Constanyine de Mitri Evich ushinski (1823- 1870) is an outstanding Russian educator and the founder of Russian ethnic schools and education. His works were required reading for educators at that time, so he was also called "the teacher of Russian teachers"

I. Life and major educational activities

Ushinski was born in Tula, Russia on February 1823, and spent his childhood in his parents' small manor. 1844 graduated from the Law Department of Moscow University, and was appointed as the Acting Professor of Demidov Higher Law School the following year, but was dismissed for refusing to implement the requirements of the Ministry of Education for submitting the syllabus. After the interruption of teaching, he found a job as a clerk in the Ministry of the Interior.

1854 was appointed as the teacher of Gaczynsk Orphanage, and was soon appointed as the school supervisor. During this period, he published several important articles in Education magazine, such as On the Benefits of Educational Books, On the Nationality of Public Education and Three Elements of Schools. This made him famous for a while and became a famous educational theorist. 1859 was appointed president of Smolny Women's College. This school is an extremely conservative boarding school specially set up for aristocratic women, and its education and teaching are lifeless and lack of vitality. Despite the opposition of the headmaster and reactionary teachers, he thoroughly reformed the school's life system and teaching measures, added two years of normal classes, and became the first school in Russia to train female teachers, accumulating experience for the establishment and development of the normal education system in the future.

1869, during his tenure as a supervisor, he also served as the editor-in-chief of the bulletin of the Ministry of Education. He changed his editorial policy in the past and devoted himself to studying major issues in education. He published papers such as Psychological and Educational Significance of Labor, Draft Statutes of Normal Schools, and compiled a Russian textbook Children's World (Volumes 1 and 2) for junior students. His progressive activities aroused the hatred of the authorities. 1862 was dismissed from office, sent abroad, and began a five-year exile. However, he did not fall. Taking advantage of various opportunities abroad, he studied the education in many countries, compiled the teaching material "Motherland Language" and its teaching method guide for the first, second and third grades of primary school, completed the compilation of the first two volumes of his famous book "Man is the Object of Education" and collected materials for the third volume.

1867, he returned to Russia, became seriously ill and continued to write. 1870 65438+February 22nd, died of lung disease at the age of 47.

Second, the main educational ideas and viewpoints

(A) on the nationality of education

Nationality is the foundation of ushinski's education system. He believes that a nation without a nation is a body without a soul. In the article "On the Nationality of Public Education", it is very confusing to boldly criticize the czar government for copying Prussian education. He pointed out: "There is no national education system shared by all ethnic groups, not only in practice but also in theory." "There is only one natural orientation shared by all people, and education can always be counted on. This is what people call nationality. " "When education is combined with nationality, it is reflected and cooperated by people full of vitality and strong feelings." Therefore, in the education system, every nation should be self-reliant. "Only ethnic education is an important tool in the historical process of ethnic development." (1)

Ushinski's emphasis on ethnic education includes: (1) convinced that the Russian nation has strong creativity; (2) Education should cultivate students' patriotism; (3) a new generation of compulsory education; (4) National language education. In addition, he regards religion and paternalism as national content, which is the negative side of his educational thought. (2) However, ushinski attaches importance to the nationality of education, which is of historical significance.

(2) On the purpose education and moral labor education.

About the purpose of education. He believes that the determination of educational purpose is the primary task of education. In his view, education is only a purposeful process to form the harmonious development of human beings. He put the cultivation of people's personality in an important position, and asked to cultivate the spirit of loving the motherland and labor, strong will and character, and rich feelings in order to survive in the interests of society. A person who pursues truth, honesty, kindness and humanity and combines the interests of all mankind, his own nation and his own personal interests. This is the general goal of education put forward by Wu Shen.

About moral education. He believes: "Moral influence is the main task of education, which is much more important than developing children's intelligence and enriching their minds with knowledge." (3) He opposed the stick discipline used in old schools and advocated the following moral education methods: (1) entertaining; (2) Teachers' own role models; (3) persuasion; (4) Treat students tactfully; (5) prevention; (6) rewards and punishments.

3. About reeducation through labor. He emphasized that one of the important tasks of education is to cultivate students' views of loving, being willing to work and being good at it. In the article "On the Psychological Significance and Educational Significance of Labor", it is pointed out: "Education should not only develop man's rationality, teach him a certain range of knowledge, but also ignite his desire for serious labor. Without this desire, his life cannot be decent or happy. " At the same time, he regards students' learning as a kind of labor and resolutely opposes entertaining and gamification teaching.

(3) in teaching

Ushinski thinks that teaching is a kind of regular knowledge.

