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B.A. Cyxomjnhcknn

B.A. Cyxomjnhcknn (19 18- 1970) is a famous educational practitioner and theorist in the former Soviet Union. He devoted himself to education from the age of 17 until his death, and enjoyed a high reputation at home and abroad. Born into a peasant family in the Republic of Ukraine. 1936 to 1939 studied in the correspondence department of poltava normal university, and obtained the qualification certificate of middle school teacher after graduation. From 1948 to 1970, he died and served as the principal of a rural complete middle school-Pavlysh Middle School in his hometown. Since 1957, he has been a member of the Communication Institute of the Russian Federation. 1968, member of the School of Communication, Soviet Institute of Education. 1969 was awarded the title of meritorious teacher of the Ukrainian Socialist Republic, and won two Lenin medals, 1 Red Star medals and several ushinski and makarenko medals.

Chinese name: B.A. Cyxomjnhcknn.

B.A. Cyxomjnhcknn Mbth

Nationality: former Soviet Union

Place of birth: Ukraine

Date of birth: 19 18

Date of death: 1970

Occupation: teacher

Graduate School: Correspondence Department of poltava Normal University.

Major achievements: two Lenin medals.

1 Red Star Medal

Ushinski and makarenko medals.

catalogue

outline

Chronological summary

biography

Guide patiently and systematically

Educational thought

Main work

Brief assessment

launch

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outline

Suhomlinski made a series of studies on educational theory during his school work, including 100 suggestions for teachers, giving my whole heart to children, pavle Middle School, the birth of citizens, a lost day, the spiritual world of students, a letter to my daughter, and I am not the weakest.

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Chronological summary

19 18, Sukhomlinski was born in a poor family in Kiro vogler, Ukraine. B.A. Cyxomjnhcknn entered a seven-year rural school from 65438 to 0926.

1933 graduated and entered the short-term teacher training class the following year.

1935 After graduation, I began to be a primary school teacher.

From 65438 to 0939, he received correspondence education in the Department of Language and Literature of poltava Normal University, obtained the qualification certificate of middle school teachers, and served as a middle school Chinese teacher and teaching director.

194 1 year, after the start of the Soviet patriotic war, he immediately went to the front and was seriously injured. Unable to return to the battlefield after being injured, he was appointed as the headmaster of a middle school. After the liberation of his hometown, he returned to the local area and served as the district education director.

1947, take the initiative to apply for transfer back to school.

From 65438 to 0948, he became the headmaster of Pavlis rural middle school.

1970 died at the age of 52.

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biography

Determined to teach

Suhomlinski's primary and secondary school life has always been spent in his own rural school. This is a seven-year school. Although the school facilities are ordinary, there are many good teachers here. This is an excellent environment for Suhomlinski, who was nurtured by his family since childhood. His good nature has been brought into full play here, and his knowledge and ability have been rapidly broadened. He often takes the initiative to help his parents and neighbors at home. At school, he was a student with excellent academic performance, and was valued and cared for by Ivan Savage, then president, and Buskowski, then educational director. However, the first female teacher, Anna Samoilo Naing, had the greatest influence on him.

This woman teacher is not only a teacher for children, but also a close partner of children in education. Suhomlinski thinks this female teacher is like a witch. She knows all the secrets of beauty. When she gives lectures, the students have a strong interest, and the knowledge she teaches is often engraved in the students' memories. She often takes her children to nature, guides students to think about many problems, learns a lot, and understands a lot of truth ... Someone filmed such an event:

One afternoon, Anna Samoilo Naing took her students to the forest, which is a place that Sukhomlinski is familiar with. He usually comes here to play. But the female teacher's explanation exposed him to many new things that he hadn't noticed before, and many things that surprised him. Look at this blooming linden tree making honey for bees; Look at that bird's nest-Suhomlinski used to barrel it with a stick in a prank, but now the teacher says that this bird's nest has cloisters and squares, kindergartens and granaries ... It turned out to be a fairy tale city. He felt that if he hadn't come with his teacher, he wouldn't have found so many beautiful things in the world. When the children enjoyed the beautiful scenery of nature and hurried home, she also had a new trick: "Children, pick some flowers for grandpa, grandma, dad and mom. When children care about their elders, elders will feel happy, and flowers-this is a sign of care and love. ..... "Suhomlinski received such an education.

This makes young Suhomlinski not only fall in love with books, companions and nature, but also respect teachers more. He is eager to be as knowledgeable as a teacher and eager to be like a teacher. Since then, Suhomlinski has gradually established his ambition to be a teacher. Therefore, when he graduated from a seven-year school, he resolutely decided to apply for normal colleges. Later, he grew from an ordinary teacher to a great educator. Suhomlinski

Reflection error

Suhomlinski also made such mistakes in his educational practice.

