Suhomlinski

Suhomlinski (1918-1970) is the most famous educator in the former Soviet Union. 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 his death, he served as the principal of Pavlysh Middle School, a complete rural 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 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 working in school, including 100 Suggestions for Teachers, Dedicated to Children, pavle Middle School, Birth of Citizens, etc.

Zankov

Zankov (лвванков,190/-1977) is a famous educator and psychologist in the Soviet Union. Zankov worked as a primary school teacher and a children's educator in the countryside when he was young. After graduating from Moscow University, I studied the learning characteristics and psychology of disabled children. 1950, specializing in general education research. He has made great achievements in many aspects, 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 and knowledge first, which ignores the development of students' intelligence, that is, 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 has proved through experiments that the traditional teaching methods make the development of junior students (his experiments are carried out in junior grades) very poor, while the actual learning ability of primary school students is far higher than that of the defenders of traditional teaching ideas. 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. In his view, general development "refers to the development of children's personality and its development in all aspects." Like all-round development, general development is the opposite of average and one-sided development. "Universal development is neither equal to' all-round development' 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 attaches great 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 works, such as Teaching Theory and Life and Conversation with Teachers, are praised as "required reading for teachers in the Soviet Union". Zankov's main works are: Primary School Teaching Theory, Dialogue with Teachers, Teaching and Development, Principles of Teaching Theory on Teaching, Experiment of New Teaching System in Primary School, Our Opinions are Different, 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 forties and fifties. Pedagogy, edited by him, once had a great influence on our country. 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, demonstrate and absorb a large number of rich heritages in the history of human education by using Marxist standpoints, viewpoints and methods, and realistically summed up the positive and negative experiences and lessons of education in the former Soviet Union in the 1920s and 1930s. On this basis, Pedagogy was published, which is the first time in the history of human education to try to explain the theory of socialist pedagogy from the perspective of Marxism–Leninism. After its publication, the book was designated as the teaching material of normal colleges in the former Soviet Union, with high authority, which also had a great influence on education in 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 a word, Kailov's educational thought is more comprehensive, complete and systematic than his predecessors.

Babanski (representative of the best teaching theory)

Babanski (юрийконстиновичбабанн) During the Great Patriotic War, he worked in a state farm. After the war, he entered the Department of Physical Mathematics of Rostov Teachers College on the Don River. 1949 after graduation, he worked as a physics teacher in middle school, during which he studied on the job and obtained an associate doctor's degree in education. Later, he was transferred to Rostov Teachers' College, where he served as head of the Department of Education, vice president and party secretary. 197 1 became an academician of the Soviet academy of educational sciences, 1973 received a doctorate in education, and 1974 was elected a full academician of the Soviet academy of educational sciences. From 65438 to 0975, he was transferred to the Dean of the Higher Normal College affiliated to the Academy of Sciences, and presided over the work of the Department of Educational Theory and History of the Academy of Sciences as an academician secretary. From 65438 to 0979, he served as the vice president of the Soviet Academy of Educational Sciences until his sudden death due to a heart attack on August 9, 65438. During his lifetime, he also served as the chairman of the Central Committee of the Russian Socialist Federal Republic, the chairman of the psychology and education exchange committee 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, based on the ordinary schools in Rostov region, he devoted himself to the research on the optimization theory of teaching and education process, and formed a complete and innovative teaching theory with rich content and positive practical significance, which aroused strong repercussions in the Soviet Union and other countries in the world. There are more than 300 books published in his life, such as Teaching Process Optimization-General Teaching Theory, Teaching and Education Process Optimization-Methodology Foundation, Pedagogy, etc. edited by him, all of which have been translated into Chinese and published by People's Education Publishing House. , 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. After the outbreak of the Thirty Years' War (1618-1648), 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 "to teach all knowledge to all people". Put forward a unified academic system, advocate universal primary education, adopt a class teaching system, expand subject categories and contents, and emphasize the acquisition of knowledge from things themselves. Based on the principle of conforming to the natural order and the theory of sensation, a series of teaching principles such as intuition, thoroughness, conscious enthusiasm, systematicness, step by step and ability are put forward, and a variety of teaching materials are compiled. His main works are Parenting School, Great Teaching Theory, Introduction to Language and Science, World Map, etc.

