Developmental didactic of activity: V. V. Repkin’s contributions to the Elkonin-Davidov system


  • Roberto Valdés Puentes Federal University of Uberlandia
  • Paula Alves Prudente Amorim Federal University of Uberlandia
  • Cecília Garcia Coelho Cardoso PPGED-FACED-UFU
Keywords: developmental didactic of activity; Elkonin-Davydov system; V. V. Repkin.

Abstract

The Ukrainian philologist, philosopher, psychologist and didactic V. V. Repkin (1927) is the third most important figure in the Elkonin-Davydov system, however, his work is virtually unknown in the West, especially in Brazil. This educator and scientist made important contributions to the system and, in general, to the developmental didactic of activity in fields as diverse as: theory of study activity, Russian language teaching methodology, teacher training, transition between different levels of education, system diagnosis, creation and consolidation of groups and research centers, as well as the foundation of the International Association of Developmental Education. This article specifically approaches Repkin’s theoretical and methodological contributions in three specific fields of knowledge: 1) activity (content, objectives, tasks and structure); 2) transition from the primary to the secondary level of studies (the new contents of the learning activity, new methods and teacher training) and; 3) developmental teaching of language and the problem of orthographic alphabetization (the phonetic principle, the formation of the phoneme concept, and orthographic writing). One has concluded that most of the work written by V.V.Repkin remains in the Russian and Ukrainian language, which makes it difficult to know its contributions, mainly in the field of the psychological and didactics theory of the Study Activity and the specific didactics of the Russian language. V.V.Repkin, besides criticizing the traditional school because it wrongly tries to prepare for a whole life, formulated a new proposal for the basis of the idea of developmental teaching, whose fundamental aim is to form in the subject the Study Activity that leads to his own transformation via theoretical thought formation (scientific concepts, ways of action and principles of action). Within the study activity theory, V.V.Repkin has contributed specifically in relation to, on one side, the study of developing cognitive interests, its differences to the needs, as well as the attachment existing between them; on the other side, going deeply into the principles of action as a component of the theoretical thought. About the transition process from a level to another, V.V.Repkin contributed pointing to the main challenges inherent to such question, mainly, the methods and contents belonging to the next level and the kind of suitable formation that was necessary for teachers. One has also considered that for the teaching of the Russian language the same hypothesis elaborated for primary teaching could be used, at the same time defended a specific way of Study Activity that had permitted the intimate and personal communication of the adolescents, as well as the learning of regulations of social and organizational work. Based on these and other contributions, it is possible to measure the magnitude of the theoretical and didactics work of V.V.Repkin, which still may be of great utility in the current Brazilian context, taking into consideration the different realities for the improvement of teaching and education.

References

Elkonin, D.B. (1960). Experience of psychological research in the experimental class. Questions of Psychology, 5
Эльконин, Д. Б. (1960). Опыт психологических исследований в экспериментальном классе. Вопросы психологии, 5

Repkin, V.V. (2014). Developing training and learning activities. Training in Re-Vista. V. 21, n. 1, p. 85-99.
Репкин, В.В. (2014). Развивающее обучение и учебная деятельность. Обучение в Re-Vista. V. 21, n. 1, p. 85-99.

Vygotsky, L.S. (2010). Education and development at school age. Q: Language, development and learning. L.S. Vygotsky, L. Luria, A. Leontiev. 11. Release. Sao Paulo: Icon, 103-117.
Выготский, Л.С. (2010). Обучение и развитие в школьном возрасте. В: Язык, развитие и обучение. Л.С. ВЫГОТСКИЙ, Л. ЛУРИЯ, А. Н. ЛЕОНТЬЕВ. 11. Выпуск. Сан-Паулу: Икона, 103-117.

Zhedek, P.S., Repkin, V.V. (1974). From the experience of studying the patterns of Russian spelling. Spelling in an eight-year school; A handbook for teachers. Spelling in an eight-year school. A handbook for teachers. Moscow, p. 16-44.
Жедек, П. С., Репкин, В. В. (1974). Из опыта изучения закономерностей русской орфографии. Обучение орфографии в восьмилетней школе; Пособие для учителей. Обучение орфографии в восьмилетней школе. Пособие для учителя. Москва, с. 16-44.

