The theoretical model of developing education

  • V.V. Repkin Independent Scientific-Methodological Center «Developing Education»
  • N.V. Repkina LNU named after Taras Shevchenko
Keywords: goal of developing education; educational activities; subject of the learning; education content.


The article outlines representations of nodal components of theoretical model of developing education (further – DE) which were put in the basics of its variant developed by Kharkov research group and implemented in the form of programs and DE textbooks of language 1-9 grades and mathematics in primary school. Source component of this modal is the representation of DE specific function which is to transmit historical experience of constructive creative rather than reproductive and performing, object-transformative activity and student preparation to participate in it. The implementation of this function is possible only providing that goals and methods of creative activity are not transmitted but are re-created and designed in the process of studying by students themselves with the help of a teacher. Within the framework of such constructive-recreating learning activity a student is in a position of its subject that has to set the goals and find the means of achieving them. Due to this a student acquires and develops an ability to reasonable self-organization of his actions which is a necessary condition of involving an individual into creative activity. The main goal of DE is to develop students first as subjects of simplest object-transformative actions, regulated by cultural norms, and then as subjects of self-transformation. Specificity of tasks conduces the characteristics of education content. The main contents in the first stage are general methods of action allowing a student to solve independently the whole class of homogeneous practical problems; in the second stage – various holistic functional natural and social systems and theoretical notions explaining their essence, developing the understanding the meaning of different aspects of activity, which is the background of creativity. Activity in the learning process according to its content and structure unfolds as independent production and solution of increasingly complex learning tasks which have personal meaning for the students. Teacher’s attitude to the student not as an object of learning but as a subject of learning in the form of educational dialogue helps to deploy those forms of learning activity which provide achieving the DE goals. These components of DE participants determine it as holistic educational system subordinated to the goal of student developing as a subject of unproductive transformative activity and then as a creative personality.


Brushlinsky, A.V. (2001) The psychology of the subject. V.V. Signs (ed.). Moscow: Institute of Psychology of the Russian Academy of Sciences, St. Petersburg "Aleteya".
Брушлинский, А.В. (2001) Психология субъекта. В.В. Знаков (ред). Москва: Институт психологии РАН, СПб «Алетейя».
Elkonin, D.B., Davydov, V.V. (ed.) (1966). Age opportunities for mastering knowledge. Junior classes of the school. Moscow: Enlightenment.
Эльконин, Д.Б., Давыдов, В.В. (ред.) (1966). Возрастные возможности усвоения знаний. Младшие классы школы. Москва: Просвещение.
Vygotsky, L.S. (2005). Psychology of human development. Moscow .: Izd-vo Sense; Eksmo.
Выготский, Л. С. (2005). Психология развития человека. Москва.: Изд-во Смысл; Эксмо.
Galperin, P. Ya. (1966). The psychology of thinking and the doctrine of the step-by-step formation of mental actions. Studies of thinking in Soviet psychology, pp. 27-69. Moscow.
Гальперин, П. Я. (1966). Психология мышления и учение о поэтапном формировании умственных действий. Исследования мышления в советской психологии, С. 27-69. Москва.
Davydov, V.V. (1972). Types of generalizations in teaching (logical and psychological problems of constructing learning subjects). Moscow: Pedagogy.
Давыдов, В. В. (1972). Виды обобщений в обучении (логико-психологические проблемы построения учебных предметов). Москва: Педагогика.
Davydov, V.V. (1996). The theory of developmental learning. Moscow: Inter.
Давыдов, В. В. (1996). Теория развивающего обучения. Москва: Интор.
Dusavitsky, A.K., Pogrebnyak, O.N. (2006). Pedagogical activity in developing education. Ascent to the personality. Kharkov: Ed. Center of the Kharkiv National University. V.N. Karazin.
Дусавицкий, А. К., Погребняк, О. Н. (2006). Педагогическая деятельность в развивающем образовании. Восхождение к личности. Харьков: Изд. Центр Харьковского национального ун-та им. В. Н. Каразина.
Zinchenko, V.P. (2002). Psychological foundations of pedagogy. - Moscow: "Gardariki".
Зинченко, В. П. (2002). Психологические основы педагогики.– Москва: «Гардарики».
Kaminskaya, M.V. (2003). Pedagogical dialogue in the activity of a modern teacher. Moscow: Meaning.
Каминская, М. В. (2003). Педагогический диалог в деятельности современного учителя. Москва: Смысл.
Leontiev, A.N. (1988). Selected psychological works. In two volumes Volume II Ed. V.V. Davydov, V.P. Zinchenko, A.A. Leontiev, and A.V. Petrovsky. Moscow "Pedagogics"
Леонтьев, А. Н. (1988). Избранные психологи-ческие произведения. В двух томах Том II Под редакцией. В. В. Давыдова, В. П. Зинченко, А. А. Леонтьева, А. В. Петровского. Москва «Педагогика»
Leontiev, A.N. (1983). Psychological questions of the consciousness of learning / A.N. Leont'ev Selected psychological works. In two volumes Volume I Ed. V.V. Davydov, V.P. Zinchenko, A.A. Leontiev, and A.V. Petrovsky. Moscow "Pedagogy", 358 - 380.
Леонтьев, А. Н. (1983). Психологические вопросы сознательности учения / А. Н. Леонтьев Избранные психологические произведения. В двух томах Том I Под редакцией. В. В. Давыдова, В. П. Зинченко, А. А. Леонтьева, А. В. Петровского. Москва «Педагогика», 358 – 380.
Repkin, V.V., Repkina, N.V. (1997). Developing training: theory and practice. Articles. Tomsk Bearing.
Репкин, В.В., Репкина, Н.В. (1997). Развивающее обучение: теория и практика. Статьи. Томск Пеленг.
Repkin, V.V., Repkina, N.V. (2018). What is developmental learning: a view from the past to the future. Moscow: Non-Commercial Partnership "Author's Club".
Репкин, В.В., Репкина, Н.В. (2018). Что такое развивающее обучение: взгляд из прошлого в будущее. Москва: Некоммерческое партнерство «Авторский Клуб».
Tsukerman, G.A., Wenger, A.L. (2010). Development of educational independence. Moscow: Open Institute "Developmental Education".
Цукерман, Г.А., Венгер, А.Л. (2010). Развитие учебной самостоятельности. Москва: Открытый институт "Развивающее образование".
El'konin, D.B. (1989). Selected psychological works. Moscow: Pedagogy.
Эльконин, Д.Б. (1989). Избранные психологические труды. Москва: Педагогика.
How to Cite
Repkin, V., & Repkina, N. (2018). The theoretical model of developing education. Fundamental and Applied Researches in Practice of Leading Scientific Schools, 27(3), 142-164.