I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

activity, primary school, developmental teaching, system- and activity-based approach, system, joint efforts, person-centered approach, art

The article reveals the relevance of using the activity approach in Russian pedagogy and the history of its development in the education system. The authors define the concept of activity and an activity-based approach, consider the stages of implementation of “developmental teaching” in the activity of pedagogical society according to L. S. Vygotsky`s theoretical research. They also consider the transition from knowledge to personal paradigm of education; determine the leading role of teacher and student in the process of using the activity-based approach; analyze the development of psychological, sociological and methodological theories of the activity-based approach; determine the features of the implementation of the activity-based approach from the 80s of the 20^th century to the present day; reveals the problem areas of the activity-based approach in the conditions of its implementation in a general education school.

Today, there has been established the need for the development of methods for the implementation of the activity-based approach in the context of the new generation FSES and the creation of teaching aids, as well as the relevance of using a problem lesson in the educational activities of a teacher. The authors concluded that the need for this approach in modern pedagogy, carried out the analysis of scientific literature on this issue, drew the conclusions about the need to supplement the system- and activity-based approach in the modern world and the need to introduce new ways to solve the problem. The FSES of primary education predetermines the development of creative abilities and spiritual and moral development of pupils, including the lessons of Fine Arts when studying decorative and applied arts. The difficulty is in the fact that successful implementation of the system- and activity-based approach in primary school subsequently encounters some difficulties. The formation of universal educational actions requires the implementation of several complementary approaches.

Адушева Ирина Борисовна – магистрант 2 курса факультета художественного и музыкального образования Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары; учитель изобразительного искусства школы № 105, г. Нижний Новгород, Россия; e-mail: barbariska-07@list.ru

Смирнова Наталья Борисовна – доктор педагогических наук, заведующая кафедрой изобразительного искусства и методики его преподавания Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия; e-mail: smirn.05@mail.ru