BRIGADE-LABORATORY METHOD OF TEACHING AND STUDENTS OF PEDAGOGICAL EDUCATIONAL INSTITUTIONS OF THE USRR (MID 20'S - EARLY 30'S OF THE ХХth CENTURY)

Abstract

In the article it is stated that the students of pedagogical educational institutions were an effective factor in implementation of the brigade-laboratory method of teaching, which supplanted the dominant lecture method. Although many students at first gave a lukewarm support to the updating of the methodic component, as any changes carry new risks, because the end result could be not predictable. Leading party and state authorities responsible for the implementation of this method, using various means of propaganda, convinced young people that the educational process itself required the introduction of active teaching methods aimed at training professionals with a broad scientific outlook, could critically operate with auxiliary materials, skills for independent thinking, solve practical problems with scientific methods and techniques. The new methodology was to promote the development of students' skills of independence, would accustom them to self-control and consideration of their strengths, understanding and conscious realization of the purpose of work. Having analyzed the decrees of all-Union and all-Ukrainian conferences and student meetings, the authors have concluded that students generally welcomed the new method, although they do not reject the fact that decisions were often dictated by party bodies. It is noted that the new system was built on the principle of division of students into units, which after a short instructing by a teacher, independently performed complex tasks. The work was mostly carried out collectively with a clear division of tasks between members of the unit, who had to take into account interests of the team, and hence the public interest. Teachers controlled the correctness of the tasks, checked and, if necessary, adjusted the progress of work, provided appropriate assistance. The results of the unit were presented in the form of a report by one of the students who represented the team. Among the disadvantages of this method - is the reduction of theoretical courses, superficial studying of program material, outdated and often non-unified systems of assessment of young people's knowledge, weakening of their individual responsibility for their work.