Zhedek, PS, Repkin, VV (1972). Orthographic theory and spelling training. Draft program on Russian for secondary school. Moscow. 115-156.
Жедек, П. С., Репкин, В. В. (1972). Орфографическая теория и обучение орфографии. Проект программы по русскому языку для средней школы. Москва. 115-156.

Davydov VV, Repkin, V.V. (1997a). From the scientific laboratory Children grow. And you? How to organize developmental education in grades 5-9 of secondary school. Herald, No. 2, 1997a. Available at http://www.experiment.lv/eng/biblio/vestniki.htm

Давыдов В.В., Репкин, В.В. (1997 а). Из научной лаборатории Дети растут. А вы? Как организовать развивающее обучение в 5-9 классах средней школы. Вестник, № 2, 1997а. Доступен в http://www.experiment.lv/rus/biblio/vestniki.htm

Davydov, V.V. Repkin, V.V. (1997b). Organization of developmental education in V-IX grades of secondary school. Recommendations for teachers, school administrators and educational authorities. Psychological Science and Education, 1997b, No. 1.- P. 15-34. Available in http://psyjournals.ru/psyedu/1997/n1/Davydov.shtml, access 4/23/2016.
Давыдов, В.В. Репкин, В.В. (1997b). Организация развивающего обучения в V-IX классах средней школы. Рекомендации для учителей, руководителей школ и органов управления образованием. Психологическая наука и образование, 1997b, №1.- С. 15-34. Доступный в http://psyjournals.ru/psyedu/1997/n1/Davydov.shtml, доступ 4/23/2016.






















Davydov, V.V., Repkin, V.V. (1986). Features of experimental subjects of elementary school. A. Russian language / Features of experimental subjects of elementary school. Davydov V. Problems of developmental learning: The experience of theoretical and experimental psychological research. - M .: Pedagogy, (Proceedings of the Doctor of Sciences and Corresponding Member of the APN USSR), pp. 170-178.
Давыдов, В.В., Репкин, В.В. (1986). Особенности экспериментальных учебных предметов начальной школы. А. Русский язык / Особенности экспериментальных предметов начальной школы. Давыдов В. Проблемы развивающего обучения: Опыт теоретического и экспериментального психологического исследования. - М.: Педагогика, (Труды д.чл. и чл.-кор. АПН СССР), стр. 170-178.

Dusavitsky, AK, Repkin, VV (1975). A study of the development of cognitive interests of junior schoolchildren in various learning environments. Questions of psychology, 3, p. 92-102.
Дусавицкий, А.К., Репкин, В. В. (1975). Исследование развития познавательных интересов младших школьников в различных условиях обучения. Вопросы психологии, 3, с. 92-102.

Repkin, V.V. (1996). From the scientific laboratory of developing teaching language and the problem of spelling literacy. Bulletin (International Association for Developmental Education), 1, 36-42.
Репкин, В. В. (1996). Из научной лаборатории развивающего обучения языку и проблема орфографической грамотности. Вестник (Международная Ассоциация развивающего обучения), 1, 36-42.

Repkin, V.V. (1960). Formation of an orthographic skill as a mental action. Questions of Psychology, 1960, 3.
Репкин, В. В. (1960). Формирование орфографического навыка как умственного действия. Вопросы психологии, 1960, 3.

Repkin, V.V. (1982). Control of educational activity of schoolchildren. Radyanska School, 11, p. 62-88.
Репкин, В.В. (1982). Контроль учебной деятельности школьников. Радянська школа, 11, с. 62-88.
Published
2018-06-29
How to Cite
Puentes, R. V., Amorim, P. A. P., & Cardoso, C. G. C. (2018). Developmental didactic of activity: V. V. Repkin’s contributions to the Elkonin-Davidov system. Fundamental and Applied Researches in Practice of Leading Scientific Schools, 27(3), 188-195. Retrieved from https://farplss.org/index.php/journal/article/view/384