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Look Back the History of the Kairovs Pedagogy in China 19491957（第1页）

LookBacktheHistoryoftheKairovsPedagogyina（1949-1957）

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ZhengYufeiBeijingNormalUy

Abstract:TheswingphenomenonofKairov'sPedagogyinamadeusthinkthatwhyKairov'sPedagogyhadsuchdramatitasafiohepast30years，mashaveaplishedaboutthehistoryofKairov'spedagogyfrom1949to1957ina.Thesereseargshavesummarizedexperiendlessonforeseeduaangles，especiallyforthepedagogictheorystru.

SgestthatKairov'spedagogyislackoftheorya.SomeresearchesproposethatKairov'spedagogyistheproduofguidingbyStalin'sideologyanditisn'tthetruemainstreamofSovietUnionpedagogy.However，Kairov'spedagogyprovidesoperationtoteagprodnooneythatitimprovetheeffeessofteag.Weshouldnotjusthedrivingforceofideologybutheory&#ularity.TherearemaionsandissuesshouldbefospreadingofKairov'spedagogyfrom1949to1957ina.

1.Introdu

Kairov'spedagogyhasexperieandturnsiionareasina.AtthebeginningofNewordertolearionexperieroducedtheSovietUnionpedagogy，espewhichKairov'spedagogyart.From1949to1957，Kariov'spedagogyreadedwidelyiion.Butiioionfrom1958auralRevolutionfrom1966，Kairov'spedagogywascritipletely.Atthedawtury，withthenewcurriadvassuggestedthatKariov'spedagogywasaghostandflidaienttoKariov'spedagain.

ThenewcurriisaRevolutioionwhichisdirectedbywesterionideas.Likefiftiesyearsago，todayaaimsatlearningadvancedfionideasaa，however，therefereandarddthestandardofselegrefereered，too.Whyexternalideasuppermostthemainstreamofedutheorysiablished?WilltheehesamedestinyasKariov'spedagogyinyresearcheshavemadelotsofresearthisissuesinaheoutsideworldin1978.TheseresearcheshavesummarizedsystematicallythehistoryofKairov'spedagogyin1949to1957asonesepedagogy.NowadaysgtheresearKairov'spedagogyatthedawnofnewce1978mayimprovethereflethelearningfrionalideaswhenassimilatingtheatsofeducivilizationstheworldovertoday.

&ios

&heresultsofresearce1978，wedthattheissuesmaihreecepts.Whichdiffereherinotatiooeachotheriension.

&pedagogymaiheSovieteducators'viewpoiiohesetheoriesbeintroducedwidelyiialofNewa.ItwasatthesametimeeoplewaslearadvancedexperienallyedagogyofSovieteducatorsbeitimeistheSovietpedagogy.From1949to1957，lotsofpublisaboutSovietPedagogyweretranslatedandpublished，majoritiesofthemwastextbooksofpedagogy，forexample，Ⅰ.A.Kairov'spedagogy，ingtwoversionswerepublishedin1948and1956;Н.Τ.ΟгородникоаandП.Н.Шимъирев'spedagogy;EsipovandGoncharov'spedagogy;andKariov，Goncharov，EsipovandZankov'spedagogyeters'enthusiastigfromSovietadvaionexperieaboutthehevaluatiopedagogy.MostofthemsuggestedthatSovietpedagogywasthehighestlevelioryofedualsdwasthetrulymaximumedusce.“ItisestablishedonMaximlien'sphilosophyandwastheatsSovietadvancedexperieiosiUablished.Sovietpedagogyisthetrulyedusce，whichisritentandlogidverymilitancy”

.

Normally，Kairov'spedagogymeabooknamedpedagogywhicheditorisKairanizedseveralSovieteducatorstowritethetextbook.Inerallyspeaking，Kairov'spedagogymeaemahistextbook.WheroducededualtheoryfromSovietUnion，Kairov'spedagogyhavemadeabigdifferentinflueneseeducators，thusitisthesynopedagogy.Atthebeginningoftaki'sedualexperiehepassiKariov'spedagogywasveryhighiioorschasedforit.HtheedurevolutiouralRevolution，Kairov'spedagogybecamethetargetofpublicattalearningfrKairov'spedagogy，peopledidn'tdiffereheadvancedideasandbackwardsofthispedagogy，butstudiedwithoutcritiythhly.Eventoday，wheionedKairov'spedagogy，peopledon'tatedwiththecharacteristidreaso，seeitastheoutdatedpedagogyyet.

