He was born in a peasant family in the Republic of Ukraine. 1939 graduated from correspondence department of poltava Normal University. Later, he participated in the Great Patriotic War of the Soviet Union and was injured in 1942. 1948 to his death, he served as the principal of his hometown Pavlysh middle school. 1957 became a communication academician of the Russian Federation Institute of Education, and 1968 became a communication academician of the Soviet Union Institute of Education.
He emphasized the harmonious development of students as individuals and cared about children's happiness and self-expression. He has written more than 40 monographs and more than 600 papers on children's education, and more than 1000 fairy tales.
Educational thought
On education
Suhomlinski discussed the purpose of education from many angles, and put forward "cultivating communist builders", "cultivating all-round development people", "smart people", "happy people" and "qualified citizens". One of the most concentrated and profound viewpoints is to train teenagers to be "people with all-round and harmonious development and active participants in social progress." To cultivate this kind of person, it is necessary to realize the educational task of all-round development, that is, to make "intellectual education, physical education, moral education, labor education and aesthetic education penetrate and interweave with each other, so that these aspects of education present a unified and complete process."
Regarding moral education, he clearly pointed out that "the core of harmonious and all-round development is noble morality". He particularly emphasized that students should have rich spiritual life and spiritual needs, and thought that "spiritual emptiness is the most terrible disaster for people". Teachers and parents are required to respect children's personality and care for them comprehensively. He said, "If someone asks me, what is the most important thing in life? I can answer' love children' without hesitation. " He put forward the idea of "let every student walk with his head held high", trying to create a good educational environment and "let the school walls speak". At the same time, he pointed out that love is not equal to unprincipled doting, and children should be required by strict discipline and moral norms, and the moral quality of students should be cultivated through collective education.
About intellectual education. He believes that intellectual education, in terms of its essence and tasks, includes giving students systematic scientific knowledge, forming a scientific world and developing intelligence. Intellectual education is carried out in the process of acquiring knowledge. Through teaching, help students form a scientific world outlook and develop their intelligence. He is the unifier of knowledge and intelligence, and puts forward that students' knowledge should be based on a broad "intellectual background", which has created many vivid experiences, including: giving children four-dimensional lessons; Carry out extracurricular reading; Participate in extracurricular group activities according to your hobbies. In Pavlis Middle School, all students participate in various extracurricular group activities all afternoon, with more than 100 groups.
About sports. He said: "Paying attention to health is the primary job of educators. Children's spiritual life, world outlook, intellectual development, knowledge consolidation and confidence in their own strength all depend on whether they are optimistic, happy and full of vigor. " And shouted out the slogan "health, health, one more or health". He doesn't allow junior children to do more than three hours of mental work indoors, and opposes letting teenagers aged 12 ~ 15 spend four or five hours doing their homework every day. He led teachers and students to plant a large number of plants inside and outside the campus, and established a natural "oxygen factory" for children. In class, pay attention to reasonable lighting, regularly check the suitability of desks and chairs with students' height, and pay attention to students' reasonable nutrition. He studied 15 years, and formulated a new work and rest system for Pavlis Middle School to ensure proper alternation of work and rest, activities and sleep.
About aesthetic education. He pointed out that "beauty is a powerful source of moral purity, rich spirit and sound physique", and aesthetic education must be implemented throughout the whole process of youth education. He attaches great importance to cultivating students' good feelings and shaping their good hearts, and puts forward various aesthetic education ways and methods, such as feeling beauty through watching nature, appreciating beauty through literary and artistic works, and creating beauty through hands-on labor. Children are even required to pay attention to the beauty of clothes and appearance. In short, in the whole process of aesthetic education, aesthetic education should be carried out anytime and anywhere.
About reeducation through labor. He clearly pointed out: "Education other than labor and education without labor do not exist and cannot exist." He believes that it is "a tragedy" to educate a student for ten years, only teach him the basic knowledge of science, never let him receive labor training, and give him a shovel to start work when he graduates. Because he has been divorced from labor and life in the course of ten years, his spiritual life is empty, he has no labor skills, no preparation for life, and especially no labor emotion. No matter from the perspective of social expectations for the younger generation or the personality development of teenagers, he has failed. Therefore, he has always attached importance to the implementation of labor education in educational practice.
In a word, Suhomlinski's exposition on education not only puts forward a clear educational purpose, but also puts forward five specific educational tasks. When discussing five kinds of education, it not only emphasizes the "relatively independent function" of each kind of education, but also expounds that it must be interrelated, infiltrated and supplemented each other in the implementation process.
