Soviet school reform of 1930–34 in the mirror of development of russian psychology

The article describes the cultural-historical context of the main directions of modernization of Russian education and peculiarities of construction of the system of re-training for educators. Through a deep analysis of the reform of the USSR education system, the author presents the results of this reform, describes the state of psychology as a science (including educational psychology) and its influence on development of soviet school, justifies the relevance of these reforms for understanding the present state of education in the Russian Federation. The contribution presents the hypothesis that not only intervention of ideology into the activity of the education system, but also the insufficient level of cultural, methodological, psychological and educational preparedness of teachers prevented soviet school from becoming a school of development. The author proposes to take this hypothesis into account in the process of development of infrastructure of modernization processes in education today, in particular in the process of development of the system of additional education of teachers who implement the Federal state educational standard at all stages of school education.

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