In thesis the theoretical generalization is carried out and the new decision of a scientific problem. In the first chapter the essence and structure of the concept «preparation of students of pedagogical technical schools for local history work at school» are specified, methodology, stages and structure of local lore research are characterized, problems of preparation of students of pedagogical technical schools for local lore work at school in Ukraine of 20-30th years of the XX century. The genesis of formation and development of local lore work in the history of pedagogical science is revealed. Special attention is paid to state, school and public forms of organization of local history work. Among these forms of local history work additionally distinguish stationary and mobile, excursion and expedition, intensive and extensive.
Isolation and characterization of stages of genesis of the chosen problem is carried out according to certain criteria: the first stage – development of a paradigm of local history work in educational institutions according to public inquiries (1920-1924); the second stage – making changes to the curricula and programs through the introduction of the local history component against the background of the restructuring of higher pedagogical education (1925-1929); the third stage – changes in local lore priorities in the content of the activities of pedagogical colleges in the direction of active Ukrainization, which falls on 1930-1933; the fourth stage – the gradual cessation of local lore work in the school of the first concentration and training of teachers for it (1934-1939).
The second chapter analyzes the participation of students of pedagogical colleges in local lore movement in school education in the study period, describes the system of local lore institutions to coordinate student training pedagogical colleges for local history work at school.
The study provides an opportunity to establish the participation of students of pedagogical colleges in the local lore movement in school education in the selected chronological period. This is dictated by the need for the New Ukrainian School to solve a number of urgent tasks, in the implementation of which an important role is to play local lore, which ensures the connection of education and upbringing of primary school children with the peculiarities of folk culture and environment, belief in the unity of Ukrainian lands. Emphasis is placed on strengthening the role of local lore in the training of future teachers.
The advantages of education reform in the 1920s and 1930s, which are in line with modern reform processes in primary education, are highlighted: gradual rejection of the static nature of the traditional school, for which the priority is ready knowledge; transition from the subject system of education of junior schoolchildren to the integration of educational subjects; giving junior students maximum independence; gaining knowledge about objects, phenomena and processes of the surrounding reality directly from life, and not through contemplation of pictures or perception of verbal information; popularization of direct observation of the natural environment; application of local material to the study of various courses, not only in the teaching of local lore as a separate discipline; raising the role of support schools, on the basis of which a school museum of local lore is created. The role of students of pedagogical technical schools in the organization of local history work is generalized, the results of which were accumulated in local lore museums, which functioned on the basis of educational institutions.
Particular attention is paid to the system of local lore institutions to coordinate the preparation of students of pedagogical colleges for local history work at school, which includes local lore museums, clubs, local lore research societies, research institutes, research agricultural, meteorological and biological stations, as well as state planning and economic institutions and organizations, student bureaus of local history work.
The third chapter describes the preparation of students of pedagogical colleges for local history work in the reformist changes at the beginning of the XXI century, hydrogeological, geomorphological, meteorological, hydrological, geobotanical, zoogeographical, phenological, economic-geographical, toponymic, research of soils, natural-territorial complexes.
The directions of development of local history work in modern pedagogical colleges are forecasted: during pedagogical practice, in the course of educational work with student’s youth, and also by the organization of activity of scientific student societies and circles.
