3.1TheFormationBackgroundsofKairov'sPedagogy
TheformationbackgroundsofKairov'spedagogy,'spedagogyistheproductsofSovietUnioncorrectedleftismfaultbycriticizingDewey',suchas,theviewpointofbringingupbuildersofall-rounddevelopment,theviewpointofstrengtheningbasicknowledgeandbasicskillstraining,emphasizingonclassroomteaching,,whoisawell-knowneducationalistinChina,suggestsinhisnewworkthatKariov'spedagogyreflectsthebasicrequirementsofmodernschooleducationandprovidestheoperationalnormsofeducationalpractice,anditisaimportanthistoricalresultinthedevelopmentofmoderneducation.
3.2CriticalAnalysisofKairov'sPedagogy
SomeresearchersnotedthefactthattheacademicdiscussionandcriticismonKairov'spedagogyinSovietUnionfrom1948to1950wastranslatedtodomesticacademicareabutitdidnotcauseconcernforChineseeducators.Since1978,educationalacademicresearchersbegantore-assesseKariov'spedagogyanditsimpactonChineseeducation,,ChenGuisheng,whoisawell-knownscholarinChina,madeaconclusionthatKairov'spedagogytheoryispoorandbelackofscientificandtheoretical,,anewlyresearchresultconcludedthatKairov'spedagogyabandonedthetraditionalideologyofhumanismeducationinSovietUnion,itisaproductofaspecialeraoftheSovietUnioninthisresearch.TheauthorstudiedKairovandhispedagogydevelopmentintheSovietUnionfrom1930sto1980s,andarguedthatKairov'spedagogywasfulloftheatmosphereofStalin'sideologyandcontrolledbyStalin'sideology.