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 pointed out that the current education system in the United States only focused on cultivating a few top students, but at the expense of most students, and thought that today's education can no longer be satisfied with only a small number of students fully learning what the school taught. 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. The so-called "mastering learning" means that under the guidance of "all students can learn well", based on collective teaching (class teaching system), supplemented by regular and timely feedback, students are provided with the personalized help they need and the extra learning time they need, 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. 1 91510/October1He was born in a middle-class family in new york, USA. 1972- 1978 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 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. "Human learning seems to have an indispensable part. Like discovery, this 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 generations of children to find and discover problems."

Dewey

Dewey (1859- 1952), an American educator, is a representative figure of pragmatic educational thought. Dewey criticized the traditional school education on the basis of pragmatism, 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. He said: "Life is development, and continuous development 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. Because life is growth and children's development is the process of primitive instinctive growth, Dewey 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 enable human beings to grow their innate abilities. 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 indicative goals for children's growth.

Musicians and works from all over the world:

1: Franz Seraphim Peter Schubert

(1) Introduction by famous artists:

Schubert, an Austrian composer (1797- 1828),1797+1October 3 1 was born in Vienna. I was exposed to music when I was a child. Schubert lived in a transitional period between classicism and romanticism. His symphony style inherits the tradition of classicism, but his artistic songs and piano works are totally romantic. His wonderful lyricism made Liszt call him "the most poetic musician ever". Schubert injected his own spiritual characteristics into traditional chamber music. They are also the last works of Vienna classicism. In Impromptu and Moment of Music, Schubert made the piano sing a new lyric style. Their randomness, spontaneity and unexpected charm have all become elements of romanticism.

(2) representative works

Schubert's most popular songs are his more than 600 songs inspired by emotion. We are also familiar with the famous Schubert serenade, which is beautiful and intoxicating.

2. Chopin (frederic chopin)

(1) Introduction by famous artists:

Chopin (18 10- 1849) is a Polish composer. Chopin showed his musical genius when he was a child. /kloc-At the age of 0/9, he wrote a piano concerto in F minor. 183 1 year, Chopin came to Paris and interacted with many outstanding artists, such as musicians Liszt and Berlioz, writers Hugo, Balzac, Heine and painter Delacroix. In his association with george sand, a world-famous novelist, Chopin entered the most prosperous period of creation. Chopin is one of the most original artists in the Romantic era, with a unique style. Among the first-class artists, Chopin is the only master who concentrates his creative life on the piano. He skillfully overcame the main limitation that the piano could not be played for any length of time. It is indispensable for the formation of modern piano style. For the first time, he highlighted Slavic national factors in his music, making Slavic national factors the mainstream of European music. His works are vigorous and brave; Mazzuca's chivalrous glory; Waltz is full of sweet tenderness. Chopin also wrote fantasia, scherzo, narrative, impromptu, prelude and sonata. His feelings are mysterious and charming.

(2) representative works:

Piano concerto in f minor, etude revolution in c minor, etc.

3: Weber

(1) Introduction by famous artists:

Weber (1786- 1826) is a German composer. Born in a drama family, he has a deep understanding of German folk music and local customs. This is of great significance to his future music creation. Weber began to learn piano at the age of ten, then composition, and began to write opera music at the age of twelve. After 18 13, he successively served as the permanent conductor of Prague Theatre and Dresden Symphony Orchestra, which played an important role in the fame of these two performing groups.

(2) representative works:

Weber's masterpiece is the opera Free Shooter, that is, Magic Shooter. Its rich German style and romantic atmosphere are considered as the first romantic opera in Germany. In addition, he also wrote the opera oberon, as well as overtures, concertos and sonatas. Among them, the piano music "Invitation to Dance" is the most popular.