Kairov'steadlearningtheoryreferstothetheoryofteadlearningintheKairov'stextbook.Thispartswasn'twrotebyKariovhimself（somewrittenbyEsipovandСкаткин，M.H.etc.），butaccreditedbyKairov.Itreflectedhisguiditeag，thatis，toformstudents'unistworldoutlookbymasteriifiowledgesystematithetheoryofKariov'spedagogy，thetheoryofteadlearningwasformedbysummarizinglotsofteachers'practicalexperielyiede，Yшинский，К.Д.aorstraditioioeagtheoryistheessenceofKairov'spedagogy，andthemaiicisteatered，textbook-tered，classteatered，fes，fivelinkingteagmethods.ThetheoryofteadlearningofKairovispartoftraditionalteadlearningtheory，andishthetraditional.

&opicsofResearches

&opicofresearchesaboutKairov'spedagogyin1949to1957maioricalrole，thehistoryofuniflueneseedu，etc.Suchissuesinvolvedprimaryfieldsandfullyreflectedthehistoryofthisperiod.

3.1TheFormationBadsofKairov'sPedagogy

&ionbadsofKairov'spedagogy，tributionsasaretheimportantissueswhiyresearchersfollowedclosely.TheysuggestthatKariov'spedagogyistheproductsofSovietUismfaultbygDewey&#matismeduideas.Athatschooleduphasizethesystematiessofstifiowledgeahequalityofedu.Thistextbookisthefirstacademiographthattriedtoresolverulesofsocialismedutheperspeprineideasreflecttheregularityofedu，suchas，theviewpupbuildersofall-rouheviewpoiheningbasiowledgeandbasicskillstraining，emphasizingonteadtheroleofteacher-directed.Thesestandpoiioustotrainstrupersonalswithasolidbasiorovethequalityofedug，ionalistina，suggestsihatKariov'spedagogyreflectsthebasicrequirementsofmoderionaheoperationalionalpraditisaimportanthistoricalresultiofmoderion.

3.2CritialysisofKairov'sPedagogy

SomeresearotedthefactthattheacademicdisdcritiKairov'spedagogyiUnionfrom1948to1950wastraodomesticacademicareabutitdidnotforeseeduce1978，edualacademicresearchersbegantore-assesseKariov'spedagogyanditsimpaeseeduanyresearalysiseditsstifiessrationallyandcritigofthem，Guisheng，nsa，madeathatKairov'spedagogytheoryispoorandbelackofstifidtheoretical，afterhestudyingthefourpartsoftextbookeditedbyKariov.ReewlyresearchresultcludedthatKairov'spedagogyabaionalideologyofhumaioUnion，itisaproductofaspecialeraoftheSovietUnioniheauthorstudiedKairovandhispedagogydevelopmeUnionfrom1930sto198uedthatKairov'spedagogywasfulloftheatmosphereofStalin'sideologyandtrolledbyStalin'sideology.

&icalsystemofteadlearningisthefotaheoryofKairov'spedagogy.ThemajorityofresearchesaboutKairov'spedagogyfothetheoryofteadlearhodology，theobjedmethodofstudy，theteaciples，theteateea，theteagmethod，theteagphrase，aionshipofteacher-studentweredisdanalysized.ResearchersdistiagesanddisadvantagesofKairov'stheoryaboutteadlearthatthefataldrawbackofKairov'stheoryisover-emphasiziionfundhedevelopmeioherefore，howtoabsorbtheadvaorsofKairov'stheoryofteadlearningcriticallyisagrossresearchproject.

3.3TheHistoryofKairov'sPedagogyina（1949～1957）

SomeresearchersfothehistoryofKariov'spedagogyin1949to1957.ThedisseminationofthebeginhemodeoftransmissioiveimpatheeseedudeseMultipleways，theattitude，thefocus，etc.weretheresearchthemes.

&heedualexperieheSovietUnionstartfroma'sregioonationwideihemaiheestablishmeionpolicyfromtheadvancedexperieUnioverhattime.Simultaneously，mahoughtthatSovieteduwasthehigheststageofdevelopmeionandarealsceedu.ExceptforKairov'spedagogy，otherSovieteducators'workswerereendedalso.WhenlearningfromtheSovietedualexperieepshavebeentaken，suslatingandpublishiionworks，invitiorstoowledgeofpedagogy，givinggaylecturesactivelybyeduresearchers，whardandwritingalexperieheresultswerethattheSovietUnionespeciallyKairov'spedagogybecamethemoststificedudthe>