginning of the 20th century the progressive public has begun to think about a basis, basic bases of school and education. There were several reasons for that. Education became the arena of fight of democratic forces of the empire against her bureaucracy as was considered that education is «a healthy place of bureaucracy». So it was considered both as the purpose, and as means. The public sought to have a decent humanistic modern education system. In a number of educational problems have started talking also about assessment of knowledge of pupils. Progressive domestic teachers were widely familiar with pedagogical innovations and technologies of the West. At the same time their more or less widespread introduction in work of gymnasiums, real schools was impossible because of reactionary policy of the Ministry of national education of Russia. However commercial schools submitted to the Ministry of Finance, later – to the Ministry of Trade and the industry therefore they had big freedom in the organization of teaching and educational process. In article innovations of that time in assessment of educational achievements of pupils are analysed, took root in the Kiev women's commercial school, Elisavetgrad public commercial school, the Poltava commercial school of A. Bayer, etc. At the present stage of reforming of education it is necessary for teachers not only to know history of school assessment, different views on her, motivation of the parties, but also to realize that assessment is only one of components of teaching and educational process, only one of his tools. A task of modern school – not to force children to study, not to punish for gaps in knowledge, insufficient diligence and persistence by means of assessment, and to interest in study, to teach to study, to profit, pleasure from high-quality training.
Опис
Ключові слова
реформування освіти, оцінювання навчальних досягнень учнів, комерційна освіта, інновації в освіті, реформирование образования, оценивание учебных достижений учащихся, коммерческое образование, инновации в образовании, reforming of education, estimation of educational achievements of pupils, commercial education, innovations in education
Бібліографічний опис
Абрамова О. В. Оцінювання навчальних досягнень учнів: історичний аспект / Оксана Віталіївна Абрамова, Вікторія Віталіївна Вдовенко // Наукові записки ЦДПУ. Серія: Педагогічні науки = Research Bulletin. Series: Pedagogical Sciences/ ред. кол.: В. Ф. Черкасов [та ін.]. – Кропивницький : РВВ ЦДПУ ім. В. Винниченка, 2018. – Вип. 161. – С55-60.