V. V. Davydov – the founder of scientific school and director of the Psychological Institute

1286

Abstract

The article presents the stages of biography of the famous Russian psychologist V. V. Davydov, who was a brilliant leader of a large scientific group, director of the Psychological Institute of the RAE. The content of the work of Davydov’s scientific schools is based upon the three proverbial whales that define its theoretical, methodological and didactical boundaries: the theory of content generalization and concept formation, psychological theory of learning activity and the system of developmental teaching. The article also outlines the results of researches conducted by V. V. Davydov’s scientific group. It is demonstrated that for evaluating the effectivity of learning activity, the systems of assessment of theoretical thinking and its components (such as analysis, reflection, planning, systemic characteristics of thinking) were elaborated for different object matter. Also the scientific group elaborated the criteria for assessing the levels of learning activity development, as a whole as well as its separate components. The scientific school of V.V. Davydov is a living and evolving organism. The disciples and followers of V.V. Davydov conduct empirical research that bring his ideas to life. The article analyzes the philosophical, methodological and psychological foundations of Davydov’s scientific school. The content of Davydov’s debates with Vygotsky concerning the mechanisms of theoretical generalization is outlined. Davydov’s point of view is illustrated by large empirical evidence.

General Information

Keywords: V.V. Davydov, developmental teaching, mental development, activity, object-oriented action, generalization

Journal rubric: Theory and Methodology

Article type: scientific article

For citation: Rubtsov V.V. V. V. Davydov – the founder of scientific school and director of the Psychological Institute. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2005. Vol. 1, no. 2, pp. 17–29. (In Russ., аbstr. in Engl.)

