LookBacktheHistoryoftheKairovsPedagogyina（1949-1957）
ZhengYufeiBeijingNormalUy
Abstract:TheswingphenomenonofKairov'sPedagogyinamadeusthinkthatwhyKairov'sPedagogyhadsuchdramatitasafiohepast30years，mashaveaplishedaboutthehistoryofKairov'spedagogyfrom1949to1957ina。Thesereseargshavesummarizedexperiendlessonforeseeduaangles，especiallyforthepedagogictheorystru。
SgestthatKairov'spedagogyislackoftheorya。SomeresearchesproposethatKairov'spedagogyistheproduofguidingbyStalin'sideologyanditisn'tthetruemainstreamofSovietUnionpedagogy。However，Kairov'spedagogyprovidesoperationtoteagprodnooneythatitimprovetheeffeessofteag。Weshouldnotjusthedrivingforceofideologybutheory&#ularity。TherearemaionsandissuesshouldbefospreadingofKairov'spedagogyfrom1949to1957ina。
1。Introdu
Kairov'spedagogyhasexperieandturnsiionareasina。AtthebeginningofNewordertolearionexperieroducedtheSovietUnionpedagogy，espewhichKairov'spedagogyart。From1949to1957，Kariov'spedagogyreadedwidelyiion。Butiioionfrom1958auralRevolutionfrom1966，Kairov'spedagogywascritipletely。Atthedawtury，withthenewcurriadvassuggestedthatKariov'spedagogywasaghostandflidaienttoKariov'spedagain。
ThenewcurriisaRevolutioionwhichisdirectedbywesterionideas。Likefiftiesyearsago，todayaaimsatlearningadvancedfionideasaa，however，therefereandarddthestandardofselegrefereered，too。Whyexternalideasuppermostthemainstreamofedutheorysiablished?WilltheehesamedestinyasKariov'spedagogyinyresearcheshavemadelotsofresearthisissuesinaheoutsideworldin1978。TheseresearcheshavesummarizedsystematicallythehistoryofKairov'spedagogyin1949to1957asonesepedagogy。NowadaysgtheresearKairov'spedagogyatthedawnofnewce1978mayimprovethereflethelearningfrionalideaswhenassimilatingtheatsofeducivilizationstheworldovertoday。
&ios
&heresultsofresearce1978，wedthattheissuesmaihreecepts。Whichdiffereherinotatiooeachotheriension。
&pedagogymaiheSovieteducators'viewpoiiohesetheoriesbeintroducedwidelyiialofNewa。ItwasatthesametimeeoplewaslearadvancedexperienallyedagogyofSovieteducatorsbeitimeistheSovietpedagogy。From1949to1957，lotsofpublisaboutSovietPedagogyweretranslatedandpublished，majoritiesofthemwastextbooksofpedagogy，forexample，Ⅰ。A。Kairov'spedagogy，ingtwoversionswerepublishedin1948and1956;Н。Τ。ΟгородникоаandП。Н。Шимъирев'spedagogy;EsipovandGoncharov'spedagogy;andKariov，Goncharov，EsipovandZankov'spedagogyeters'enthusiastigfromSovietadvaionexperieaboutthehevaluatiopedagogy。MostofthemsuggestedthatSovietpedagogywasthehighestlevelioryofedualsdwasthetrulymaximumedusce。“ItisestablishedonMaximlien'sphilosophyandwastheatsSovietadvancedexperieiosiUablished。Sovietpedagogyisthetrulyedusce，whichisritentandlogidverymilitancy”。
Normally，Kairov'spedagogymeabooknamedpedagogywhicheditorisKairanizedseveralSovieteducatorstowritethetextbook。Inerallyspeaking，Kairov'spedagogymeaemahistextbook。WheroducededualtheoryfromSovietUnion，Kairov'spedagogyhavemadeabigdifferentinflueneseeducators，thusitisthesynopedagogy。Atthebeginningoftaki'sedualexperiehepassiKariov'spedagogywasveryhighiioorschasedforit。HtheedurevolutiouralRevolution，Kairov'spedagogybecamethetargetofpublicattalearningfrKairov'spedagogy，peopledidn'tdiffereheadvancedideasandbackwardsofthispedagogy，butstudiedwithoutcritiythhly。Eventoday，wheionedKairov'spedagogy，peopledon'tatedwiththecharacteristidreaso，seeitastheoutdatedpedagogyyet。
Kairov'steadlearningtheoryreferstothetheoryofteadlearningintheKairov'stextbook。Thispartswasn'twrotebyKariovhimself（somewrittenbyEsipovandСкаткин，M。H。etc。），butaccreditedbyKairov。Itreflectedhisguiditeag，thatis，toformstudents'unistworldoutlookbymasteriifiowledgesystematithetheoryofKariov'spedagogy，thetheoryofteadlearningwasformedbysummarizinglotsofteachers'practicalexperielyiede，Yшинский，К。Д。aorstraditioioeagtheoryistheessenceofKairov'spedagogy，andthemaiicisteatered，textbook-tered，classteatered，fes，fivelinkingteagmethods。ThetheoryofteadlearningofKairovispartoftraditionalteadlearningtheory，andishthetraditional。