About the teaching process. He believes that teaching is a process in which teachers impart knowledge and skills to students and make them master them, and it is also a process in which students move from ignorance to knowledge and never attend meetings. Therefore, the teaching process includes both the activities of teachers and students. Teachers should "lead well" and students should "study well" (serious and hard mental work), so as to complete the teaching task, and it is incorrect to ignore any aspect.

He repeatedly emphasized the scientific basis of teaching psychology and physiology, and asked teachers to fully consider the age characteristics and psychological characteristics of students in the teaching process. He pointed out that "if pedagogy wants to educate people from all aspects, it should first understand people comprehensively". (4) In the book "Man is the Object of Education", he studied in detail the psychology of human beings and the psychological characteristics of children at all ages, especially the laws of attention, memory, imagination and will and their application in teaching, which laid the psychological foundation of education.

About teaching principles. The teaching principles he advocated mainly include:

The principle of intuition. Generally speaking, children think by shape, color, sound and feeling. (5) Therefore, we must teach our children intuitively. The younger the child, the more attention should be paid to intuitive teaching.

Principles of consciousness and enthusiasm. Teachers are required to pay attention to arouse the enthusiasm of students' thinking in class, prevent students from getting bored and give full play to students' subjective initiative.

The principle of coherence. He believes that students should pay attention to the coherence of knowledge system in teaching. He said: "A mind full of sporadic and irrelevant knowledge is like a warehouse. Everything in it is out of order, and even the owner himself can't find anything here."

The principle of consolidation. It is believed that the important means to consolidate knowledge is practice and review, especially review, and review frequently after learning begins.

3. About classroom teaching and teaching materials

He advocated that teachers should play a leading role in classroom teaching, and that collective mode should be combined with individual mode, which was a great development of Comenius classroom teaching system.

In addition, he attaches great importance to the compilation of textbooks, and thinks that textbooks are "excellent teaching foundation" and cannot be acted rashly. He personally compiled two excellent primary school textbooks, Chinese of the Motherland (three volumes in total) and Children's World (two volumes in total), which had great influence and spread widely.

On the Role and Training of Teachers

Ushinski spoke highly of the role of teachers. He said: "No matter what kind of regulations and syllabus, no matter what kind of institutions and thoughtful methods the school has, it can't replace the role of teachers in education." (7) He clearly pointed out that teachers not only teach, but also educate people; Realize that you are not only a teacher, but also an educator. Teachers are required to love children, have a high sense of responsibility for their profession, be educated people, be familiar with pedagogy and psychology, master educational skills, and put their wisdom and all their hearts into their work.

In the draft of normal schools, ushinski has formulated a detailed plan for training ethnic teachers, including training objectives, curriculum, probation and internship system.

Third, a brief evaluation

From the age of 30, ushinski devoted himself to pedagogy and education. No matter in adversity or serious illness, he is determined and indomitable. He loves education infinitely, pays attention to studying the characteristics of national education and advocates national education. It can be said that he has been serving the motherland all his life and working hard for the prosperity and civilization of the motherland. During the period of Russian social democratic movement and educational reform, he actively engaged in educational practice, boldly explored educational theory, and proposed that pedagogy should be based on psychology and physiology, and did a lot of fruitful work. The textbook he compiled for Russian primary schools has been used for 50 years, which has made incisive exposition on educational purpose, school moral education and labor education, and put forward many valuable ideas on teaching process and teaching principles. His role and requirements for teachers, as well as the proposed teacher training plan, have a great influence in Russian education.

Ushinski deserves to be regarded as an outstanding Russian educator, a master of Russian pedagogy and the father of Russian educational science.

1946 65438+ 10, the former Soviet union launched various commemorative activities to solemnly commemorate the 75th anniversary of ushinski's death. Many schools are named after ushinski, and ushinski Monument, ushinski Scholarship and ushinski Medal have been established to reward teachers who have made outstanding achievements, which shows its far-reaching influence.

However, we should also see that ushinski is mainly an idealist and a devout orthodoxy in philosophy. In his educational thoughts, there are religious thoughts, and even patriarchal thoughts, which we need to identify when we learn from them.

Ushinski (1824-1870)1a famous Russian educator in the 9th century.

I graduated from the Law Department of Moscow University at the age of 20, and got my master's degree two years later, and served as the acting professor of yaroslav College. He made many contributions to educational theory. Educational theory should reveal the laws of educational development, not just the established educational practices. In the process of education, emphasizing the combination of theory and practice and nationality is the basic principle that education should follow. It is believed that the goal of education is to cultivate people with all-round and harmonious development, so it is necessary to implement comprehensive education. In terms of educational content, we should pay attention to the laws of students' psychological development in the teaching process and guide teachers to use these laws. It has also made important contributions to the development of Russian normal education.

His major works include People as the Object of Education, Children's World, Language of the Motherland, On the Benefits of Educational Works, etc.