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。