&opicsofResearches
&opicofresearchesaboutKairov'spedagogyin1949to1957maioricalrole，thehistoryofuniflueneseedu，etc。Suchissuesinvolvedprimaryfieldsandfullyreflectedthehistoryofthisperiod。
3。1TheFormationBadsofKairov'sPedagogy
&ionbadsofKairov'spedagogy，tributionsasaretheimportantissueswhiyresearchersfollowedclosely。TheysuggestthatKariov'spedagogyistheproductsofSovietUismfaultbygDewey&#matismeduideas。Athatschooleduphasizethesystematiessofstifiowledgeahequalityofedu。Thistextbookisthefirstacademiographthattriedtoresolverulesofsocialismedutheperspeprineideasreflecttheregularityofedu，suchas，theviewpupbuildersofall-rouheviewpoiheningbasiowledgeandbasicskillstraining，emphasizingonteadtheroleofteacher-directed。Thesestandpoiioustotrainstrupersonalswithasolidbasiorovethequalityofedug，ionalistina，suggestsihatKariov'spedagogyreflectsthebasicrequirementsofmoderionaheoperationalionalpraditisaimportanthistoricalresultiofmoderion。
3。2CritialysisofKairov'sPedagogy
SomeresearotedthefactthattheacademicdisdcritiKairov'spedagogyiUnionfrom1948to1950wastraodomesticacademicareabutitdidnotforeseeduce1978，edualacademicresearchersbegantore-assesseKariov'spedagogyanditsimpaeseeduanyresearalysiseditsstifiessrationallyandcritigofthem，Guisheng，nsa，madeathatKairov'spedagogytheoryispoorandbelackofstifidtheoretical，afterhestudyingthefourpartsoftextbookeditedbyKariov。ReewlyresearchresultcludedthatKairov'spedagogyabaionalideologyofhumaioUnion，itisaproductofaspecialeraoftheSovietUnioniheauthorstudiedKairovandhispedagogydevelopmeUnionfrom1930sto198uedthatKairov'spedagogywasfulloftheatmosphereofStalin'sideologyandtrolledbyStalin'sideology。
&icalsystemofteadlearningisthefotaheoryofKairov'spedagogy。ThemajorityofresearchesaboutKairov'spedagogyfothetheoryofteadlearhodology，theobjedmethodofstudy，theteaciples，theteateea，theteagmethod，theteagphrase，aionshipofteacher-studentweredisdanalysized。ResearchersdistiagesanddisadvantagesofKairov'stheoryaboutteadlearthatthefataldrawbackofKairov'stheoryisover-emphasiziionfundhedevelopmeioherefore，howtoabsorbtheadvaorsofKairov'stheoryofteadlearningcriticallyisagrossresearchproject。
3。3TheHistoryofKairov'sPedagogyina（1949～1957）
SomeresearchersfothehistoryofKariov'spedagogyin1949to1957。ThedisseminationofthebeginhemodeoftransmissioiveimpatheeseedudeseMultipleways，theattitude，thefocus，etc。weretheresearchthemes。
&heedualexperieheSovietUnionstartfroma'sregioonationwideihemaiheestablishmeionpolicyfromtheadvancedexperieUnioverhattime。Simultaneously，mahoughtthatSovieteduwasthehigheststageofdevelopmeionandarealsceedu。ExceptforKairov'spedagogy，otherSovieteducators'workswerereendedalso。WhenlearningfromtheSovietedualexperieepshavebeentaken，suslatingandpublishiionworks，invitiorstoowledgeofpedagogy，givinggaylecturesactivelybyeduresearchers，whardandwritingalexperieheresultswerethattheSovietUnionespeciallyKairov'spedagogybecamethemoststificedudthe>
&hisprocess，thestudyandexploreofedutheorylacedbylearninghowtolearnKairov'spedagogypreferably。Andtheemphasiswasfoethodsandteaderstandingandanalysisiselfwashefodturningtopayattentioudyofthespiritandattitude。ManypeardedKairov'spedagogyasthespokesmanofMarxism-LeioudeofMarxistclassicapproachtoKairov'spedagogyahusiasmmorethaional。Atthattime，somescholarshadcriticizedthepheheacademicview，however，thisattractedrebuttingfromotherscholars。Solongerdiscussedthefocusesofeduthetheoreticalissues，instead，usingandexplainingtheoftheSovietUiohefocusofthestudy。