He had just joined the work at that time. A boy named Stjepa, because he was too naughty, accidentally broke a pot of roses in the classroom that the whole class cherished during a play. In this regard, Suhomlinski reprimanded the student loudly, and tried his best to let this problem children touch the soul and learn from it. Afterwards, the children in the class brought three pots of such flowers. Suhomlinski asked the children to take turns to take care of them, but Stipa was not allowed to take part in this group activity. Soon, the student became less talkative and naughty. Young Suhomlinski thought at the time that all this was right, indicating that his reprimand had played a role in this student.

But the unpleasant incident happened a few weeks after he scolded the students. This day after school, Suhomlinski stayed in the classroom because of unfinished business, and Stipa was here. He is going to finish his homework and go home. When he found that there was only the teacher and him in the classroom, Steppa felt embarrassed and hurried home. Suhomlinski didn't notice this situation, and inadvertently asked Stepa to go to the grass to pick flowers with him. At that time, Stipa's expression changed quickly, and he gave a wry smile first; Then tears rolled down and ran home in front of Suhomlinski. ...

This incident touched Suhomlinski very much. Only then did he realize how uncomfortable the child was for punishment. He began to realize that his previous practice was to unconsciously alienate his children and make them feel wronged. Because the child accidentally broke the flower branch, regretted his behavior, and was willing to do something good to make up for his mistake, but rudely refused his will. It is undoubtedly a blow to children to report this sincere and childlike regret to the educational influence of venting anger.

Since then, Suhomlinski has learned this lesson and rarely used punishment in his future work. Usually, he takes a tolerant attitude towards children who make bad behavior consequences because of ignorance. He believes that forgiveness can touch the most sensitive corner of students' self-esteem.

"Don't recite"

After Suhomlinski became the principal, he repeatedly put forward the slogan of "thinking, not memorizing". However, people seldom know that the opportunity to trigger this idea is in a class where he listened to a Chinese teacher in the lower grades of his primary school.

One morning, as usual, Suhomlinski went to listen to a Chinese teacher in the lower grades of primary school. In the first few minutes of class, the students thought nervously about the questions raised by the teacher. The young teacher began to ask the students to answer questions. Suhomlinski carefully recorded the students' answers, but the students' answers did not satisfy him. He found that many words and phrases used by students have no obvious representation in their consciousness and have nothing to do with things and phenomena in the world around them. Students just repeat other people's ideas, and people only hear some clumsy and rote sentences and phrases squeezed out by students. What do they mean? It seems that the students don't understand clearly. Suhomlinski thought, "Why are students' answers always so poor, pale and expressionless? "Why do children often lack their own life thoughts in these answers?" At this time, when the class is in progress, only the teacher prompts the students; "Review after class, remember the meaning of words and sentence patterns, and ask questions in the next class ..." Hearing this, Suhomlinski frowned and couldn't concentrate on class.

Does he think that the only task of teaching is to remember, keep and reproduce in front of students? It seems that my work is still flawed, and the problems I solved in practice have not been popularized among teachers in time. At this time, a composition by Natasha, a first-year student, clearly reflected in his mind:

"It was summer. There is a strong wind blowing. The wind brought a seed with hairy wings to the grassland. The seeds fell into the green grass on the grassland. The grass asked in surprise, "Who is this?" The seed said, "This is a flower with wings." . I want to grow on the grass here. Grass happily welcomes new neighbors. Winter goes and spring comes, and the grass turns blue. Where the seeds first fell, a stout stem was exposed, and yellow flowers bloomed on it. It's too bright, just like a small sun. Ah! This turned out to be dandelion! Grass said. "

This is to show the students the shape and color of flowers. This kind of flower is different from that kind of flower, and guide students to relate these things to each other, such as flashing sunshine, white petals, busy bees, trembling branches and leisurely butterflies, and then let students fully imagine and make up various stories about flowers.

Students can write such a composition, indicating that words have entered the students' spiritual life. Although the expression is influenced by fairy tales told to them, it is their own language. Thinking has become a distinctive feature of such children. I always hear some teachers say that students with poor learning results are "stupid" and don't study hard. Now, it seems that the traditional teaching ideas used by teachers have caused the limitations of children's intelligence, resulting in students not learning-not observing, not thinking, not inferring, and only relying on rote memorization. The whole teaching system of modern schools needs scientific improvement and should be built on three pillars; Bright thinking, living language, children's creation. It seems that teachers should not only teach students a certain range of knowledge in class, but also strengthen their thinking training. ...