On teaching
Suhomlinski's works not only discuss the basic theory of teaching, but also introduce and imply the physical experience of each teaching link, which basically constitutes a relatively complete set of teaching theories. Starting from the fundamental task of intellectual education, he demanded to correctly solve two pairs of contradictions in the teaching process, namely, teaching-education and teaching-development, and demanded to complete the goal and realize the overall task of harmonious development in the process of promoting the dialectical unity of contradictions. On the unity of education and teaching. He put forward the principle of education and teaching, pointing out that this principle requires not only world outlook education and moral education, but also scientific knowledge teaching. He objected to seeing education as something separated from learning and upbringing. He said, "Can training and upbringing form various world views? Considering what a person sees, realizes and thinks in the teaching process, can he educate his mind? " It can be seen that he is a monotheist in teaching, education and upbringing.
On the unity of teaching and development. First of all, he emphasized that teachers and students effectively impart and acquire knowledge through teaching, and thought that only those who master knowledge are truly happy people. Secondly, he resolutely opposes the kind of teaching that only teaches knowledge and ignores intellectual development. He said: "Teachers cram all kinds of principles, conclusions and inferences prepared in advance into children's minds, which often makes children even unable to touch the source of words used in thinking and life, and fetters their wings of fantasy, imagination and creation. Children often change from energetic and proactive people to machines that seem to be dedicated to reciting. " Therefore, he asked teachers to be good at stimulating students' thirst for knowledge, making lectures lively and interesting, opposing "cramming", guiding students to think positively, "a real school is a kingdom of positive thinking", encouraging students with scores, and letting students experience the happiness of learning and achieving results.
In his view, teachers should faithfully implement the syllabus formulated by the state in the teaching process, but they should not be too mechanical. At the same time, they have a "second outline" in mind to guide students' extracurricular reading, broaden their horizons and cultivate students' self-study ability. Therefore, he requires teachers to be proficient in the subjects they teach and thoroughly understand the teaching materials, and points out that an excellent teacher should know many times more knowledge than that stipulated in the "syllabus", and the course is only the minimum knowledge of this subject for him. Teachers' profound knowledge is a necessary condition to attract students to love learning and acquire knowledge.
In addition, he also expounded the teaching tasks, teaching principles and teaching methods.
On school management
Suhomlinski has been the principal of Pavlis Middle School from 1948 to 1970, and has accumulated rich experience in school management, including many insightful opinions.
He believes that the headmaster should not be involved in the whirlpool of affairs, nor should he be led by administrative orders in a bureaucratic way. He said: "The leadership of the school is the leadership of educational thought first, and then the leadership of administration." He pointed out that a good principal must be a good teacher first. So he always teaches a Chinese class, is the head teacher all the year round, and insists on listening to other teachers' classes every day. He said, "If I don't listen to two classes every day, even if I don't do anything this day." "If I go to the district for a meeting today, I have to make up for it tomorrow and listen to four classes ... If I haven't heard a teacher for at least 15 to 20 classes a year, I know nothing about him." He regards lectures and analysis classes as the principal's important work, which is the source of nourishing his own thoughts. He attaches great importance to ideological education in schools. In order to do this work well, he led and organized teachers to fully understand and study children, held seminars regularly, and conducted educational consultation on the situation of a certain student. He personally investigated the records, deeply studied the tortuous growth process of 178 "the most difficult education" students, and set up a preparatory class "Happy School" for 6-year-old students. From the preparatory class to the first grade and then to the tenth grade, I served as the head teacher, followed and observed the performance of students in different periods, and put forward corresponding educational measures.
The management of students is mainly to grasp the "main lever" of developing intelligence and cultivating ability, which is considered to be a very realistic and urgent problem. To this end, he and his colleagues spent more than ten years, combined with Chinese teaching, exploring a set of "basic skills system" which conforms to the logic of teaching process and aims at cultivating and improving students' ability-including listening, speaking, reading and writing 12 basic skills.
About teacher management. He believes that it is impossible to run a school well without an excellent team of teachers. As school leaders, we should care and cherish teachers and try our best to reduce their burden. He said: "Teachers need a rest if they want to work energetically; In order to improve the quality of teaching, we need to have free time for reading and research. Leisure time is the root and nourishes the branches and leaves of education and art. "He knows every teacher in the school like the back of his hand, so that he can know people well and use their strengths. Teachers are required to strive to improve their educational literacy, including: mastering the contents of the subjects they teach; Understand the scientific knowledge of education such as psychology, pedagogy and teaching methods, and have high self-cultivation and work passion. These three cannot be neglected. He said so and did the same. Therefore, it is well-deserved to be called "the teacher's teacher".
About the school year summary. He regards the summary work that people are used to as an important link to grasp the law of education. Oppose the headmaster's practice of assigning others to piece together at random and then "editing" without starting work, and also oppose the practice of not paying attention to accumulating materials at ordinary times and making a surprise attack at the end of the year. Advocate the headmaster to do it himself, take notes every day and week, sort it out in time, and constantly analyze and study it until he draws a general conclusion and asks for your suggestions or opinions. He believes that the summary should not be rigid and formulaic, but should be a model every year. A good summary should be not only the summary of all teachers' creative work in the past year, but also the direction and reference for next year's work.