Biography of Skatkin

Such a person, of course, was an outstanding domestic scientist-pedagogue, a recognized leader, theorist and practices of domestic education Mikhail Nikolaevich Skatkin, he is the creator of more scientific works, including monographs, articles, textbooks and methodological recommendations for teachers, textbooks for secondary school. The best qualities of a wonderful Russian scientist-pedagogue, a patriot and enlightener are personified in his image.

Wisdom, clarity of spirit, goodwill, professionalism were always inherent in him. In the most difficult life circumstances, he remained faithful to genuine science. The capacious and metaphorical characteristics of the personality of Mikhail Skatkin gave a prominent scientist-pedagogy V. and always remained himself-a faithful person, humanity, science.

He had the ability to see the mature future in the past, and in the new one to see the reptile old ... such inextricable qualities at all times as the inertia of thought, arrogance, self -love, claims to possess truth in the last instance, could not take root in it or near him. Mikhail Skatkin was a soft, quiet, but adamant in his value orientation. The main thing is that he respected people and, therefore, himself, although he never put this feeling for display.

We did not forget Mikhail Nikolayevich and do not forget! Skatkin was inherent in fundamentalness, scrupulousness in scientific and everyday issues, and amazing modesty, natural tact and innate intelligence are also characterized. His name served as an unconditional moral lighthouse for figures of pedagogical science, for he was a genuine embodiment of scientific ethos, a pedagogical conscience.

The path to pedagogy to the formation of the life and pedagogical worldview of Mikhail Skatkin was greatly influenced by the facts of his personal biography. Mikhail Nikolaevich was born on July 29 on August 11 in the village of Kozlovo, Klinovsky district of the Moscow province now, Konakovsky district of the Tver province in a large family of the Zemsky sanitary doctor Nikolai Ivanovich Skatkin.

The atmosphere of the family had a significant impact on the initial formation of the pedagogical views of M. According to his mother, he belonged to the old and glorious noble family of the Croesy, who was more than once distinguished in the service of the Fatherland. Among the ancestors of Mikhail Nikolayevich, Metropolitan Filaret, who laid the traditions of spiritual education, and the famous writer A.

And about the scientific works of his great -grandfather Pavel Mikhailovich Stroyev, a prominent historian, an outstanding archaeographer and a bibliographer, a real member of the St. Petersburg Academy of Sciences - A. Pushkin wrote that “... he had more benefits of Russian history than all our historians with higher views together together together together taken ".

With heartfelt gratitude, Mikhail Nikolaevich always recalled his mother Valentina Petrovna, who devoted his whole life to the family. In the year, when the family moved to Moscow, the parents of Mikhail Nikolaevich decided to take up two orphaned children of a rural teacher. This life fact characterizes them as merciful people who have committed a high -moraine act, which is a model of genuine humanism and humanity and has become an attractive example for their children.

All this, of course, determined in the future the inherent in M. is also characterized by the fact that M. Skatkin constantly drew attention to the need for the whole pedagogical education of parents, objectively the first teachers of his children, to the organic relationship of the family and school. This gymnasium was one of the best in Moscow and stood out emphasized by the Russian Orthodox-patriotic orientation.

Here, for the first time in Russian pedagogy, the idea of ​​postgraduate training of teachers was implemented. The main innovation was the continuous pedagogical practice of students in the gymnasium and the real school. The teaching methodology was taught directly during the lessons conducted by students.

Moreover, the best Moscow teachers were involved as methodologists for continuous pedagogical practice. Undoubtedly, training in this unique pedagogical complex has largely formed the initial methodological views of M. Skatkin, to a certain extent laid the orientation on the practical training and retraining of teachers. At the end in June, the gymnasium M.

Due to the constrained life circumstances, Skatkin began to work with the laboratory assistant of the Valui experimental and solonchak station in the Novouzensky district of the Saratov region. This initial work experience played in many respects a decisive role in its further formation as a researcher of the agricultural science of education. Mikhail Nikolaevich later noted that during this period of the birth of the Soviet state, “public education authorities began to attract youth with general secondary education in the hope that enthusiasts who responded to a revolutionary call will somehow be able to teach children to read, write and count, and then in the process of practical work will master the courses and by self-education with systematic pedagogical knowledge.”Among the respondents to this call was Mikhail Nikolaevich Skatkin.

