The fundamentals of the methodology of teaching natural science subjects, laid down in Russian pedagogy, as the basis for the development of the content of modern teacher training

Abstract

The study is devoted to a comprehensive analysis of the formation and development of Russian methods of teaching natural science subjects in the context of its impact on the modern system of teacher training. The relevance of the research is determined by the need to use Russia's rich pedagogical heritage to solve modern problems of the quality of natural science education and the shortage of qualified teachers. The purpose of the work is to identify the methodological foundations of the national pedagogy of natural sciences and to determine their importance for shaping the content of modern teacher training. The study used a set of complementary methods: historical and pedagogical analysis, comparative method, content analysis of pedagogical sources of the XVIII-XXI centuries, statistical analysis of educational statistics data from 2020-2024. The empirical base consists of materials from archival collections, program and methodological documents, and the results of in-depth monitoring of 60 educational institutions from 12 regions of Russia, selected by stratified sampling. The results showed that the Russian methodology of natural science demonstrates a stable continuity of pedagogical traditions: the correlation coefficient between the historical principles of V.F. Zuev and modern methodological approaches is 0.72. Four key stages of the methodology's development with varying degrees of influence on modernity have been identified $(x^{2}=23.7$, $p<0.01$). It has been established that 58% of modern methodological innovations are based on the principles laid down by Russian natural science teachers of the XIX-XX centuries. The quality of teacher training in educational institutions with a high level of use of traditional methodological foundations exceeds the average by 18%. The data obtained have high theoretical and practical significance for the modernization of teacher education. The results of the research can serve as a scientific basis for the development of new educational programs for the training of teachers of natural science subjects. The prospects for further research are related to an in-depth analysis of the regional features of the application of Russian methodological traditions and their adaptation to modern digital educational technologies.