SOME FEATURES AND PROBLEMS OF THE OPTIONAL SYSTEM IN SCIENCE EDUCATION IN THE USSR

Abstract

The optional system in the USSR has been gradually expanded since the 1966 reform, which is generally said to have determined the introduction of the present style of the optional studies. Especially in the 1980's, we can observe the following typical changes: the practice of the optional studies at earlier grades; the more diversified courses; the more emphasis on the 'special course'; the systematization of the optional courses; and the resemblance of the optional studies to the 'special school' .We can, therefore, argue that the most salient feature of the present optional system is that it aims to develop and cultivate more positively the individual characteristics of pupils. Such expansion is, in principle, carried out under the condition that absolute emphasis is put on the compulsory courses, and the optional studies still occupy a small part of the whole school curriculum. This combination of the optional and compulsory studies, which seems disproportionate, is intended to give every pupil systematic and firm knowledge of science. As long as the compulsory studies provide the pupils with this scientific knowledge, they are now free to go on to the optional studies and to choose their favorite courses. The expansion of the optional studies, however, has a problematic aspect. First, despite the initial intention to develop the individual abilities and aptitude, the optional studies are actually considered to be merely supplemental to the compulsory studies, and thus the system fails to cater for the individualistic education. Secondly, since the optional studies are not obligatory to pupils, there seem to be not many who are exploiting this system. These problems indicate that the success of the optional system depends on the adequate combination of the compulsory and optional studies, and, more importantly, it depends on how to make the pupils involved in the optional studies: for example, in the first stage, they either utterly deny the optional studies or not, and in the second stage, if they decide to participate in these studies, the pupils can make free choice of the courses or the choices are controlled by the teachers.