Suhomlinski

Suhomlinski (19 18- 1970) is the most famous contemporary 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. After graduation, he obtained the qualification certificate of middle school teacher. From 1948 to his death, he served as the principal of Pavlesh Middle School, a complete rural middle school. From 1957. Academician of School of Communication. 1968, academician of Soviet Institute of Education. 1969 was awarded the title of meritorious teacher of the socialist Republic of Ukraine, and won two Lenin medals and 1 Red Star medals. Suhomlinski has done a series of research on educational theory while he is engaged in practical work in school. It was written. & lt give your whole heart to your child >. & ltPapres middle school >. The birth of citizens > educational monographs, etc.

Zankov

Zankov (лвванков.1901977) As a famous educator and psychologist in the Soviet Union, zankov worked as a primary school teacher and a children's educator in rural areas. After graduating from Moscow University, he studied the learning characteristics and psychology of disabled children. Since 1950, he has devoted himself to the research of general education and made great achievements in many aspects, mainly reflected in his research on teaching theory. He thinks that the traditional teaching theory of Kailov in the Soviet Union only focuses on how to make children master the ready-made ones. In terms of knowledge and concept, the main characteristics are school first, classroom teaching first, knowledge imparting 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 and establish a new teaching theory system. Zankov's experiments prove that the traditional teaching methods make the development of students in the lower grades (his experiments were conducted in the lower grades) very poor. The actual learning ability of primary school students is much higher than what defenders of traditional teaching think. 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 thinks that general development [refers to the development of children's personality. Its development in all aspects and all-round development are the same. It is the opposite of average and one-sided development. "The general development is different." "All-round development" does not replace "all-round development". The former refers to the psychological aspect of the problem. 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 principle, (2) high-speed teaching principle, (3) the important role of theoretical knowledge, and (4) the principle of making students understand the learning process. (5) The principle of universal development for all students in the class (including the worst students). Zankov attaches importance to educational experiment, which is 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 and other books. Known as "a must-read for the vast number of Soviet teachers." Zankov's main works are: & lt Dialogue with the teacher >. < teaching and development >. On the teaching principles of teaching theory. Experiment on the new teaching system in primary schools. & lt we have different opinions >. & lt "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 (short for noun) a. kaipob(n. a. kaipob. 1893- 1978), a famous educator in the former Soviet Union. 4. One of the representatives of Soviet pedagogy in 1950s. The book he edited had a great influence on China. 1983 Kailov was born into a teacher's family in Ryazan, Russian Federation. 19 17 graduated from the department of mathematical physics of Moscow university, majoring in natural science. Kailov is basically an educator who grew up in Soviet society. He tried to analyze and demonstrate many problems in education with Marxist standpoint, viewpoint and method, and absorbed many rich heritages in the history of human education. Pedagogy attempts to explain the theory of socialist pedagogy from Marxism–Leninism's point of view, which is the first time in the history of human education. After the book was published, it was designated as the teaching material of the former Soviet 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 educational theory in the former Soviet Union, and reflects the historical period from the end of 1930s to the end of 1950s. The level and characteristics of educational theory should refer to Kailov's educational theory. At that time, it basically adapted to the needs of the development of education in the former Soviet Union. 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, he did not pay enough attention to the reaction of education to social development and the development of students' intelligence. He advocates a "bumper harvest" of education, but teaches students in accordance with their aptitude. "Top students" denounced it as bourgeois genius education. These are all things that we need to distinguish strictly when we learn from them. In a word, Kailov's educational thought is more comprehensive and complete than his predecessors, and the system is his outstanding feature.

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. 1949 After graduation, he worked as a physics teacher in a middle school. During this period, he studied while working, and obtained an associate doctorate in education. Later, he was transferred to Rostov Teachers College. Director, Vice President and Party Secretary of the Education Teaching and Research Section. 197 1 became a communication academician of the Soviet Institute of Education. 1973 received a doctorate in education. 1974 was elected as a full academician of the Soviet Institute of Education. 1975 transferred to the director of the institute of higher teacher education affiliated to the college, and presided over the work of the college as an academician secretary. The work of the scientific research department. From 65438 to 0979, he served as vice president of the Soviet Academy of Educational Sciences. Until1August 9, 987, he died of a sudden heart attack. 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 whole life to the research of educational science in the 20th century. From the early 1960s to the mid-1980s, based on Rostov ordinary school, he devoted himself to the research on 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 works in his life. His masterpiece is < Optimization of Teaching and Education Process-Methodological Basis >; His above works have been translated into Chinese and published by People's Education Publishing House. After babanski's death, the Soviet Academy of Educational Sciences compiled and published "Commemoration" to commemorate this educator who made outstanding contributions to educational theory.

Comenius

Comenius (1592- 1670) is a great bourgeois democratic educator in Czech Republic and the founder of modern western education theory. He was born into a miller's family. When he was young, he was elected as the priest of the Czech Brotherhood and presided over the Brotherhood School. After the outbreak of the Thirty Years' War (1 18-65438+), he was forced into exile for decades and continued to engage in educational and social activities. He sharply criticized the second call of medieval school education [teaching everyone all knowledge], put forward a unified school system, advocated universal primary education, adopted class teaching system, expanded the categories and contents of disciplines, emphasized the acquisition of knowledge from things themselves, and put forward a series of teaching methods such as intuition, thoroughness, conscious enthusiasm, systematicness, step by step and measurement from the principle of conforming to natural order. Maternal education school. On "Great Teaching". Introduction to Language and Science. & lt world map > and so on.

Bloom (mastering learning methods)

Bloom (B.S. Bloom.1913-) is a famous psychologist and educator in contemporary America. He is now 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 American education system only focused on cultivating a few top students at the expense of most students. Today's education can no longer be satisfied with only a small number of students fully learning the knowledge taught by the school. Nor should there be such a psychological stereotype:13 students can fully grasp the knowledge taught by teachers,13 students have average grades, then13 students can fail. Bloom believes that the best way to solve the above problems is to change our views on learners and their learning. The so-called "master learning" teaching is to provide students with the personalized help they need and the extra study time they need under the guidance of the idea that all students can learn well, based on collective teaching (class teaching system) and supplemented by frequent and timely feedback, so that they can

Bruner (discovery method)

Jerome Seymor. Bruner 19 15-) American psychologist and educator, one of the representatives of structuralist education school. He was born in a middle-class family in new york, USA. 56438+0960。 59606.18666606 < on cognition >. Discussion on Teaching Theory (1966). < educational suitability >; In teaching methods, Bruner advocates "discovery learning". He believes that children should express the structure of subject knowledge in their own unique way of observing things under the guidance of teachers, and discover things with the help of teachers or other materials provided by teachers. Bruner emphasized that discovery is the main means of educating children. It seems that there is an indispensable component in human learning. Like discovery, this is an opportunity to explore the situation as much as possible. "He also stressed:

Dewey

Dewey (1859- 1952), an American educator, criticized the traditional school education from the perspective of pragmatism, empiricism and functional psychology, and put forward his basic views on the nature of education. "Education is life" and "school is society". Dewey believes that education is the process of children's present life, not the preparation for their future life. He said, "Life is development, and continuous development is life." So, it's best. Learn from experience. " Education is to provide children with conditions to ensure their growth or complete life. Because life is growth, children's development is the process of primitive instinct growth. So Dewey also emphasized: "Growth is the characteristic of life, so education is growth. "In his view, education is not to force children to absorb external things, but to make human innate ability grow. Therefore, Dewey believes that the educational process.