Research On The Theory Of Instruction And Practice Of Teaching Reform In Russia During Recent Two Decades

On December25th,1991, the Soviet Union fell into disintegration, and a newhistorical era of the Russian Federation educational development began ever since. Thepromulgation of the Presidential Decree of the Russian Federation, The PrimaryMeasures in the Education Development of the Russian Federation, in1991, and thepublication of Education Act in1992represented the beginning of the new era ofRussian educational reform, which has kept going on in the recent20years. Thisdissertation is to recall this historical stage of Russian education, to learn about thepoliciy, laws and regulations that the Russian Federal Government has had with regardto its education and instructional reform, and their push effect on the practice of theinstructional reform, and also to know about the progress, achievements and problemsin the theoretical research and practical reform on teaching instruction in the new era.This dissertation has systematically observed the following issues in the Russianfederal teaching reform in the recent20years: the governmental policiy of the RussianFederation on teaching reform in the recent20years; the development of the researchon instructional experiments in Russia in the recent20years; teaching technologiesresearch and methods and means of instruction research in Russia in the recent20years;the present situation—achievements and problems—of the teaching reform in Russianschools.The above research, which is systematic, comprehensive and objective as these arethe basic principles of the dissertation research, is conducted on the basis of amplehistorical documents on the educational development and teaching reform in Russia,documents research on the education and instruction of the Soviet Union and theRussian Federation held in China, and teaching reform investigation in schools ofdifferent areas in Russia.This dissertation demonstrates that the theoretical research on instruction in theRussian Federation has made great progress during recent20years. This is mainlymanifested in the facts that it has carried on the fine tradition of the research on thetheory of instruction in Russia, especially the precious inheritance of the innovativeresearch on the theory of instruction in the Soviet-Union era; has used the achievements of the theoretical research on instruction in the most developed countries from all overthe world; has deeply elaborated the pluralistic orientation of the modern humanitarianconception of instruction and methodology of the theory of instruction; has made newinvestigations into different categories of the theory of instruction; and thus hasenriched the theory of instruction and pushed the development of the discipline of thetheory of instruction. Meanwhile, guided by the policies of the Russian FederalGovernment and in the light of the new instructional conceptions and theories, theteaching reform is broadly carried out and experienced and, being influenced by thetrend of diversity in the society, the ideas of instructional reform and the experimentalprograms take on diverse characteristics. Traditions have received fresh elaborationinstead of being abandoned; and new ideas and viewpoints have been widely acceptedand experienced, which enable the teaching practice in Russian schools to take on a"brandnew" look.The dissertation also analyzes the factors that hinder the reform advance, intendingto inform people that there is no time limit for the reform, and that its future is left forreformers to go on investigating.Finally, this dissertation expects to draw the attention of the theorists, reformersand instructional practitioners in the area of instructional research and reform in Russia,and to help Chinese researchers focus on the teaching reform in Russia.