Програми і праці з української мови та методики її навчання у 20-30-ті рр. ХХ ст. в оцінці В. Масальського
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Мета статті - розглянути дослідження В. Масальським програм і праць із української мови та методики її навчання періоду створення нової школи, у 20-30- ті рр. ХХ ст. Автор даної статті застосував такі методи дослідження: аналіз наукових праць, підручників і посібників, вивчення навчальних програм.
В. Масальський відмічає, що в основу організації вітчизняної школи було покладено принцип навчання рідною мовою. Програми з мови для школи тоді не забезпечували озброєння учнів системою знань і навичок, не розв'язували на належному рівні проблему поєднання навчання й виховання. Були корисні методичні розробки та недооцінка засвоєння граматики, методів навчання. Позитивно оцінені праці Л. Булаховського, В. Помагайби, А. Савицької, А. Машкіна. Вивчення доробку В. Масальського залишається актуальним.
The aim of the article is to examine V. Masalskyi's study of the programmes and works on the Ukrainian language and methods of its teaching in the period of establishing a new school, in the 20-30 of the XX century. The author of the article has applied the following research methods: analysis of scientific works, textbooks and manuals, examination of the academic programmes. V. Masalskyi notes that the national schooling system was organized basing on the principle of native-language instruction. At that time, school language programmes did not provide students with necessary knowledge and skills and did not resolve appropriately the problem of combining training and education. The scientist states: analysis of many textbooks on methods of the 20ies shows that, alongside with the useful development of the principles of activation and autonomy of the students' work in the course of studying the language there is a frequent underestimation of the importance of systematizing knowledge in school, learning grammar, grammatical definitions and rules, as well as the techer's word as a method of teaching, limitation of the methods of learning spelling and diminished attention to learning it, insufficient scientific characterization of the principles, methods of teaching and the scope of their appropriate application. The attention was paid to the problems of teaching students dramatic reading, writing and speaking skills, exercising representation of ideas in written form, organizing language and literature classrooms. The scholar evaluates positively the works of V. Pomahaiba, A. Savitska, A. Mashkin. V. Masalskyi mentions the problems, which were addressed by the researchers-linguists, methodologists and language teachers in Ukraine in 1921-1931: training a language teacher; creation of textbooks in Ukrainian and Russian languages; general and specific issues of language methodology; the scope of the school grammar and its scientific basis; a comparative study of the Ukrainian and Russian languages; the scientific basis of language teaching methods; rhythm and melody of the language and punctuation; graphical method; the place of learning languages in schools; familiarizing students with the language styles and expressive means. V. Masalskyi emphasizes the significant contribution of L. Bulahovsky in the development of a new school. National scientists have created a basis for further research in the field of theory and practice of teaching Ukrainian language in Ukrainian schools. The examination of Masalskyi's methodological heritage remains relevant.
The aim of the article is to examine V. Masalskyi's study of the programmes and works on the Ukrainian language and methods of its teaching in the period of establishing a new school, in the 20-30 of the XX century. The author of the article has applied the following research methods: analysis of scientific works, textbooks and manuals, examination of the academic programmes. V. Masalskyi notes that the national schooling system was organized basing on the principle of native-language instruction. At that time, school language programmes did not provide students with necessary knowledge and skills and did not resolve appropriately the problem of combining training and education. The scientist states: analysis of many textbooks on methods of the 20ies shows that, alongside with the useful development of the principles of activation and autonomy of the students' work in the course of studying the language there is a frequent underestimation of the importance of systematizing knowledge in school, learning grammar, grammatical definitions and rules, as well as the techer's word as a method of teaching, limitation of the methods of learning spelling and diminished attention to learning it, insufficient scientific characterization of the principles, methods of teaching and the scope of their appropriate application. The attention was paid to the problems of teaching students dramatic reading, writing and speaking skills, exercising representation of ideas in written form, organizing language and literature classrooms. The scholar evaluates positively the works of V. Pomahaiba, A. Savitska, A. Mashkin. V. Masalskyi mentions the problems, which were addressed by the researchers-linguists, methodologists and language teachers in Ukraine in 1921-1931: training a language teacher; creation of textbooks in Ukrainian and Russian languages; general and specific issues of language methodology; the scope of the school grammar and its scientific basis; a comparative study of the Ukrainian and Russian languages; the scientific basis of language teaching methods; rhythm and melody of the language and punctuation; graphical method; the place of learning languages in schools; familiarizing students with the language styles and expressive means. V. Masalskyi emphasizes the significant contribution of L. Bulahovsky in the development of a new school. National scientists have created a basis for further research in the field of theory and practice of teaching Ukrainian language in Ukrainian schools. The examination of Masalskyi's methodological heritage remains relevant.
Опис
Ключові слова
програми з української мови, навчання рідною мовою, навчання граматики, навчання грамоти, методи навчання, метод спостереження, праці Л. Булаховського, programmes in the Ukrainian language, native language instruction, teaching grammar, teaching literacy, teaching methods, method of observation, works of L. Bulakhovskyi
Бібліографічний опис
Кушнірова, Л. Програми і праці з української мови та методики її навчання у 20-30-ті рр. ХХ ст. в оцінці В. Масальського [Текст] / Л. Кушнірова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2017. – № 10 (74). – С. 13–24.