Procedural aspects of didactics in the Omelyan Vishnevskyi’s pedagogical heritage (1931 – 2019)

Abstract

The purpose of the article is to analyze the views of O. Vyshnevskyi (1931–2019) on procedural aspects of didactics. The research methodology is based on the principles of scientificity, historicism, systematicity, objectivity, as well as methods of historical-pedagogical analysis and synthesis. The scientific novelty is that for the first time in Ukrainian pedagogical science, the didactic views of the famous Ukrainian scientist O. Vyshnevskyi (1931–2019) on the practical aspects of the organization of the educational process were analyzed. Results and conclusions of the study. It was found that, analyzing the practice of education of students of general secondary education institutions, O. Vyshnevskyi considered the following aspects: 1) organizational forms of education; 2) methods, forms, means of activity of students and teachers during the lesson; 3) prerequisites for successful student activity in class; 4) control and assessment of student achievements. Revealing the organizational forms of education, O. Vyshnevskyi focused on the issue of improving the classroom-lesson system, pointed out its main shortcomings, singled out a number of new principles of lesson construction at the current stage of the development of democratic pedagogy. The scientist paid considerable attention to the characteristics of teaching methods, distinguished four groups of these methods: passive, mostly passive, mostly active and active. He considered each group of teaching methods through the prism of teacher and student activities. Quite critically, O. Vyshnevskyi highlighted the frontal forms of work in the lesson, advocated the minimization of frontality, instead the active use of individual and mass work, work in pairs and groups. Somewhat simplistically, the scientist assessed the importance of interactive learning methods, mistaking them for forms of work. O. Vyshnevskyi also analyzed the problem of formation of learning motivation, characterized three forms of differentiation, raised the problem of prevention of difficulties in students in class, improvement of control and evaluation. The researcher positively assessed the introduction of a new grading scale in Ukrainian secondary schools at the beginning of the 21st century.