References

  1. Ageev V.V., Davydov V.V., Rubcov V.V. Oprobovanie kak mehanizm postroeniya sovmestnyh deistvii // Psihol. zhurn. 1985. T. 6. № 4.
  2. Arsen’ev A.S., Bibler V.S., Kedrov B.M. Analiz razvivayushego ponyatiya. M., 1967.
  3. Atahanov R. Matematicheskoe myshlenie i metodiki opredeleniya urovnei ego razvitiya. M.; Riga, 2000.
  4. Bannov I.I. Psihologo-pedagogicheskie osnovy proektirovaniya sistemy vospitaniya starsheklassnikov v usloviyah monoprofil’nogo goroda: Opyt proektirovaniya / Pod obsh. red. V.V. Rubcova. Nefteyugansk, 2002.
  5. Voprosy teorii i praktiki razvivayushego obrazo-vaniya / Sost. V.A. Guruzhapov. M., 2001.
  6. Voroncov A.B. Pedagogicheskaya tehnologiya kontrolya i ocenki uchebnoi deyatel’nosti. M., 2002.
  7. Vygotsky L.S. Myshlenie i rech’ // Vygotsky L.S. Sobr. soch.: V 6 t. T. 2. M., 1982. | Thinking and Speaking
  8. Gromyko Yu.V. Proektirovanie i programmirovanie razvitiya obrazovaniya. M., 1996.
  9. Guzman R.Ya . Rol’ sovmestnoi deyatel’nosti v reshenii uchebnyh zadach // Vopr. psihol. 1980. №3.
  10. Guruzhapov V.A. Voprosy ekspertizy uchebnogo processa razvivayushego obucheniya (sistema D.B. El’konina — V.V. Davydova): Metod. posobie. M., 1999.
  11. Guruzhapov V.A. К voprosu о predmetnoi diagnos-tike teoreticheskogo myshleniya detei v razvivayushem obuchenii (sistema D.B.El’konina V.V. Davydova) // Psihol. nauka i obrazovanie. 1997. №4.
  12. Guruzhapov V.A. Obshie rekomendacii dlya organov upravleniya po ekspertize uchebnogo processa razvivayushego obucheniya (sistema D.B. El’konina — V.V. Davydova) // Upravlenie shkoloi. Ezhenedel’noe prilozhenie k gazete «Pervoe sentyabrya». 1998. №10.
  13. Davydov V.V. Vidy obobsheniya v obuchenii. M., 1997.
  14. Davydov V.V. Problemy razvivayushego obucheniya. M., 1986.
  15. Davydov V.V. Teoriya razvivayushego obucheniya. M., 1996.
  16. Davydov V.V. i dr. Programma razvivayushego obucheniya (sistema El’konina — Davydova): Matematika. M., 1996.
  17. Davydov V.V. Koncepciya gumanizacii rossiiskogo nachal’nogo obrazovaniya (neobhodimosf i vozmozhnost’ sozdaniya celostnoi sistemy razvivayushego nachal’nogo obrazovaniya) // Nachal’noe obrazovanie v Rossii: innovacii i praktika. M., 1994.
  18. Davydov V.V. О ponyatii razvivayushego obucheniya // Pedagogika. 1995. № 1.
  19. Davydov V.V. Pedagogika razvitiya i teoriya reka-pitulyacii // Pedagogika razvitiya: vozrastnaya dinamika i stupeni obrazovaniya. Ch.l. Krasnoyarsk, 1997.
  20. Davydov V.V. Teoriya razvivayushego obucheniya // Magistr. 1996. № 1.
  21. Davydov V.V., Gromyko Yu.V. Koncepciya eksperimental’noi raboty v sfere obrazovaniya // Pedagogika. 1994. № 6.
  22. Davydov V.V., Zinchenko V.P. Predmetnaya deyatel’nost’ i ontogenez poznaniya // Vopr. psihol. 1998. №5.
  23. Davydov V.V., Kudryavcev V.T. Razvivayushee obrazovanie: teoreticheskie osnovaniya preemstvennosti doshkol’noi i nachal’noi shkol’noi stupeni // Vopr. psihol. 1997. № 1.
  24. Davydov V.V., Slobodchikov V.I., Cukerman G.A. Mladshii shkol’nik kak sub’ekt uchebnoi deyatel’nosti // Vopr. psihol. 1992. № 3–4.
  25. Dusavickii A.K. Psihologicheskie predposylki postroeniya osnovnoi shkoly v sisteme razvivayushego obucheniya // Psihol. nauka i obrazovanie. 2003. №1.
  26. Zinchenko V.P. Psihologicheskie osnovy pedagogiki: (Psihologo-pedagogicheskie osnovy postroeniya sistemy razvivayushego obucheniya D.B. El’konina — V.V. Davydova). M.: Gardariki, 2002.
  27. Zinchenko V.P., Mesheryakov B.G. Sovokupnaya deyatel’nost’ kak geneticheski ishodnaya edinica psihicheskogo razvitiya // Psihol. nauka i obrazovanie. 2000. №2.
  28. Il’enkov E.V. Dialekticheskaya logika (ocherki istorii i teorii). M., 1984.
  29. Innovacionnaya set’ razvivayushego obucheniya / Sost. V.A. Guruzhapov. M.: Evrika, 2003.
