Організація навчально-виховного процесу в Лебединському повітовому училищі

Стаття присвячена проблемі організації навчально-виховного процесу у Лебединському повітовому училищі Слободсько-Української (пізніше – Харківської) губернії ХІХ століття. Аналізується кадровий склад училища, рівень його підготовки до здійснення освітньої діяльності. Розглядається зміст навчання, особливості побудови навчального процесу та його навчально-матеріальне забезпечення. Описані різні методи і форми навчання (метод А. Сапожникова, метод Скободського, метод взаємного навчання), які використовували вчителі на своїх уроках.

Статья посвящена проблеме организации учебно-воспитательного процесса в Лебединском уездном училище Слободско-Украинской (позже - Харьковской) губернии XIX века. Анализируется кадровый состав училища, уровень его подготовки к осуществлению образовательной деятельности. Рассматривается содержание обучения, особенности построения учебного процесса и его учебно-материальное обеспечение. Описаны различные методы и формы обучения (метод А. Сапожникова, метод Скободского, метод взаимного обучения), которые использовали учителя на своих уроках.

The article is devoted to the problem of organization of educational process in Lebedin county secondary school of Slobodska-Ukrainian (later – Kharkiv) province in the XIXth century. It is noted that the educational process in Lebedin county secondary school was carried out in accordance with the normative documents of authorities of tsarist Russia – the Statute of educational establishments (1804, 1828), ‘Rules of Examinations in county secondary schools and gymnasiums’ (1837), orders of director of county secondary schools of Slobodska-Ukrainian province and the trustee of Kharkiv Educational District. The school staff and the level of its preparation to educational activities are analyzed.
The content of educational activity, which was rather wide, peculiarities of educational process and its educational and material support are considered. The county secondary school provided solid knowledge on various fields, but was focused on the study of humanitarian subjects and Mathematics. There was a public library in school whose book fund was constantly replenished with new receipts.. Various methods and forms of teaching students are described. A. Sapozhnikov’s method was widely used in Painting lessons, the value of which was that it was based on drawing from life. This was not just a copy of nature, but a form analysis. This method taught children to think, analyze and reflect. According to the orders of director of county secondary schools of Slobodska-Ukrainian province at Arithmetic lessons in 2nd grade, once a week, Skobodsky method of teaching on abacus was used. One of the most popular at that time was the method of mutual learning, the essence of which was that the older, most successful students, guided by the instructions of teacher, taught weak or younger students. The positive thing about this method was that it reduced the need for using books; they used only didactic aids in the form of various spreadsheets, posters, maps made by students at the lesson.
During the lessons children were taught to think, analyze, solve problems independently and combine theoretical knowledge with practice. Students were brought up with high spirituality and moral values.