In post-revolutionary Russia the construction of the school system was going for almost a decade. In December of 1917. special resolution of the Council of People’s Commissars of all educational institutions were transferred to the People’s Commissariat of Education. In his work played a major role Lunacharsky and Krupskaya.
In 1920, the People’s Commissariat published curriculum of the Soviet school uniform, which had distinctive features in comparison with the curriculum in pre-revolutionary Russia:
• versatile composition of subjects, including the humanities, physical, mathematical and natural sciences;
• a large number of training hours for language and literature, mathematics and science;
• A significant number of hours of physical education in the future of the Soviet school curricula repeatedly processed, but these characteristics remained unchanged. In the mid 20′s. have been attempts to introduce comprehensive programs – the whole body of knowledge was presented in the form of a single set of information about the nature, labor and human society. Thus sought to fill the gap between different school subjects and to connect learning with life and practice. Introduced new methods and techniques of teaching. The school had two stages: primary and secondary, which over the years have had different durations.
In 1930, it was announced on universal compulsory primary education. A number of decisions of the Central Committee of the CPSU (b) in the 30-ies. clearly defined the requirements for secondary school: to provide a high level of knowledge, polytechnic education go hand in hand with a strong mastery of the fundamentals of science. It was pointed out that the main form of organization of educational work should be a lesson “with this group of students with a strictly defined class schedule and solid composition students” with a clear definition of the length and structure of the school year.
The school has been focused on the formation of the information type, which produces knowledge, skills. With the help of education to solve acute social problems: the first training for all citizens to read, then – raising the level of education of the population, the training of professionals for all industries and the cultural sector.
School was clearly articulated social order: education person of a particular type that has defined strict regulatory system of the conservative education: the introduction of a single children’s organization (Pioneer), indoctrination of educational and training activities.
Educational Theory 1920-1930-ies. Russia had a number of characteristics: the main pedagogical idea of ​​the time – the idea of ​​labor school, based on the principles politehnichnosti and industrialization.
Technical principle is that the employment of any special form is a means of studying the general principles of production. The greatest development of the principle of politehnichnosti Krupskaya was in the works.
“Labor School” – is an instrument of development of the new man and the new culture of the proletariat, based on terms of social labor “- wrote Blonsky, justifying the principle of industrialization, understood as a close connection with the production of the school itself. Vdei These are reflected in the creation of a new types of schools, the so-called trade schools. School of factory training set out to the training of skilled workers for industry and transportation. curricula in trade schools, along with special subjects included general education and students with an education in the amount of seven years of school.

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