SOCIO-CULTURAL AND HISTORICAL-PEDAGOGICAL CONTEXT OF THE FRENET’S PEDAGOGY

Abstract

The article presents an analysis of the essence and theoretical principles of S. Frenet’s pedagogy, including the formation and development of the historical pedagogical conditions for the creativity of the teacher. It is noted that the ideas of activity learning are based on the views of the French scientist Frenet on the role of reading and writing skills in teaching, which defends natural methods of instruction, in which the ability to read and write will be understood by children as a vital necessity, and they will develop themselves as independent skills. The S. Frenet system reveals a special understanding of the nature and development of the child.