Suhomlinski (1918-1970) is the most famous educator in the former Soviet Union. He was born in a peasant family in the Republic of Ukraine. 1936 to 1939 studied in the correspondence department of poltava normal university, obtained the qualification certificate of middle school teacher after graduation, and 666666666 served as the principal of pavle Shi middle school, a completely rural middle school in his hometown. 1957, academician of Russian Institute of Education. 1968, academician of Soviet Institute of Education. 1969, was awarded the title of meritorious teacher of the socialist Republic of Ukraine. Won two Lenin medals and 1 red star medals. Suhomlinski engaged in practical work at school, at the same time, he conducted a series of research on educational theory, and wrote educational monographs such as One Hundred Suggestions for Teachers, Dedicating My Whole Heart to Children, pavle Middle School, and Birth of Citizens.

Zankov

Zankov (лвванков,1901977) is a famous educator and psychologist in the Soviet Union. Zankov worked as a primary school teacher in the countryside when he was young. Mainly reflected in his research on teaching theory. He believes that the traditional teaching theory of Kailov in the Soviet Union only focuses on how to make children master ready-made knowledge and concepts. Its main characteristics are school first, classroom teaching first, knowledge first, ignoring the development of students' intelligence, that is, ignoring the development of students' thinking, imagination, logic and memory. Therefore, it is necessary to thoroughly reform the traditional teaching theory. It is necessary to establish a new teaching theory system. Zankov has proved through experiments that the traditional teaching methods make the students in the lower grades (his experiments were conducted in the lower grades) achieve poor results in their development, while the actual learning ability of primary school students is far higher than the defenders of traditional teaching imagined. In other words, the learning potential of primary school students has not been brought into play. The main direction of teaching reform is to promote the all-round development of students. He believes that general development "refers to the development of children's personality, and its development in all aspects, like all-round development, is opposite to average and one-sided development." Universal development is neither equal to nor a substitute for all-round development. The former refers to the psychological aspect of the problem, while the latter refers to the social aspect. Zankov summed up the principles of teaching experiments through his own experimental research. These principles are: (1) difficult teaching principles; (2) the principle of high-speed education; (3) the important principle of theoretical knowledge; (4) Let students understand the principles of the learning process; (5) The principle of universal development for all students in the class (including the worst students). Zankov attached importance to educational experiment, which was regarded as the basic research method to reveal the objective law of "teaching and development". Zankov's teaching theory had a far-reaching impact on Soviet education. His works include Teaching Theory and Life and Conversation with Teachers, which are called "required reading for teachers in the Soviet Union". zankov's main works include: On Primary School Teaching, Conversation with Teachers, Teaching and Development, On Principles of Teaching Theory, Experiments of New Primary School Teaching System, Our Disagreements and Experimental System of Primary School Teaching. Some of his works have been widely introduced to the United States, Japan, China and other countries.

Kailov

Noun (abbreviation of Noun) A. Kaiipob (N.A. Kaiipob, 1893- 1978), a famous educator in the former Soviet Union, was one of the representatives of Soviet pedagogy in the 1940s and 1950s. The book Pedagogy edited by him had a great influence on China. Kailov was born into a teacher's family in Ryazan, Russian Federation. 19 17 graduated from the Department of Mathematics and Science of Moscow University. Kailov is basically an educator who grew up in Soviet society and treated many problems in education. This paper attempts to analyze, demonstrate and absorb many rich heritages in the history of human education by using Marxist standpoints, viewpoints and methods, and realistically summarizes the positive and negative experiences and lessons of education in the 1920s and 1930s of the former Soviet Union. On this basis, Pedagogy is the first monograph in the history of human education that attempts to explain the theory of socialist pedagogy from the perspective of Marxism-Leninism. After publication, it was designated as the teaching material of the former Soviet Union Normal University. It has a high authority and has a great influence on the education of socialist countries such as China and North Korea. Kailov's educational theory represents an important stage in the development of the former Soviet Union's educational theory, and reflects the level and characteristics of the former Soviet Union's educational theory in the historical period from the end of 1930s to the end of 1950s. It should be pointed out that Kailov's educational theory basically met the needs of the education development in the former Soviet Union at that time. However, due to the rapid development of science and technology in the world, higher requirements are put forward for educational theory. In this context, some of his views are outdated and backward. For example, there is not enough research on the reaction of education to social development, insufficient attention to students' intellectual development, advocating a "bumper harvest" of education, but disdaining teaching students in accordance with their aptitude, and treating training "top students" as bourgeois genius education. These are all things that we need to distinguish strictly when we learn from them. In short, Kailov.

