I. S. Mikheev's contribution to the development of methodological science and education of non-Russian peoples of the Middle Volga region

Vladimir B. Pomelov
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引用次数: 0

Abstract

Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called "conversational lessons". Mikheev called his teaching approach "the method of whole sentences." For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For "nonRussian-born" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the development of education and methodological science, periodicals and literature. Mikheev's methodological ideas are still relevant today, and are of considerable value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use Mikheev's legacy. The theoretical and methodological works of I. S. Mikheev, his children's books and dramatic works include axiological, humanistic content, and to this day have a significant impact on modern methodological thought. That′s why, it deserves the most careful further study.
米赫耶夫对伏尔加河中部地区非俄罗斯民族的方法论科学和教育发展的贡献
介绍。过去俄罗斯教师的方法论遗产对现代教育学理论和教育实践很有意义。本文的目的是概括十九世纪下半叶-二十世纪上半叶著名科学家伊万·斯捷潘诺维奇·米赫耶夫(1876-1940)的方法论观点。米赫耶夫的教学遗产的相关性可以通过他的方法论观点与现代俄罗斯专家在伏尔加河中部地区的非俄罗斯民族中教授俄罗斯语言和文学的态度的对应来解释。材料和方法。主要的研究方法是科学文献分析和传记方法,以及历史、区域和价值论(价值)方法。结果。米赫耶夫提出了一个教非俄语民族用母语和俄语阅读和写作的系统。他建议开始培养学生的母语读写能力。在掌握了基本技能之后,他们必须继续用俄语进行所谓的“会话课”教学。米赫耶夫称他的教学方法为“整句法”。对于那些说口语的人来说,最重要的是掌握书面语言,这就需要对语法进行足够详细的研究。对于“非俄罗斯出生”的孩子来说,最紧迫的任务是掌握实时对话式的语言。在学校教育通常不超过两三年的情况下,掌握语法的任务不应该被提出来。讨论。用整句的方法来教授一门陌生的语言,这个想法是米赫耶夫提出的,作为他方法论观点的基础。它发现了现代外语教学方法的进一步富有成效的发展。米赫耶夫方法的创新之处在于,他指出了向俄罗斯儿童和非俄罗斯儿童教授俄语的根本区别。米赫耶夫开发的方法在最初阶段包括阐述最简单的句法形式,而不是繁琐的语法形式的记忆。因此,学生们获得了在相对较短的时间内写出简单而完整的句子的能力。那就是他们能够用正确的俄语表达自己的想法。米赫耶夫的方法需要完全不同的方法和俄语教科书,适用于俄罗斯和非俄罗斯学童。米赫耶夫的方法论思想至今仍有意义,对现代俄罗斯教育科学和教育具有重要价值。俄罗斯多民族地区的现代教师高度评价并积极利用米赫耶夫的遗产。结论。作为伏尔加河中部地区杰出的方法学家、语言学家和非俄罗斯民族的教育家,米赫耶夫对教育和方法科学、期刊和文学的发展做出了重大贡献。米赫耶夫的方法论思想至今仍有意义,对现代俄罗斯教育科学和教育具有相当大的价值。俄罗斯多民族地区的现代教师高度赞赏并积极运用米赫耶夫的遗产。米赫耶夫的理论和方法论著作、儿童读物和戏剧作品都包含价值论和人文主义的内容,至今对现代方法论思想仍有重大影响。这就是为什么,它值得最仔细的进一步研究。
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
CiteScore
0.80
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