CURRENT STATE OF HISTORIC AND EDUCATIONAL RESEARCH
<p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make sugge...
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Тимур Альбертович Магсумов [verfasserIn] |
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2013 |
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| Übergeordnetes Werk: |
In: Sovremennye Issledovaniâ Socialʹnyh Problem - Science and Innovation Center Publishing House, 2017, (2013), 5 |
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year:2013 ; number:5 |
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(DE-627)DOAJ060208295 (DE-599)DOAJeb5858203dd344f9a79b7f3bba3f80fc DE-627 ger DE-627 rakwb eng rus Тимур Альбертович Магсумов verfasserin aut CURRENT STATE OF HISTORIC AND EDUCATIONAL RESEARCH 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make suggestions on the strategy and tactics of further development of historic and educational science and suggest areas for further research. They are ‘new social history’ of education, professional education and teacher training, personified microhistory and history of local educational environment, genesis of didactic principles, ethno-pedagogy, country school, pedagogical diagnostics, Orthodox religious education, contemporary history of foreign pedagogy, pedagogical futurology. We prove the need in reassessment of certain studies’ viability. We draw the conclusion that historic and educational knowledge determines areas and instruments to understand the problems of educational issues, their roots and realize the existence of ways to solve them.</p<<p<<strong<DOI: <a href="http://dx.doi.org/10.12731/2218-7405-2013-5-35"<http://dx.doi.org/10.12731/2218-7405-2013-5-35</a<</strong<</p< history of pedagogy history of education contemporary history Social Sciences H In Sovremennye Issledovaniâ Socialʹnyh Problem Science and Innovation Center Publishing House, 2017 (2013), 5 (DE-627)1754990177 22187405 nnns year:2013 number:5 https://doaj.org/article/eb5858203dd344f9a79b7f3bba3f80fc kostenfrei http://journal-s.org/index.php/sisp/article/view/680 kostenfrei https://doaj.org/toc/2218-7405 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 2013 5 |
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(DE-627)DOAJ060208295 (DE-599)DOAJeb5858203dd344f9a79b7f3bba3f80fc DE-627 ger DE-627 rakwb eng rus Тимур Альбертович Магсумов verfasserin aut CURRENT STATE OF HISTORIC AND EDUCATIONAL RESEARCH 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make suggestions on the strategy and tactics of further development of historic and educational science and suggest areas for further research. They are ‘new social history’ of education, professional education and teacher training, personified microhistory and history of local educational environment, genesis of didactic principles, ethno-pedagogy, country school, pedagogical diagnostics, Orthodox religious education, contemporary history of foreign pedagogy, pedagogical futurology. We prove the need in reassessment of certain studies’ viability. We draw the conclusion that historic and educational knowledge determines areas and instruments to understand the problems of educational issues, their roots and realize the existence of ways to solve them.</p<<p<<strong<DOI: <a href="http://dx.doi.org/10.12731/2218-7405-2013-5-35"<http://dx.doi.org/10.12731/2218-7405-2013-5-35</a<</strong<</p< history of pedagogy history of education contemporary history Social Sciences H In Sovremennye Issledovaniâ Socialʹnyh Problem Science and Innovation Center Publishing House, 2017 (2013), 5 (DE-627)1754990177 22187405 nnns year:2013 number:5 https://doaj.org/article/eb5858203dd344f9a79b7f3bba3f80fc kostenfrei http://journal-s.org/index.php/sisp/article/view/680 kostenfrei https://doaj.org/toc/2218-7405 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 2013 5 |
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(DE-627)DOAJ060208295 (DE-599)DOAJeb5858203dd344f9a79b7f3bba3f80fc DE-627 ger DE-627 rakwb eng rus Тимур Альбертович Магсумов verfasserin aut CURRENT STATE OF HISTORIC AND EDUCATIONAL RESEARCH 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make suggestions on the strategy and tactics of further development of historic and educational science and suggest areas for further research. They are ‘new social history’ of education, professional education and teacher training, personified microhistory and history of local educational environment, genesis of didactic principles, ethno-pedagogy, country school, pedagogical diagnostics, Orthodox religious education, contemporary history of foreign pedagogy, pedagogical futurology. We prove the need in reassessment of certain studies’ viability. We draw the conclusion that historic and educational knowledge determines areas and instruments to understand the problems of educational issues, their roots and realize the existence of ways to solve them.</p<<p<<strong<DOI: <a href="http://dx.doi.org/10.12731/2218-7405-2013-5-35"<http://dx.doi.org/10.12731/2218-7405-2013-5-35</a<</strong<</p< history of pedagogy history of education contemporary history Social Sciences H In Sovremennye Issledovaniâ Socialʹnyh Problem Science and Innovation Center Publishing House, 2017 (2013), 5 (DE-627)1754990177 22187405 nnns year:2013 number:5 https://doaj.org/article/eb5858203dd344f9a79b7f3bba3f80fc kostenfrei http://journal-s.org/index.php/sisp/article/view/680 kostenfrei https://doaj.org/toc/2218-7405 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 2013 5 |
