Biography in Davydov

Biography Biography Vasily Vasilievich Davydov was born on August 31. In the year, he graduated from the school of working youth and entered Moscow State University for the Department of Psychology of the Faculty of Philosophy. At that time, P. Halperin taught psychology there, after a while the student and teacher made friends. In graduate school, V. Davydov was an ardent follower of the theory of the phased formation of mental actions created by P.

at that time he talked with the outrageous of peace in Soviet philosophy: by the philosophers E. Ilyenkov, A. Zinoviev, V. For this reason, after graduate school, he was not left to work at Moscow State University, and A. Smirnov invited him to work at the Institute of Psychology, where V. Davydov worked out and worked as V. Davydov. All life. Around the same time, V. Davydov gets closer to D.

Elkonin, and they begin to work together in one of the Moscow schools. In the early stages of his work, V. Davydov proposed abandoning the term “development” of the psyche in his application to an individual.

He considered it possible to use only the concept of “formation” of the individual’s psyche. This means mastering, mastering, the acquisition of its social nature, noted in the special products of the subject activity of previous generations of people; The formation of the actual activity of a person, and in particular its control mechanisms - the psyche. All types and methods of human activity, including its individual activity, needs, aspirations, inclinations are the result of appropriation of socially set and in a certain sense of the normative samples of this activity.

According to V. Davydov, public institutions in one way or another determine the nature of the formation of the individual "in his image and likeness." Therefore, the term “development” can be attributed to society as a whole, and not to the individual. The formation of an individual psyche is not a development, but the formation. In the year, he published the book “The ratio of the concepts of“ formation ”and“ development ”of the psyche, where he outlined the basic concepts of his theory.

In addition, V. Davydov revealed his psychological and pedagogical program in it to transform all initial training. He believed that it was necessary to change the principle of constructing academic subjects - so that their assimilation was simultaneously the development of the ability to genuine thinking. To do this, you need to build all training subjects so that the most common concepts are used in them from the very beginning.

In the course of further education, the teacher, together with students, deduces the private characteristics of objects from the general concepts. Thus, according to V. Davydov, the movement from the general to the particular gradually forms in the child the ability to fully control abstract thinking. In confirmation of his theory, he cited empirical material obtained in a number of elementary school experimental classes.

In addition to experimental ones, there were also the so -called control classes from which the same data used by V. Davydov was collected to create the most vivid picture. In the year, the monograph by V. Davydov “Types of Generalization in Learning”, in which the scientist analyzed the concept of L. Vygotsky, noting its strengths and weaknesses. In general, the book was devoted to the development of the problem of a concept as a way of activity that forms the nuclear structure of the activity of education.

To build such a structure, it is necessary that the methods of activity, which for V. Davydov determine the device of the concept, act for the student the subject of development. In this theory, this method of activity can be represented in the form of an objectively highlighted structure of work, all elements of which are sequentially performed by the child. In the year, an article on the problem of mental development was published, written by V.

Davydov together with A. This work became an indicator of the scientific transition from one concept to another outlined in the work of a scientific transition. The name of P. Halperin was almost not mentioned in it, and the term “development” in application to the formation of an individual was no longer replaced by “formation”, but received his own significance. In this article, V.

Davydov interpreted “formation” as a form of mental development and refused to approve the identity of these two concepts. By development, the scientist understood the regular qualitative shifts in the level and form of the individual’s activity, public in nature. In addition to theoretical calculations, the article also gave empirical data that revealing the path of development of thinking not only among younger students, but also in adolescents.

By the end of the x, V. Davydov gradually switches from P. Halperin's theory to the position of the cultural and historical concept of L. But if the general psychological views of the scientist have changed, his purpose remained unchanged. Based on cultural and historical theory, Davydov worked on the development of a pedagogical program. Such a program was created by him together with Elkonin.

The basis of this theory was the three closely related concepts - educational activity, theoretical thinking and reflection.The most difficult point in its development was the correct ratio of empirical and theoretical thinking used in the learning process. In the year, the book “Theory of Developing Learning” was published, in which he outlined the theory of development of children, examined from the highest positions of this problem - from the standpoint of the subject of this development.

The subject of activity producing a new material or spiritual product, according to V. Davydov, is a person, and the production of such a product is creativity. By the act of work, Davydov understood the real transformation of objective reality, culture and himself; As a result of such a perception, the very concept of creativity, a creative attitude to life is intellectualized, that is, it is directly related to the intellectual capabilities of the subject.

The personality, according to the scientist, is the main subject of creative activity, but not the only one. Davydov recognized the existence of the concept of a collective subject. Based on the fact that a person is a subject of creative activity, he concluded that not all people become personalities, but only those who achieve socially significant creative results.

Also in the book “Theory of Developing Learning”, he summarized the main achievements of this psychological and pedagogical system. These data were obtained again in a number of elementary school experimental classes. The content of developing primary training was theoretical knowledge, creating the basis for obtaining further, more specific skills and knowledge.

The main method of this learning was such an organization of educational activities of primary schoolchildren, in which all students in the classroom acted jointly. The product of development was psychological neoplasms inherent in junior preschool children. Despite the fact that V. Davydov experimented only in elementary school, he always stood to introduce a development system in all classes.

Confirmation of the need for this, as well as evidence of the effectiveness of the theory, was one funny fact. Children who have passed from experimental primary schools to quite ordinary 5th grades, sometimes refused to absorb ready-made knowledge. They demanded an indispensable explanation of how, why and when everything happened, where everything was known, etc. Not all teachers were ready for such pressure from the students, many complained to V.

Davydov, some left. Davydov died in the year. The work of his whole life is connected with the school, with a change in the principles of modern education. The theoretical views of the scientist changed over time, but his general idea remained unchanged. The psychological and pedagogical theory of developing education created by him, created by him together with D.

Elkonin, was called the theory of Elkonin-Davydov. The fact that this theory is now successfully applied in many schools in Russia is irrefutably proves its solidity and effectiveness. Author profiles.