Babanski (representative of the best teaching theory)

Babanski (юрийконстиновичбабанн) He worked in a state-owned farm during the Great Patriotic War. After the war, he joined the Department of Physical Mathematics of Rostov Teachers College in the Don Valley. After graduation, he worked as a physics teacher in a middle school. During this period, he studied while working, and obtained an associate doctor's degree in education. After 49660.688661,he was transferred to Rostov Teachers College as the director, vice president and secretary of the Party Committee of the Education Teaching and Research Section. 197 1 became a member of the Communication Academy of the Soviet Academy of Education, and 1973 received a doctorate in education. 1974 was elected as a full member of the Soviet Academy of Education. 1975 was transferred to the president of the higher normal college affiliated to the college and presided over the work of the educational theory and history research department of the college as an academician secretary. 1979 served as vice president of the Soviet academy of educational sciences. 1died of a heart attack on August 9, 987. He was also the chairman of the Central Committee of the Russian Socialist Federal Republic, the chairman of the Communication Committee of Psychology and Education under the All-Soviet "Knowledge" Association, and the chairman of the Supreme academic degree evaluation committee Education Science Committee of the Soviet Union. Babanski devoted his life to educational science research. From the early 1960s to the mid-1980s, he studied in an ordinary school in Rostov. He devoted himself to the study of the optimization theory of teaching and education process, and formed a complete teaching theory with rich content and positive practical significance, which aroused strong repercussions in the Soviet Union and other countries in the world. He published more than 300 books in his life, including Optimization of Teaching Process-General Teaching Theory, Optimization of Teaching and Education Process-Methodology Basis and Pedagogy edited by him. Published by People's Education Press, and so on. After babanski's death, the Soviet Academy of Educational Sciences edited and published Selected Works of babanski's Education to commemorate this educator who made outstanding contributions to educational theory.

Comenius

Comenius (1592- 1670) is a great bourgeois democratic educator in Czech Republic, the founder of modern western educational theory, and was born in a miller's family. When he was young, he was elected as the priest of the Czech Brotherhood and presided over the Brotherhood School. During the Thirty Years' War (1 18-65438+), he continued to engage in educational activities and social activities. He sharply criticized the call of medieval school education II to "teach everyone all knowledge", put forward a unified school system, advocated universal primary education, adopted class teaching system, expanded the categories and contents of disciplines, and emphasized the acquisition of knowledge from things themselves. Based on the principle of conforming to natural order and sensory theory, he put forward a series of teaching principles, such as intuition, thoroughness, self-awareness, enthusiasm, systematicness, gradualism and ability, and compiled a variety of teaching materials.

Bloom (mastering learning methods)

B S Bloom (19 13 ~) is a famous contemporary American psychologist and educator, and is currently an honorary professor at the University of Chicago. The core content of Bloom's whole teaching theory is the theory of "mastering learning". In the early 1970s, Bloom believed that the current education system in the United States only focused on cultivating a few top students at the expense of most students, and today's education can no longer be satisfied with cultivating only a small part. Nor should there be such a psychological stereotype:13 students can fully grasp the knowledge taught by teachers, and13 students have average grades, and13 students can fail. Bloom believes that the best way to solve the above problems lies in changing our views on learners and their learning and implementing "mastery learning" teaching. On the basis of collective teaching (class teaching system), supplemented by frequent and timely feedback, personalized help and extra study time are provided for students, so that most students can reach the mastery standard stipulated by the curriculum objectives.

Bruner (discovery method)

Jerome Seymor (Bruner 19 15-) is an American psychologist and educator, and one of the representatives of structuralist education school. June +09 15+00+ 1 was born in a middle-class family in new york, USA. Bruner is a professor of psychology at Oxford University in England. 1978 retired and returned to China. The main educational works are: Educational Process (1960), On Cognition, Discussion on Teaching Theory (1966), Educational Suitability, etc. In teaching methods, Bruner advocates "discovery". Children should express the structure of subject knowledge in their own unique way under the inspiration and guidance of teachers, and find things with the help of teachers or other materials provided by teachers. Bruner emphasized that discovery is the main means of educating children. "There seems to be an indispensable part of human learning. Like discovery, it is an opportunity to explore the situation as much as possible." He also stressed: "If we want to look forward to what is particularly important to the school, we have to ask how to train several generations of children.

Dewey

Dewey (1859- 1952), an American educator, is a representative figure of pragmatic educational thought. Dewey criticized the traditional school education from pragmatic empiricism and functional psychology, and put forward his basic views on the essence of education: "Education is life" and "School is society". Dewey believes that education is the process of children's life now, not the preparation for their future life. Constant development and growth is life. Therefore, 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. Since life is growth, the development of children is the process of primitive instinct growth. So Dewey emphasized that "growth is the characteristic of life, so education is growth." In his view, education is not something to force the outside world. Is to let the innate ability of human beings grow. Therefore, Dewey believes that the educational process has no purpose outside itself, and the purpose of education lies in the educational process. As a matter of fact, he opposes taking externally imposed goals as exemplary goals for children's growth.