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<p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make suggestions on the strategy and tactics of further development of historic and educational science and suggest areas for further research. They are ‘new social history’ of education, professional education and teacher training, personified microhistory and history of local educational environment, genesis of didactic principles, ethno-pedagogy, country school, pedagogical diagnostics, Orthodox religious education, contemporary history of foreign pedagogy, pedagogical futurology. We prove the need in reassessment of certain studies’ viability. We draw the conclusion that historic and educational knowledge determines areas and instruments to understand the problems of educational issues, their roots and realize the existence of ways to solve them.</p<<p<<strong<DOI: <a href="http://dx.doi.org/10.12731/2218-7405-2013-5-35"<http://dx.doi.org/10.12731/2218-7405-2013-5-35</a<</strong<</p< |
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<p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make suggestions on the strategy and tactics of further development of historic and educational science and suggest areas for further research. They are ‘new social history’ of education, professional education and teacher training, personified microhistory and history of local educational environment, genesis of didactic principles, ethno-pedagogy, country school, pedagogical diagnostics, Orthodox religious education, contemporary history of foreign pedagogy, pedagogical futurology. We prove the need in reassessment of certain studies’ viability. We draw the conclusion that historic and educational knowledge determines areas and instruments to understand the problems of educational issues, their roots and realize the existence of ways to solve them.</p<<p<<strong<DOI: <a href="http://dx.doi.org/10.12731/2218-7405-2013-5-35"<http://dx.doi.org/10.12731/2218-7405-2013-5-35</a<</strong<</p< |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ060208295</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230501182340.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2013 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ060208295</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJeb5858203dd344f9a79b7f3bba3f80fc</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield><subfield code="a">rus</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Тимур Альбертович Магсумов</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">CURRENT STATE OF HISTORIC AND EDUCATIONAL RESEARCH</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2013</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a"><p<In this paper we analyze the results of development of national historic and educational research at the turn of the XXth century; pinpoint obvious success and indicate problems and contradictory areas; give grounding to the development model of the XXth century Russian pedagogy; make suggestions on the strategy and tactics of further development of historic and educational science and suggest areas for further research. They are ‘new social history’ of education, professional education and teacher training, personified microhistory and history of local educational environment, genesis of didactic principles, ethno-pedagogy, country school, pedagogical diagnostics, Orthodox religious education, contemporary history of foreign pedagogy, pedagogical futurology. We prove the need in reassessment of certain studies’ viability. We draw the conclusion that historic and educational knowledge determines areas and instruments to understand the problems of educational issues, their roots and realize the existence of ways to solve them.</p<<p<<strong<DOI: <a href="http://dx.doi.org/10.12731/2218-7405-2013-5-35"<http://dx.doi.org/10.12731/2218-7405-2013-5-35</a<</strong<</p<</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">history of pedagogy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">history of education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">contemporary history</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Social Sciences</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">H</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Sovremennye Issledovaniâ Socialʹnyh Problem</subfield><subfield code="d">Science and Innovation Center Publishing House, 2017</subfield><subfield code="g">(2013), 5</subfield><subfield code="w">(DE-627)1754990177</subfield><subfield code="x">22187405</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">year:2013</subfield><subfield code="g">number:5</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/eb5858203dd344f9a79b7f3bba3f80fc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://journal-s.org/index.php/sisp/article/view/680</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2218-7405</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="j">2013</subfield><subfield code="e">5</subfield></datafield></record></collection>
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