The article deals with the problems of researching effective pedagogical practices of Russia in the second half of the twentieth century. as a historical and pedagogical phenomenon. The importance of studying the retrospective experience of the formation and activity of innovative scientific and methodological systems, pedagogical practices, author’s schools and educational technologies is emphasized. Special importance is attached to the historical and pedagogical analysis of advanced pedagogical experience, an important phenomenon that largely determined the development of national education in the Soviet era. The goals, objectives, and features of the educational and educational work of effective pedagogical practices are defined. Attention is focused on the fact that advanced pedagogical experience and the formation of effective pedagogical practices were the result of the reaction of the pedagogical community to the state educational policy pursued in the USSR. The political and ideological realities of the development of the public education system in this historical era are considered; sources of advanced pedagogical experience; peculiarities of interpretation of the requirements of the state and society in the education and training of the younger generation. It is determined that the activities of progressive school principals and teachers were built in accordance with traditional spiritual and moral values, the national pedagogical heritage, their own understanding, abilities and opportunities to effectively implement the author’s ideas in a wide socio-educational practice. The theoretical and methodological foundations of the historical and pedagogical interpretation of effective pedagogical practices are substantiated. The features of the study, scientific description and interpretation of advanced pedagogical experience in the educational space of the country are shown. The article describes the socio-political causes and conditions that influenced the peculiarities of the formation of effective pedagogical practices and advanced pedagogical experience; risks and internal contradictions of the development of general education in the USSR and the RSFSR. The features of the ideological support of the process of dissemination of advanced pedagogical experience and the unity of the content of education in the Soviet state are revealed. The positive and negative experience of the development and implementation of educational policy as the basis for the formation of pedagogical innovation; ways to activate the work of teachers of the Soviet school; ways and techniques of promoting advanced pedagogical experience are analyzed. It is concluded that the advanced pedagogical experience of the Soviet era was based primarily on the assimilation of socio-pedagogical tasks; the author’s interpretation of the goals and essential problems of educating the personality of a growing individual; assessment of the creative potential, capabilities and abilities of the subjects of the educational process.
Key words: effective pedagogical practices, pedagogical innovation, the author’s school, the Soviet system of general education, the history of pedagogy, the history of education.
4_Богуславский-2024-№3-38-47Citation link: Boguslavsky M.V., Milovanov K.Yu. Effective pedagogical practices of russia in the second half of the twentieth century as a historical and pedagogical phenomenon // Humanities researches of the Central Russia. – 2024. – №3. – P. 38-47.
DOI: 10.24412/2541-9056-2024-332-38-47