出版社：H. S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine
摘要：The problem of school failure belongs to the category of "eternal" as more or less of a gap in the study of child from the most of its classmates may be caused by an extremely wide range of both internal and external reasons. In the history of the national psychological thought,interest in the failure waves varied - from the incredible interest in the early twentieth century to almost complete neglect of this phenomenon in the second half of the 30's to early 40's.Tragically admit,but now we are going through another period of loss of interest in psychological issues to public school failure child.There is an impression that today's children everything gifted and well make it in school.And a simple reference to the facts shows that this is not so.School failure remains a painful reality of school life.Therefore,still topical the study of the experience of the so-called teachers-innovators who in the pedagogical activity was able to achieve "learning without lag." Analysis of the teachers-innovators (Sh.O.Amonashvili,V.F.Shatalov,S.M.Lysenkova) heritage showed that the foundation of their success was not only and not so proposed teaching methods (though their effectiveness is proved by practice) but their style works,great psychological and pedagogical culture,which included psychological and pedagogical competence,value-semantic component (towards people,world,their own activities) and cognitive component (development of cognitive processes and reflection).They knew and loved items that taught; respected and understood their pupils; constantly engaged in self-improvement and develop cognitive abilities of their students. History of the teachers- innovators proved the importance of psychological and pedagogical culture of teachers for the success of the educational work.Even the best teaching methods can not prove effective if those,they going to enforce,are not native pedagogical and psychological culture.