  30. Kravcov G.G. Psihologicheskie problemy nachal’nogo obrazovaniya. Krasnoyarsk, 1994.
  31. Kudina G.N., Novlyanskaya Z.N. Osnovnye principy i metody kursa «Literatura kak predmet esteticheskogo cikla» // Psihol. nauka i obrazovanie. 1996. № 4; 1997. № 1.
  32. Kudryavcev V.T. Razvitoe detstvo i razvivayushee obrazovanie: kul’turno-istoricheskii podhod. Ch. 1. Dubna, 1997.
  33. Lazarev V.S. O deyatel’nostnom podhode k proektirovaniyu celei obrazovaniya // Izvestiya RAO. 2000. №2.
  34. Mikulina G.G., Savel’eva O.V. K psihologicheskoi ocenke kachestva znanii u mladshih shkol’nikov // Psihol. nauka i obrazovanie. 1997. № 2.
  35. Mihailov F.T. Soderzhanie obrazovaniya i ego ideal’naya forma // Izvestiya RAO. 2000. № 2.
  36. Novlyanskaya Z.N., Kudina G.N. Programma po literature (1–9 klassy). M., 1998.
  37. Organizacionno-psihologicheskie osnovy razvivayushego obrazovaniya v regione / Pod obsh. red. V.V. Rubcova. M., 2002.
  38. Perre-Klermon A.N. Rol’ social’nyh vzaimodeistvii v razvitii intellekta detei / Per. s fr. M., 1991.
  39. Polivanova K.N. Psihologicheskoe soderzhanie podrostkovogo vozrasta // Vopr. psihol. 1996. № 1.
  40. Polivanova K.N. Psihologiya vozrastnyh krizisov: Ucheb. posobie. M., 2000.
  41. Polivanova N.I. Naglyadno-obraznaya regulyaciya pri sovmestnom reshenii zadach // Vopr. psihol. 1988. № 5.
  42. Poluyanov Yu. A. Izobrazitel’noe iskusstvo: Posobie dlya uchitelya. Ch. 1: Soderzhanie, metodika i organizaciya zanyatii v nachal’noi shkole. M., 1995.
  43. Poluyanov Yu.A. Sootnoshenie uchebnoi deyatel’nosti i tvorchestva detei na zanyatiyah izobrazitel’nym iskusstvom // Vopr. psihol. 1998. № 5.
  44. Poluyanov Yu.A., Matis T.A. Formirovanie ocenki na nachal’nom etape uchebnoi deyatel’nosti // Psihol. nauka i obrazovanie. 1996. №4. S.38–43.
  45. Razvivayushee obrazovanie: V 2 t. T. II. Nereshennye problemy razvivayushego obrazovaniya. Ch. 2. M., 2003.
  46. Razvivayushee obuchenie na puti k podrostkovoi shkole / Sost. B.D. El’konin, A.B. Voroncov, E.V. Chudinova. M., 2004.
  47. Razvitie osnov refleksivnogo myshleniya shkol’nikov v processe uchebnoi deyatel’nosti / Pod red. V.V. Davydova, V.V. Rubcova. Novosibirsk, 1995.
  48. Repkin V.V. Nachal’nyi etap razvivayushego obucheniya russkomu yazyku v srednei shkole. Tomsk, 1993.
  49. Repkina N.V. Chto takoe razvivayushee obuchenie? Tomsk, 1993.
  50. Rubcov V.V. Osnovy social’no-geneticheskoi psihologii. M.; Voronezh, 1997.
  51. Rubcov V.V., Ivoshina T.G. Proektirovanie razvi-vayushei obrazovatel’noi sredy shkoly. M., 2002.
  52. Rubcov V.V., Margolis A.A., Guruzhapov V.A. Kul’turno-istoricheskii tip shkoly (proekt razrabotki) // Psihol. nauka i obrazovanie. M.; Voronezh, 1997.
  53. Slobodchikov V.I., Cukerman G.A. Integral’naya periodizaciya obshego psihicheskogo razvitiya // Vopr. psihol. 1996. № 5.
  54. Frumin I.D., El’konin B.D. Obrazovatel’noe prostranstvo kak prostranstvo razvitiya (shkola vzrosleniya) // Vopr. psihol. 1993. №1.
  55. Tsukerman G.A. Vidy obsheniya v obuchenii. Tomsk, 1993.
  56. Chudinova E.V. K probleme issledovaniya urovnya sformirovannosti uchebnoi deyatel’nosti // Vestnik ARO. 1998. № 3.
  57. Chudinova E.V. Rabota s gipotezami detei v sisteme obucheniya El’konina — Davydova // Vopr. psihol. 1998. № 5.
  58. El’konin D.B. Izbr. psihol. trudy. M., 1999.

Information About the Authors

Vitaliy V. Rubtsov, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), President of the Federation of Educational Psychologists of Russia, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2050-8587, e-mail: rubtsovvv@mgppu.ru

Metrics

Views

Total: 17714
Previous month: 66
Current month: 17

Downloads

Total: 1286
Previous month: 4
Current month: 0