He began pedagogical activity in May by a primary school teacher, located on the farm in the Novouzensky district of the Saratov region, which then largely led to his centration on the development of primary education problems. With Shatsky forever from the year and for 10 years, M. Skatkin carried out professional activities under the guidance of an outstanding education figure Stanislav Theofilovich Shatsky in the team of the first experimental station of the People's Commissariat of the RSFSR, where he was invited by his brother Nikolaevich Skatkin, who had already worked there as a teacher.

Skatkin himself emphasized: “The ideas of S. Shatsky captured me, because they were the opposite of what was done in an old school. Instead of cramming and drill, the idea was put forward that the main function of the school and teacher was the organization of children's life. In turn, this childhood life consisted of six elements: teaching, productive work, game, art classes, physical education, self -government.

And the organization of the school was aimed at implementing these areas. ” The generally recognized successes in the work of the station were largely due to the productive preparation of teaching. Shatsky organized pedagogical courses, among which workshops, consultations, constant meetings with teachers, creative contacts and the exchange of experience of colleagues were used.

In these courses, M. Skatkin was trained for six years - from May to May. Future teachers received labor skills: they mowed, plowed, looked after cattle, so that later all this knowledge and ability to convey to the students. According to his memoirs, “Shatsky had an idea: everything that you will do with children at school first experience yourself, studying in the courses.

If you deal with children with difficulty, then you will work hard to master the labor equipment that you subsequently offer children! Are you going to grow vegetables? Here is the earth, here's a shovel and a rake, tramps, buckets and watering can. Act, will help you agronomist. Go through the labor school that you will organize in the fall with the children. Will you engage in drawing?

Here you have an artist, famous, experienced. She in the courses will bring you the initial knowledge and skills in the field of drawing. Will you organize games? A leader will help you, who knows the physiology and psychology of children well, knows how to organize outdoor games from pedagogical positions. It will help you analyze this or that game, show why this game serves.

And we played with interest, again and again losing those games that were recommended for holding in the first or fourth grades. We also had music classes - a choir. We learned the songs that we later had to teach with children in our schools, since it was assumed that this subject should be in every village school. Then we were introduced to the rhythm: movement to the music.

We were given the content and methodology of working with children at the first steps of their education in all these subjects. They gave lectures on philosophy, pedagogy and modern life in Russia and the world. In other words, we were given the preparation not abstract in order to take tests and exams, but in order for us to organize the life of children in all areas in which the labor school was based, which gives comprehensive and, if possible, harmonious development.

And then everything went like a schedule. We were engaged in five days a week, and Saturday was a non -working day. We came from our villages to Moscow, where we talked with Shatsky. And these classes were like this: we reported in a week, what happened to us and what not, what difficulties were. They received a new briefing - what to correct, what to do next. And so throughout the year our meetings were held, which were loudly called congresses, because we gathered on peasant carts, spent the night in Moscow one or two nights.

It was an excellent pedagogical school, which gave us the expansion of the pedagogical horizons, general cultural exercises. ” It should be noted that the end of the courses, in fact, ended the systematic pedagogical education of M. C for the year M. Skatkin worked as a teacher at first primary school in the village of Krivskoye, and then at the school of the village of Samsonovo, which was part of the first experimental station.

In the year, Mikhail Nikolaevich married Claudia Petrovna Kanareikina, a young teacher and student of pedagogical courses. Together, the couple lived in love and respect for almost 60 years. Wonderful children grew up in the family: two daughters and a son. In the process of such activities, solving educational problems, students introduced the elements of the new to local culture, made a specific creative-creative contribution to the transformation and improvement of the environment.

Of course, the close joint work with Stanislav Theophilovich Shatsky was for Mikhail Skatkin fateful. Mikhail Nikolaevich carried endless gratitude and the highest respect for his teacher through his whole life. He did a lot to publish the works of S. Shatsky, the propaganda of his pedagogical system.Each of the new party-government decrees and their set in the aggregate had an orientation that was engaged in the activity that M.

all this required of Mikhail Nikolaevich to the restructuring of his personal fate and a change in the sphere of professional activity. In the year, M. Skatkin finishes work in the first experimental station and moves with his family to Moscow. It is significant that S. Shatsky in the accompanying certificate of characteristics gave a high and at the same time a dialectical assessment of his student and ally: “In the work, M.

Skatkin is systematic and distinct. Abilities have outstanding. His advantages include a clear literary syllable, greater performance and the thoroughness of the assignment taken. The research is very capable of work. With good readiness in the pedagogical and economic literature of M.