Reality of Primary Education Development in the Conditions of the New School
DOI:
https://doi.org/10.18662/rrem/14.1Sup1/548Keywords:
educational needs, educational reforms, social partnership, pupils' needs, child-centrism, competence approach, teaching and educational process, innovative technologyAbstract
Under analysis in the following article there is the postmodern conception of primary education development in the New Ukrainian School given the relevant pedagogical principles of child-centrism, given the age and individual mental peculiarities of the pupil's personality, child's creative subjectivity actualization, social partnership in the inclusive environment and competence-oriented education. The postmodern orientation of the primary education rebuilding as a start for the New Ukrainian School innovative development has been enlightened. The competence approach to the vocational pedagogical activity in the conditions of the New Ukrainian School and the perspectives of the primary education development in Ukraine according to the state quality assessment standards have been taken into account. The teaching techniques and priorities in young pupils' education in the New Ukrainian School and elementary school in the European Union states have been studied. There has been observed a significant advantage of the new postmodern reality model, being formed on the ground of childcentrism (interest to the child's unique inner world rather than to the degree of his/her knowledge), techniques of «non-linear», critical, flexible and creative thinking of the partners in the inclusive educational process, vocational thinking, summarizing pedagogical knowledge as subjective fundamental construction – unique response to the postmodern education variability. There has been outlined that the elementary school system rebuilding and modernization in Ukraine is based upon the experience of the primary education in the European Union states.
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