The ways to establish the personality oriented paradigm in the Ukrainian school education (psychopedagogical aspect). Psycho-pedagogical aspects of establishing the personality oriented learning in the Ukrainian secondary schools in the end of XXth centur

- Dichek, N.P. (2017) The ways to establish the personality oriented paradigm in the Ukrainian school education (psychopedagogical aspect). Psycho-pedagogical aspects of establishing the personality oriented learning in the Ukrainian secondary schools in the end of XXth centur News of Sciense and Education, 1 (49). pp. 49-61. ISSN 2312-2773

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Abstract

In the context of illuminating of ideas about the individualization of school education in Ukraine, which have being developed in the last third of the twentieth century, revealed poorly studied aspect concerning the contribution in the late 1980s - early 1990s. of Ukrainian psychologists to studying ways and means of individualization of school learning. Identified several areas in the field of educational psychology, personality psychology research related to the deepening individualization of learning. These include: studies and pilot testing of teaching differentiation system in primary and secondary schools (finding based on the use of test methods the level of child’s abilities to education and the according acquisition of the three groups of first-form children, who were distributed over the different types of classes (age norm classes, increased individual attention classes, classes of the accelerated development); the introduction in the secondary school life achievements of practical psychology, in particular the organization of psychological services in the schools; the study of the creative potential of pupils, the discovery of talents and developing the creative thinking. It is shown that the preconditions for the changing Soviet educational paradigm "school of teaching" on the personality oriented paradigm have been created by Ukrainian psychologists during the 1970-1980-ies. Analysis of the psychological and pedagogical works of Ukrainian scientists showed the direction of their research on the humanization of the educational process, the desire to ensure the implementation of individualized learning needs of pupils, which corresponds to the establishing in the Ukrainian educational system of personality oriented paradigm. At the same period under review increased attention from the government to the problems of gifted children, children with special needs, children who have been traumatized as a result of the Chernobyl disaster.

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