ロシア共和国教員養成政策における社会主義的特質の検討(1917～1927年) : 国家関与の問題に着目して(IV 投稿論文)

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  • An Examination of the Socialistic Characteristics of Teacher Training Policy in RSFSR (1917-1927) : Focusing on the Public Power Intervened in Teacher Education(IV. Research Reports)
  • ロシア共和国教員養成政策における社会主義的特質の検討(1917-1927)--国家関与の問題に着目して
  • ロシア キョウワコク キョウイン ヨウセイ セイサク ニ オケル シャカイ シ

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The purpose of this study is to define the socialistic characteristics in the teacher training system in RSFSR, focusing on the public power intervened in teacher education. As the first step, this paper tries to consider the process of the teacher training policy, to point out the stage when the principle of the "Big October Revolution" was most reflected in 1917-1920's and to show the characteristics of the policy in this stage. The process of the teacher training policy in RSFSR in 1917-1920's may be divided into the following three stages: 1) the stage when was succeeded to the reform plan of the teacher training system, under the Provisional Government (1917-1921) 2) the stage when was formed the teaching training policy, under the leadership of GUS (1921-1927) 3) the stage when the centralization of teacher training was intended (after 1927) In the 1st stage and the 2nd stage, the Soviet Government had expected each institution of teacher training to make its own curriculum that reflected the characteristics of its area. It is clear that this policy of the Soviet Government was based on the principle of the "Big October Revolution." And, this policy caused the Soviet Government to admit the reform plan of the teacher training system made by the liberalist teaching staffs in the 1st stage. The 3rd stage, the Soviet Government started making the standard curricula. At last the first "Common Curricula" were published under legal control in 1933. The principle of the Big October Revolution was most reflected in the teacher training policy in RSFSR in the 2nd stage. This paper provide an argument against old interpretations in this period. The characteristics in this stage are follows: (1) to cooperate with various local organizations in training teachers (2) to put stress on social science in order to improve political education (3) to gain scientific knowledge that is related to productive activities (4) to intend to train teachers scientifically based on pedagogical subjects As the major premise of these characteristics, we should notice that every teacher training institution must be related with inhabitant, schools, facilities and so on its area. And the Soviet Government generalized practices in each institution and formed the teacher training policy in RSFSR in this stage.

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