"When! When! When! ..... "The bell after class interrupted Sukhomlinski's thinking, but now he has thought about an issue at the next school meeting, which is" How to make students learn to think ". He will put forward the slogan "think, don't memorize" to the teachers and students of the whole school.

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Guide patiently and systematically

Suhomlinski's educational methods for primary school students are flexible and diverse. He took folk fairy tales as one of the methods of school education and achieved good results. The following are excerpts from many educational examples in which he used this method.

It was the day after the summer vacation, and Suhomlinski's Class A, Grade Three, was going to camp for training. Considering that there are many things to bring, one of the students suggested that two people form a pair, and some things can be shared, which can reduce the burden of the journey. This suggestion was praised by the class teacher Suhomlinski, and the children began to combine freely, showing a scene of joy. Everyone has a pair, but Andrea, a student who thinks he is conceited at ordinary times, doesn't have a pair. He is crying.

Suhomlinski called Andreica aside and asked about the situation, knowing that none of his classmates wanted to pair up with him. The child felt wronged because all his companions were jealous of him. Suhomlinski knew this student's nature well and thought it was a good opportunity for education. He said bluntly to Anderica, "You have to understand, Anderica, the hardest thing is to force yourself to feel. If you force yourself to feel, you will look at your classmates and people in a different way. If you always think that you are the smartest person, the most talented person, and the best person, then in the end you will become the most isolated person ... "

"But, in fact, I am better at solving problems than anyone else. I can recite poems faster than anyone else ... How many times have you said,' Well done, Andreica and Andreica studied it, and now I understand ...' I know more than anyone else. Is this my fault? " The child cried even more sadly.

In what language can Suhomlinski explain it again? Preaching obviously has little effect on children. He considered how to explain the boy so that he could understand, know and believe. ...

"Anderica, let's find a cool place to sit down. Let me tell you a story. This story is very similar to ours. Would you like to listen? " Andreica nodded. They came to a big oak tree and sat on a bench. Suhomlinski told a story of "Chrysanthemum and Onion". "Next to the residence of a rural grandmother, there is a chrysanthemum. Chrysanthemum is always complacent:' Look, how beautiful I am! I am the most beautiful in this place. There is an onion next to the chrysanthemum, an ordinary onion. In late summer, onions are ripe. The green stems and leaves faded, and the onions gave off a spicy taste. Chrysanthemum flapped its nose. Bah, what a terrible smell you give off! It said to the neighbor. I really wonder why someone wants to grow this plant. "Probably to smoke fleas …" The onion didn't say anything. It thought of itself as Cinderella. At this time, the aunt came out of the house and walked towards the chrysanthemum. Chrysanthemum hold your breath. Aunt will soon say how beautiful her flowers are, she thought. Chrysanthemum already feels a little high because of satisfaction. Aunt approached chrysanthemum but bent down to pull up onions. Aunt looked at the onion carefully and exclaimed, "What a beautiful onion! Chrysanthemum is puzzled: will onions be considered beautiful? " After hearing this story, Andreica's tears have dried up. From this story, he seems to have realized a truth: everyone has his own strengths and uses, so don't be smart and look down on people around him. He bowed his head in shame and said nothing.

Suhomlinski adopted this method of telling fairy tales, which made it easy for primary school students to accept and receive due education from analogy. This is undoubtedly a great creation.

Save the "poor students"

In pavle Middle School led by Suhomlinski, an idea has been formed: I believe all children can receive a good education. There is no concept of "poor students", only "students with difficulties" or "students with educational difficulties". In educational practice, it is generally not just a teacher who educates these students, but the obligation of the whole collective. Suhomlinski educated 178 "difficult-to-educate students" in his life, and all of them had a difficult educational process. Suhomlinski visits the families of children with difficulties every week in order to have a deeper understanding of the initial environment that formed their moral values. He talked with his parents, his parents' neighbors and the teachers who had taught these children.

On this day, he came to the "home" of Gauriat, a pupil. This "home" left him the impression that Gloria was a very unfortunate child. He lost his father when he was a child, and his mother committed a felony when he was just one year old and was sentenced to ten years in prison. Gloria lived in her aunt's house since she was a child, and her aunt regarded him as an extra burden. Goliath became a typical "difficult-to-educate student", which was his family background.

It turned out that after he went to school for a month, everyone had a clear image of him: he was a lazy student who often cheated. In a short time, he showed the characteristics of "difficult to teach". In autumn, when the senior students planted trees, he deliberately destroyed the roots of several saplings and boasted about his "heroic behavior" to the whole class. Once in class, he put his hand into someone else's schoolbag, took out his textbook, stained it with ink, and put it back, deceiving the teacher with an innocent and poised attitude. Another day, his class went hiking in the forest, and he ran into it all the way. When the head teacher, a female teacher, deliberately ignored him and explained the relevant knowledge of valleys, hills, mountains and gullies to other students, he walked up to all the students, made funny moves and climbed the cliff to look down. The teacher reminded me by innuendo: "students, don't go near the edge of the gully, it's dangerous to fall!" " He suddenly shouted, "I'm not afraid! I have already rolled down this ravine! " He rolled up and down. ...

