After the victory of the Great October Revolution in the U.S.S.R. a new conception originates gradually. It is the so called conception of developing teaching. In fact the theoretical and methodological presuppositions for the origin of a new conception were laid as early as in the twenties and thirties (L S. Vygotskij). Favourable social and political conditions for its theoretical completition and practical realization originated in the half of thee fifties. It was then that principal questions were asked in the pedagogics and psychology, such as the need of exploring a new and intensively the learner, and that in the whole complex of his or her all-round development, also from the view-point of the possibilities to influence this development in the school-instruction. At the same time it was necessary to construct the school-instruction anew to provide an optimal effect upon the learners’ development.
The study does not deal with individual varieties and individual schools of developing teaching. Some phases of the development of this concept are explained here, and especially the consequences of the origin and development of this concept for the forming of the contemporary marxist-leninist pedagogics are pointed at. Above all the principal significance of studying certain historical forms of the school instruction was shown, and that as socially conditioned phenomena determined by the historical grade of the development of the society. As soon as a discrepancy between a certain educational form and new needs of the society appears, at first so called educational insufficiency of the teaching is felt and later even a lack of capacity of the school-instruction to provide social goals in the sphere of education is stated. Further on it was found that the historical change of educational conceptions happens „in springs", and is usually associated with revolutionary changes in social and economic formations.
It can be said that the devoping teaching is that modern educational conception that is relevant to an advanced social society. Experience from experimental researches in the U.S.S.R., the G.D.R. and the C.S.S.R. have proved that this concept successfully provides educational needs of a socialist society.