1. The left brain inhibits the operation of the right brain.

2. Advocate that "parents should first change their attitudes.

3. Training imagination to develop the right brain is smarter

(2) Bruner (USA)

1. Children are the main body of discovery learning, so children should be encouraged to believe and rely on their own brains to think, discover and solve problems.

2. Intrinsic motivation, especially ability, is the motivation for children to learn. It is necessary to inspire children to connect their study with their future life, and to reward their independent study with discovery, and gradually cultivate and form their learning behaviors and habits.

3. Pay attention to the compatibility of old and new knowledge. Adopt flexible and diverse teaching methods, create a good learning scene, urge students to discover the internal relationship between old and new knowledge, and incorporate new knowledge into the existing knowledge structure to become their own knowledge.

4. Use hypothesis, comparison and operation to cultivate students' discovery skills. Cultivating students' discovery skills not only helps students organize knowledge effectively, but also helps students solve problems by using what they have learned, improve their thinking ability and realize discovery learning.

(c) Montessori (Italy) kindergarten reformer

1. The child's potential-the child is in a state of continuous growth and development, with talent and potential.

2. Educational methods and teachers' responsibilities-promoting children's personality development on the basis of understanding children, but not just imparting knowledge. Teachers should provide suitable environment for children and help them realize self-education.

3. Teaching content-physical training, sensory training, knowledge training and life training.

4. Main contributions: (1) The combination of educational theory with physiology and medicine is scientific and practical; (2) Pay attention to sensory education; (3) Emphasize children's self-education.

5. Disadvantages: the teaching AIDS are too rigid; Pay too much attention to intelligence

(4) Piaget (Switzerland)

1. Founder of cognitive generation, whose main works are Children's Language and Thinking, Children's Judgment and Reasoning, etc.

2. The factors that restrict children's psychological development are maturity, individual experience (physical experience and mathematical logic experience), social experience (education, language) and balance (schema, assimilation and adaptation).

(5) Neil (UK)

1. The most radical representative of "liberal education"

Neil demands that emotional education should be linked with the meaning of human life, making it an important part of education.

The important task of education is to let children feel love and learn to love.

(6) Parker (USA)

1. The father of "progressive teaching" in America, whose main works are: Random Talk on Pedagogy.

2. He emphasized: "Educational experience must be child-centered and everything taught must be meaningful to children."

Parker emphasized the importance of activities that make children interested in teaching.

Children like to deal with nature, contact with real life and learn from it.

The basic task of teachers is to provide necessary and appropriate conditions for children to engage in full activities. Parker stressed: "The importance of teachers lies in making children's minds truly value life and life.

(7) Dewey (USA)

1. put forward the viewpoints of "education is life" and "school is society"

2. Put forward that the best education is "learning from life" and "learning from experience". Education is to provide children with conditions to ensure their growth or complete life.

He believes that there is no purpose outside the educational process itself, and the purpose of education lies in the educational process.

4. The school itself must be a kind of social life, with all the meaning of social life; On-campus learning should be connected with off-campus learning, and they should interact freely.

5. The teaching process should be a "doing" process. In his view, if children don't have the opportunity to do it, it will inevitably hinder their natural development.

6. Dewey believes that school life organization should be centered on children, so that everything is mainly for children rather than teachers. Because taking children as the center is in harmony with children's instinct and needs, children are the starting point, center and purpose of school life. Dewey emphasized that "we must stand in the position of children and take children as the starting point."

(viii) Homlinski (Russia)

1. The representative of the educational thought of "all-round and harmonious development of personality".

2. Viewpoint: A person with a comprehensive and harmonious personality should be "first, the creator of social material production and spiritual life; Second, users of material and spiritual wealth; Third, people with moral and cultural literacy are appreciators and careful protectors of human cultural wealth; Fourth, active social activists and citizens; Finally, the founder of a new family based on lofty morality. "

3. Viewpoint: The task of school education is not only to impart knowledge and cultivate ability, but more importantly, to give everyone happiness in spiritual life, so that everyone can have a full inner spiritual world, enjoy the happiness of labor and creation, have a personal sense of dignity, honor and pride, and let everyone abide by the "sacred, indisputable and unshakable code of conduct".

(ix) Piaget (Switzerland)

Piaget believes that cultivating children's logical thinking ability and abstract thinking ability is the ideal goal of cognitive development and the highest goal of education. He said: "The highest requirement of education should be the ability of logical reasoning and mastering complex abstract concepts." The purpose of wisdom training is to form wisdom, not to store and remember billions, and to cultivate intelligent explorers, not just learned talents. "In Piaget's view, teaching should not only impart knowledge, but more importantly promote children's mental development; Children should no longer be passive recipients of knowledge, but learn how to think.

2. Piaget also believes that the focus of cultivating children's ideological ability is to cultivate creativity and critical ability. He pointed out: "the primary goal of education is to cultivate people who can innovate, create, invent and discover, rather than simply repeating what predecessors have done;" The second goal is to form a critical mind that can test the truth, rather than simply accepting everything offered. Piaget put the cultivation of children's creativity and critical ability in the most important position of education.

(x) Rogers (USA)

1. The representative figure of humanistic education thought.

2. Advocating "non-directive" teaching; A kind of teaching that can promote children's "meaningful learning"

3. Teaching is an experience process of students' good interpersonal relationship. It has no established teaching purpose, but only realizes the understanding of the meaning of experience through the generation and solution of students' own problems, thus effectively influencing their own behavior. In a word, teaching is the process of "experience".

(xi) Bloom (USA)

1. A representative figure who has mastered the thought of learning and education.

2. Theory: Introduce the situation, that is, introduce the learning content, methods, evaluation methods and standards to students, so that students can know fairly well. At the same time, students should be told that they can get extra time and help if they need it to ensure that they "master".

3. Theory: classroom teaching. Teaching test determines students' mastery level and groups them. Subsequently, according to different groups, targeted teaching and activities were carried out.

(XII) lengrand (France)

1. The representative figure of lifelong education thought

2. Cultivate new people. Lengrand pointed out that the real object of education is a comprehensive person, a person in various environments, a person who takes on various responsibilities, and in short, a concrete person.

3. Realize the democratization of education. Lungrande regards the democratization of education as another important goal of lifelong education. In his view, the core content of educational democratization is equality of educational opportunities. He advocates that the focus of school education must be "educating people for democracy" and that lifelong education is "a means to achieve real equality".