奇书网

Look Back the History of the Kairovs Pedagogy in China 19491957（第2页）

3。4TheExperiendLessonsKairov'sPedagogy

IntheresearchesaboutKairov'spedagogyin1949to1957，eushistoryofKairov'spedagogyinahavebeeially。Forexample，QuBaokui，ionalschestthatKairov'spedagogyemphasizesoionalizatioion，andhadplayedanimportaablingsproviyofeduatthattimeinourtry。Atthesametime，ithadpletedagestalttransformatioicalmodelahegapsiheoryofsocialistedu。

MaorsedKairov'spedagogy，whichwascharacterizedbyregularized，institutionalized，aioioedpositivelyoioime，theyarguedfativeimpaouredutheoryandpracticludesteeisthatthetheoreticalframeworkotshakeofftheshadowofSovietpedagogyiioheristhatinprimaryandsedaryschools，teagmethodissiype，andteas，curridteagmaterialsistralized，andoverlyemphasizesoyofteacher。

Then，whyKairov'spedagogygsuchaprofousonareaofedua?Summinguptheofresearchers，itbedividedintoseveralareas。

Firstly，Kairov'spedagogytheoryisstifidrevealsthelawsofedupartly。ItsummeduptheSovietUionexperien1920s，alsoimanyprogressiveeducators'eduthinkingcritiyideasprovethequalityofeduingyuan，whostudiediUnionin1950sandisawell-kionalscheststhatKairov'stheoreticalsystemisactuallyareplicaofHerbart'stheory。Beforeliberationourhavereceivedwesterion，andimpactedbyHerbartedu。AtthebeginheSovietUionaltheory，somesdedtobei。However，whentheylearKairov'spedagogyandthoughthatitsametotheformer，aediteasily。

Inparticular，Kairov'stheoryofteagisoperational，anditislikeawmanual。Itbeusedbythenewlyqualifiedteacherstograsptheskillsofteageasily，inacewithitspractigqualityprovedinashortperiodoftime。

&thattime，thereweremanysimilaritiessituationindtheSovietUnion。Ideologywasthesame，weretralizedandplac。EdualexperieheSovietUnionwassimilarwithourdtraditionsandthismadepeoplereceivedKariov'spedagogyveryquideveableoverall。

Thirdly，thepolicyfromtheSovietUnionmadebygoverplayedapolitedrolewiththeabsolute。Afterthefoundingofnewa'simplementationof“one-sided”polidthepolicyofculturalaionwaslearningfromRussia，theapproachfromtoptodowedualtheoryspreadacrossthetryquickly。Thelearningingoolearn，fdoubtorcriticismslightly。

Fourthly，learningtheadvaionalexperieUnionassionwithoutrational。InthewavefromtheSovietUnioandsoul，peopleassio，theyregardKairov'spedagogyastheBible。TakeKairovvisitedaasanexamplein1957，agtorecords，theendiurewasmore15，000。ThespeechesofKairov，interviewreemoirsinahadbeehe“GuangmingDaily”andotherotalwasmorethatime，Kairardedasawell-likedauthorwhopiledthefamoustextbook。HisspeecheswerefullofvaluableinspirationandhispedagogywasthefirstbookwrittenwithMarxism-Leive。Thestudywasfullofpassionateandlackofrationalityaomanyridiculousthings。ThereasonwasthatweoheonsahediffereheSovietUnionaioncriteriaoliticalideology。

&ioingResearches

Wesummarizeaatthattheexistingresearchhasgreatvalueinhelpingstructedutheuideedupractice。Theresearchesemphasesonhowtodrawbetterfrntheoryandavoidreturisvariousfeaturesleadtedinandpropoundedinfluena。Nowadaysitisaurgehowtodrawfromthetheoryofwesterionandboosteseedualtheory。ThereareseveralproblemstosolvewhenlookingbackthehistoryfromtheSovietedualexperiences。

4。1WhatisMoreImportaweenPolicyImpetusaificofTheoryItself?

