Bulletin «Педагогика ғылымдары» сериясы

Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, №1(57), 2018 
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The fourth group of principles is theoretical: the conformity of the education content with the harmonious 
combination of the man‘s interests and the interests of the society; unity of teaching, learning and education 
content; unity of the informative and procedural aspects of education; the structural unity of the education 
content at every level of its formation; unity of the lesson and after-school phases of the educational process. 
The Indian researcher J. Patidar offers his classification of principles and divides the principles into 
pedagogical and psychological [3]. To pedagogical principles he attributes the principles of correlation; 
planning; flexibility and elasticity; utilizing past experiences; pupil centeredness; individual differences; 
effective strategies and instructional material; conducive environment and proper control; diagnostic and 
remedial teaching; suggestiveness; progressiveness; democracy; liberasting the mind. To psychological 
principles he refers the principles of motivation or interest; cooperation; creativity and recreation; sympathy 
and kindness; repetition and exercise; readiness; change and rest; providing training to senses; feedback and 
reinforcement; group dynamics; creativity and self-expression; encouraging self-learning. 
In the course of further analysis of the scientific literature and available researches on this topic, we have 
identified three groups of development principles of the text-book content: the principles of modeling, 
projection and construction. 
The modeling of the education content was done by S.V. Abramova, A.A. Verbitskii, O.B. Yermakova, 
O.N. Zhuravlyova, A.Chickering, Z.Gamson, S.S. Kunanbayeva. 
S.V. Abramova in her studies on the education content put forward the principles of continuity, 
succession, systemic nature, scientific character, integration and humanization [4, p. 17]. 
A.A. Verbitskii and O.B. Yermakova proposed the school of contextual learning as a model for 
implementing a competence approach in general education. At the same time, they singled out the basic 
principles of this model: psychological and pedagogical support for the pupil‘s personal and semantic 
inclusion in educational activities; consistent dynamic modeling in the schoolchildren‘s educational activity 
of holistic content, forms and conditions of social and practical activities in culture, society and industry; 
problematics of the content and of the process of education and upbringing; the leading role of cooperative 
activity, interpersonal interaction and dialogical communication of subjects of the educational process; 
adequacy of the organization forms of schoolchildren‘s educational activity; an organic combination of 
tradition and innovation; openness; unity of education and upbringing of the pupil‘s personality; 
consideration of each pupil‘s internal, cross-cultural contexts [5, p. 20-21]. 
O.N. Zhuravlyova proposes a humanitarian model of the education content, which presents the following 
principles for the introduction of humanities into the learning content: axiologity; contextuality; subject-
centeredness; indirectivity; empathity [6]. 
American scientists A.Chickering and Z.Gamson presented a system of seven principles: encouraging 
contacts between students and faculty; development of reciprocity and cooperation among students; use of 
active learning techniques; giving prompt feedback; emphasis on time on task; communication of high 
expectations; respect of diverse talents and ways of learning [7, p. 2]. 
S.S. Kunanbayeva in the Conception of the Development of Foreign Language Education in the Republic 
of Kazakhstan defines the following principles: continuous and successive foreign-language education; 
communicative and intercultural interaction; problematics; personal and individual orientation of the learning 
process; fundamentalism; provision of an international standard level; creative, cognitive-activity use of a 
foreign language; reflexive self-regulation; flexibility and adaptability to change; professionalization
[8, p. 8]. 
The following scholars projected the education content, suggesting appropriate principles for this. 
N.V. Klyuyeva in the work on the study of the projection principles of the education content and methods 
revealed such principles as the creative nature of development; the leading role of the socio-cultural context 
of development; the leading role of sensitive developmental periods; cooperative activity and communication 
as the driving force of development, as a means of education and upbringing; leading activities and laws of 
their change as the basis for the periodization of child development; identification of the zone of proximal 
development; amplification (expansion) of child development as a prerequisite for the child‘s upbringing; 
imperishable value of every stage of child development; the principle of the unity of affect and intellect or 
the principle of an active agent; the mediating role of sign-symbolic structures in the formation of 
connections between objects and actions; interiorization and exteriorization as mechanisms of development 

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