Development of the theory of the content of general education in Russian pedagogy of the Soviet period

modern Russian pedagogy at the beginning of the 21st century is increasingly addressing key existential issues of education, seeking to understand the complex aspects of the functioning of secondary schools as the most important institution of socialization and cultural transmission. There is a need for a theoretical rethinking of the accumulated pedagogical experience, especially in the context of the need to update the content of education and increase its axiological significance. One of the ways to solve these problems is to turn to the didactic heritage of Soviet pedagogy, which has a high level of theoretical elaboration. In this context, the article presents a historical and pedagogical analysis of theoretical approaches to the development of the content of general education in the Soviet period. Soviet didactic thought is considered as a value-rich foundation, which makes it possible to identify the internal logic of the development of key ideas, trends and principles of building educational content. The author of the article shows that the concept of educational content in Soviet-era pedagogy was formed as a complex, continuously developing system of research problems that remain relevant in the context of modern educational reforms. The analysis of this system opens up new perspectives for scientific research and methodological approaches in modern pedagogical theory.

educational content, education, upbringing, Soviet pedagogy, educational reforms, pedagogical theory and practice, productive labor