According to the situation of home visits, Suhomlinski asked the head teacher and other relevant teachers to analyze the reasons for Gauriat's above-mentioned behavior. He put forward his own opinion: Gloria's attitude towards his behavior is artificial and unnatural. The influence of family environment made Gao Li lose confidence in people. For him, there is nothing sacred and intimate in life. Suhomlinski's views greatly touched the teachers' thoughts. Everyone agrees that the reason why Gao Rui is so bad is that he only saw his bad and dissolute side in the past, but didn't take the initiative to care about and tap the bright spot in him. The student's weakness is to protest against the indifference of the people around him. This analysis enhances teachers' sympathy, attention, educational sensitivity and observation.

On one occasion, Suhomlinski found the child playing alone, which seemed very casual. He invited Gauriat to enter the biology laboratory, and asked Gauriat to help him choose the excellent seeds of apple and pear trees. Although Gao Rui pretends to be disdainful of cultivating saplings, the child's curiosity has the upper hand. They made two kinds of heads together until they were very tired. This matter aroused great interest of Gauriat. When the head teacher went to Gauriat's home again, he found that he was fertilizing and planting trees. After that, the class teacher instructed Gauriat to guide other children in the class tree planting activities. Timely discovery and encouragement warm children's hearts. Although Gao Rui had many bad tendencies later, teachers paid attention to being good at recovering losses and following the rules. "There are many good things to grind." Under the teacher's collective education, the child joined the Young Pioneers gloriously in the third grade, and will often help other companions in trouble in the future, silently doing good deeds for the collective. Gloria seems to be a different person.

From here, we can see one of Suhomlinski's educational beliefs: love children, care for and respect children, and believe that all children can become better in education.

"special reward"

In the process of educating students, Suhomlinski is good at making use of the situation, giving positive encouragement and inspiring students' hearts. People praised this as a "special reward".

Once, Suhomlinski called his 65,438+02-year-old son Sereza to his eyes, gave him a new shovel, and said to him, "Son, go to the field, measure out a piece of land with a length and width of 100 feet, and make a good plan." The son happily took a shovel and went to dig in the field.

Before getting used to shovels, Sereza felt very laborious. Then it gets easier and easier. But when he was about to dig out the last shovel with a shovel, the shovel handle broke.

When Sereza came home, he felt uneasy: What will my father say about me once he knows that the shovel is broken? "Dad, don't blame me," said the son. "I lost something at home." "What is it?" Father asked. "The shovel is broken." At this time, Suhomlinski did not blame the child, but asked: "Have you learned to dig? Finally, do you feel more and more laborious or more relaxed? "

The child replied, "It's getting easier and easier in the end." Then Suhomlinski said, "It seems that you didn't lose, but you won". The child is puzzled. He continued: "Willing to work is the most precious harvest." At this time, the child's uneasy heart suddenly calmed down. This is not only a kind of spiritual pleasure, but also allows children to see the value of labor and establish a good concept of labor.

On another occasion, Jina's grandmother, a first-grade female student, was very ill. Jina wants to pick a flower for her grandmother so that she can get some happiness from her illness. However, it's winter, where can I find flowers? At this time, she thought that there were many chrysanthemums in the greenhouse of the school, and the most beautiful one was the blue "happiness flower" that all the teachers and students in the school loved very much. Ji Na was so absorbed in her seriously ill grandmother that she forgot the school rules. She walked into the greenhouse early in the morning and picked the "flower of happiness"

At this moment, Suhomlinski walked into the greenhouse. He was very surprised when he saw the chrysanthemum in Jina's hand. However, he soon noticed the innocence and pleading in the child's eyes. After he asked Gina about the situation, he was very moved to say; "Gina, you pick three more flowers, one for you, because you have a kind heart; The other two are for your parents, who have educated a kind person. "

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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". He also 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 unified treatise on teaching, education and upbringing.

On the unity of teaching and development. First of all, he emphasized that teachers and students can 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 have energetic and proactive people and become machines that seem to be dedicated to reciting. " Therefore, he asked teachers to be good at stimulating students' thirst for knowledge, making lectures vivid, vivid and interesting, opposing "cramming", guiding students to think positively, "a real school is a kingdom of positive thinking", encouraging students with grades, and letting students experience the happiness of learning.

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.