Education in Russia: from Peter 1 to the present day.

The question of the educational aim (why to teach?) has been crucial since the moment of higher school origin in Russia , particularly for engineering educate. While doing the research we have given the analysis concerning the way the economic and political development changes in Russia influence the aims and the characters of the changes in education [1], [5]. The fist engineering schools in Russia were organized in the beginning of the XVIII century. In the end of the XVII – beginning of the XVIII c.c there was the reorganization of the regular army and fleet in Russia, consequently this job required people with good engineering training and with appropriate knowledge concerning the working conditions in Russia.

Engineers training under Peter I was in close dependence on the practical tasks connected with the regular army formation able to withstand powerful European armies. In 1703 there was published “Arithmetic” which was the first mathematics textbook. Its author L. Magnitsky, understanding the importance of motivation in education, used problems with witty and practical focuses, with original formulations and interesting methods of their solutions. That kind of textbook contributed to the development of creative thinking, outlined the role of mathematics in practical problems solutions.

In the second half of the XVIII c. as well as in the epoch of Peter I the military system of governing was still in function. It was the time when a great number of vitality was spent on endless wars with Prussia, Sweden, Turkey and France. There was established that “the subjects of teaching should be those which have to be done at wars. At that time the beginning to divide educational institutions focused on engineering training and on those which train children for entering such institutions was marked. The formation of a regular army, the industry development in engineering training were clearly traced with the ideas of the necessity of applied approaches in education, of the creative thinking development. The main mathematics textbooks were: “Arithmetic textbook” by L. Aler, “Theoretical and practical geometry” by D. Anichkov, “Analytical geometry” by N. Veretschaguin, “General geometry” by N. Kurganov.

The main mathematics textbooks were: “Arithmetic textbook” by L. Aler, “Theoretical and practical geometry” by D. Anichkov, “Analytical geometry” by N. Veretschaguin, “General geometry” by N. Kurganov.

A quick development of technology resulted in severe shortage of specialists-engineers possessing not only technical knowledge but having organizational skills. As a result secondary school teaching no classics of natural science and mathematical specialization were opened. The educational system there was adopted for the industry requirements. In this concern classes were organized for engineers advanced training. Mathematical sciences were taught at a university level there, especially due to the work of the mathematician M. Ostrogradsky. математическую подготовку, чем на математическом отделении в Университетах. Students of engineering faculties got wider mathematical training than in universities. While teaching “Theoretical mechanics” by N. Zhukovsky, “Mathematics course” by V. Zagorsky etc. were used. The number of students grew dramatically. Practical training of undergraduates was improved. Teaching Mathematics was significantly improved due to the introduction of class work in small groups. The first world war contributed to the intensification of the technical and military-technical education role in Russia.

In the end of XIX-the beginning of XX c.c. the issue of higher school connecting with the life sounds persistently. However, the imperial government made the technical school development slow. It highly appreciated the educational institutions which trained for administrative and clerical careers. Teaching natural sciences including mathematics didn’t meet the requirements of life and was isolated from practice.

After the revolution of 1917 the system of engineering education started to renew. Because of poor trained school leavers who didn’t often have secondary education higher technical schools introduced introductory course which was a brief course of the most important branches of elementary mathematics. The teaching methods of higher mathematics also changed. If earlier the rights to the mathematics teaching methods existence had not been practically accepted but in the period of higher technical school reforming all higher schools started to search more rational ways, methods and forms of teaching. More progressive scientists-lectures such as V. Grenvil, G. Philips etc. were trying to pass from the position of formal education to applied one.

The period from 1932 to 1940 became an important stage for soviet engineering system establishing. Practice required the extension of a mathematical base of an engineer. There was the necessity to develop research work at university departments. However, in universities there was a gap between mathematical and engineering training of students. On one hand mathematical methods for teaching engineering disciplines were underused, on the other hand many branches of mathematics necessary for technical problems solving either were not explained at all or the capacity of its explaining wasn’t enough. As a result there was made a shot at the developing united curricula which were based on the idea of combination of general technical training with special training of students.

By the late 1930^th teaching mathematics became the main subject of brisk discussions. The most progressive ideas came down to the idea that math lecturer should have had the idea of what concrete applications the material they present may have. Thus, by the end of an analyzed period the ways of higher technical school problems decision were defined. However, the events of the world history made postpone the solving of their decisions later.

During the first days of the Great Patriotic War there was the reconstruction of engineering schools work in connection with the needs of war time.

