On the dichotomy of teacher-centred instruction and self-regulated learning in Russian didactics

摘要

The author describes the situation of didactics in Russia from a historical perspective. He develops his argumentation with respect to three comparative studies, relates the comparison to the history of Russian didactics since the 19th century, and includes an analysis of international influences on Russian didactics. The comparison focuses on the dichotomy of teacher-centred instruction and self-regulated learning. In the light of this dichotomy, Russian didacticians have stressed the importance of the ‘leading role’ of the teacher and of the ‘teacher’s personality’.The Russian didactic tradition may become interesting for future research from an international and even global perspective since teacher-centred instruction seems to be receiving a new, positive evaluation based on empirical studies.