ThespreadofKairov'spedagogyinawastheresultofnationalpoliterventioheprocessofspreadisnotagradualiioaproationalmandatoryinashorttime。Inaddition，theprocesswasshortofratimaticattitudeandthereasoandarddependingonpoliticalideologyiiiontheory。ManyresearcherssuggestthatthefateofKairov'spedagogyinaiscloselyrelatedtoideologyanditsupsanddooliticalfactors。However，whichfadwayscouldplayanimportaotakeitsrightpladwhatstatusofthetheicalityitselfshouldbepla?

&ifiessoftheory'treplacebytheimpactofideology。Ifweknowthethatspreadingimpalybyideology，thestificoftheoryitselfmaybecealed。Takeitfraaslongasdosomethinginaeidtheoryofeduwouldbegedrapidly。However，weowitisnottheplementationofnewcurri。IiosimilarbetweeionofNeresehepassionateoffaeeessehesamebreath。

4。2HowtoIeFnTheoryandLocalExperience?

AofonstudyingthedifferentfatesofKairov'spedagogyiUnionandasuggestthattheexistenceofKairov'spedagogyisveryshortiUnioofitisweakbuttheimpaaispropouhephenomenootexistftimeinlopadedinfnareaisverypopular。TheauthorcallsitisthephenomenonofKariov'spedagogy。Thestudyasusinintrodudspreadiheoryiure。

&heoryisbasedonitsoeriewouldhavethesimilarsoildefntheorycouldexperimentandrootiries。Hesimilaritiesbetweeionalexperiendesetraditionalexperieooureduareaseasily。Thedifferehemeideasintoourple，thesystemofseminarisverypopularicollegeanditspirestudentstothily。However，theseminarofdisbetweeudent'texistinese。

Fordecades，regardlessofwhetherteachershadheardofKairov'stheoryaboutteagornthetheory。TheimpactsofKairov'steagtheoryalsobeseeninprimaryandsedaryschool。WhythetheorywhiceberegardedasthedrossofSovietUnionhassuaciousvitality？

4。3TheoryaiesTheoryareDifferent。

Kariov'spedagogyroductsofSovietUismfaultbygDewey&#matismeduideas。ItwastheouteoftheSovietedualreformaheexperienceofSovietedu。Ithaverevealedtherulesofinstitutionalizedschooledupartlyaasduriy。Welearnttheadvaionalexperienwestruewedu1950s。Thisplayedaroleinstablingteagorderandimprovingteagquality。Atthesametime，itmettheneedsofsocialismedualtheoryforus。However，thelearningemphasizedoeagmethmatidlookeddorinciplesofedu。TheprocesslectedthedisadvantagesofSovietedualtheory。TheexistenwhichquotedtheclassidcopiedautomaticallywasverySovietadvaioheprofoundlessonsinlearionalexperiehenarrowvisi。

&pedagogyhasitslimitatioablyfromthehistoryround。Therewereobviousdefedshsfromthespecificproposals。Thedefepletefollowingandlisteningoryiiesandtransplaedu。ThesofSovietpedaghttoeseedutheoryandpraddotheeffetheointofSovietpedagogyitselfortheoudeiheUSSRortheboth?Weshouldclarifythereasonwhenlookingbackthehistory。

5。

TheresearchesofKairov'sedualtheoryinaelessfoday。HowtodiffereiveaiveofKairov'spedagogyandhowtotreatthemrespectively?rodutheupsanddownsofKairov'spedagogyina?Whatisthecriteriashouldbeusewheheobject?WhatistheattitudetotreattheexperiendlessonswhichareaccumulatedwhenlearningfromotherssihefoundingofNewa?Thatistosay，therearelotsofissuestoresearchforus。Thepurposeofstudyinghistoryisheoldrqu，ell-knownhistoriahatthebiggesthistorisforeseisfailingtolearnfromhistory。