In accordance with a special plan, the main approach in engineering training during the war was the following: to teach the subjects which are necessary at the war. This plan was realized through proper methods, organization and the content of training. Thus, typical features in the activity of educational institutions were[4]:

- specificity and motivation;

- training students taking into account war experience and in accordance with the frontline needs;

- practical orientation of education;

- providing the integration of the educational and psychological training.

In the late 1950^th there was the reconstruction of national economy, the revival of higher technical school. The country needs a lot of qualified specialists ready to solve complicated technical problems. Both fundamental and mathematical training is improved. The course of computing mathematics is introduced. Teaching is carried out with the help of the following textbooks “Course of mathematical analysis” by G. Berman, Mathematical analysis problem textbook” by N. Pisunov, “ Differential calculation” by N. Luzin.

In 1960-1970 the country had a united complex o national economy. There was the exploration of new natural regions in the Northern and Eastern parts of the country. The mission of an overall quality improvement of a specialist training was initiated. Engineering higher schools gave their students physics and mathematics training of the capacity practically equal to university one. The main textbooks were republished [2]. The course of the relativity theory and of mathematical statistics which was taught by the textbook “Theory relativity course” by E. Ventsel was introduced.

In 1980s the reconstruction of all fields of national economy including the sphere of education began. Scientific approach in defining an education goal took a great importance. The reformation in social-economic, political spheres of the society caused the higher school reformation. It was necessary to provide the training of highly qualified engineering personnel in accordance with changed structure of the country in a relatively short term. Along with the definition of national standards in the sphere of higher engineering education there was work concerning the definition of qualification requirements for undergraduates of higher educational institutions in Russia. For graduates of technical institutes Ministry of education of RF developed the qualification requirements defining the main directions of professional training as well as general educational and technical disciplines. The first attempt was made in 1989. A relevant document of 1998 was characterized by a higher degree of the requirements specificity, detailed definition of the training directions as well as by the requirements structuring [1], [3]. There was the reinforcement of fundamental students training. The purpose of natural science and mathematical disciplines teaching became the provision of the applied direction of training. There was the necessity of searching methods, forms and means of education which would have met the requirements specified to the educational process organization in higher technical schools:

· carry out education based on the pragmatist approach which let put the goals constructively and form the educational content as well as simulate a professional activity in the educational process;

· the content of education should have prognostic character which is supposed to take into account the industry and science development trends;

· while organising education it is necessary to take into account the peculiarities of future profession, the requirements specified for the specialists of a particular profile.

In 2003 Russia signed the Bologna Declaration.

Joining Russia to the Bologna agreement meant [5]:

- Raising of international competiveness of Russian system of higher education;

- Introduction of two-level system of higher education with awarding Bachelor and Master degrees;

- Intensification of social mobility of Russian graduates by accepting the system of easily understandable and correlated degrees;

- Introduction of the credits system in the sort of ECTS;

- Contribution to the European cooperation in terms of providing the education quality to develop correlated criteria;

- Contribution to the European cooperation in terms of providing the education quality to develop correlated criteria.

Modern teachers’ task consists of a competitive specialist training able to solve problems of varied difficulties and of varied origin on the basis of acquired knowledge. The transition to a two-level educational system caused the reduction of class hours. The major part of academic load (up to 70%) constitutes self-development. A great number of training programs, different level tests particularly in mathematics appear.

The historical analysis of mathematical education in terms of engineering training in Russia which was carried out allows to make the following conclusion:

The purpose and the character both of training and education depend on the following conditions;

1. the level of the society development;

2. culture;

3. aims and tasks which the state specifies a particular stage;

4. state educational polity.

The aim, the training and education character changes influence the mathematical training character (introduction of new mathematical branches in education, the level of mathematics course training, textbooks which are recommended for future engineers).

References:

1. Adolf V. A. Innovative activities of the teacher in the process of professional development: monograph. - Krasnoyarsk: Polycom, 2007. – 192 с.

2. Beregnaya I. F., Beloshizki A. V. Educational activity high school teacher in today // Bulletin Chelyabinsk State. Pedagogical University. .- 2011. №9. -С.17-29.

3. Verbizki A. A. Personal and competency approach in education. М.: Logos, 2009. – 336 с.

4. Kyzmina N. F. Professional identity of the teacher and trainer training. М.: Pedagogika, 1990. – 182 с.

5. Xarlamov I. F. Pedagogic: Textbook. 4-e., – М.: Gardariki, 2000.-519 с.