4: Peter ilych Pyotr Il'yich Tchaikovsky

(1) Introduction by famous artists:

Peter ilych Pyotr Il'yich Tchaikovsky (1840- 1893) is a great Russian composer and music educator in the19th century, and is known as a great Russian music master. He was born in Urals on May 7th, 840/KLOC-0, a family full of musical atmosphere. He showed extraordinary musical talent since he was a child. 1862, Pyotr Il'yich Tchaikovsky entered the Petersburg Conservatory of Music and embarked on the decisive road of receiving real professional music education. From 65438 to 0866, he became a professor at Moscow Conservatory of Music for eleven years. He created all kinds of excellent works. From 65438 to 0877, Pyotr Il'yich Tchaikovsky's creation reached its peak. Pyotr Il'yich Tchaikovsky is a great world-class Russian, who summed up the whole era of European music development. He established his own grand symphony music system and became one of the peak figures of symphony music. Pyotr Il'yich Tchaikovsky wrote seven symphonies in his life, among which Symphony No.1 in G minor is his first symphony genre and a real Russian symphony, which is characterized by emphasizing psychological description and full of patriotic lyrical sentiment. This symphony is also the ladder and "gateway" for people to understand his symphony works.

(2) Representative works:

1866 composed the first three symphonies, the symphonic poem Francesca Dalimi, the fantasy overture Romeo and Juliet, the ballet Swan Lake and the Piano Concerto No.1, etc. This is the first period of Pyotr Il'yich Tchaikovsky's creation. Pyotr Il'yich Tchaikovsky's later years were the pinnacle of his creation. During the period of 1888- 1889, he visited Germany, Czech Republic, France and Britain, and forged friendship with Brahms, Grieg, dvorak, Cournot and Masnier. From 65438 to 0877, Pyotr Il'yich Tchaikovsky's creation reached its peak. He began to write two works of genius-the opera yevgeni onegin and his masterpiece Symphony No.4.. Pyotr Il'yich Tchaikovsky's later years were the pinnacle of his creation. During this period, he composed not only yevgeni onegin and the Fourth Symphony, but also the Fifth Symphony and Manfred Symphony, operas The Queen of Spades and Iolanta, ballets Sleeping Uncle and Nutcracker. There are also Tempest, Italian Capriccio, 18 12 Overture, Violin Concerto in D major, Variations on cello by Rococo, as well as various instrumental ensembles, piano solos and vocal romances, covering all genres. In particular, the Sixth Symphony (Symphony of Pathetique) written by him in the summer of 1893 is his masterpiece.

5: robert schumann

(1) Introduction by famous artists:

Robert schumann (18 10- 1856) is a famous German composer and music critic. He was born in Zwickau, Germany, and loved music and literature since childhood. Schumann is sensitive by nature and has democratic thoughts. 1834 founded New Music magazine, which played an important role in changing the stale music atmosphere at that time and promoting the development of romantic art. He cared for and supported unknown musicians, such as Chopin, Berlioz, Liszt, Brahms and Wagner.

(2) Representative works:

Schumann's representative works include: Piano Music Butterfly, Carnival, Symphony Etudes, Fantasia Collection, etc. In 65,438+0,840 years, he wrote 65,438+0,38 songs, which were called "masterpieces of song literature", as well as four symphonies, piano concerto in A minor and Manfred Overture.

6: Zhuo Aquino Rossini

(1) Introduction by famous artists:

Giorgio Rossini [1792- 1868],/kloc-one of the three outstanding Italian operas in the first half of the 9th century, was born in Besalo, Italy. At the age of ten, he studied harmony from Tisser and then opera. The Barber of Seville is a masterpiece of Italian comedy opera, with vivid language, free form and full of fantasy. His creation inherits the Italian tradition of paying attention to melody and bel canto, and his music is full of dazzling decoration and humorous spirit. He also absorbed the techniques of Beethoven, a contemporary composer, and used orchestral music to replace and enrich the accompaniment of ancient pianos only used for pitch prompting. From 65438 to 0829, Rossini wrote William Tell, which reflected the desire of national autonomy and promoted the formation of grand opera genre.

(2) Representative works:

Rossini wrote nearly forty operas, including The Barber of Seville, William Tell, Cinderella, The Magpie Who Stole, Othello and Moses.

7: Rimsky-Korsakov

(1) Introduction by famous artists:

Rimsky-Korsakov [1844- 1908] is a Russian composer and music educator. He is recognized as the best master of "sea landscape painting". But first of all, he is a famous Russian composer, especially a master of Russian opera art. He was born in a noble family and was influenced by the family music atmosphere since he was a child. He began to learn piano at the age of six and tried to compose music at the age of eleven. 186565438+ premiered his first symphony in February, which was a success. 187 1 Become a professional musician. Engaged in teaching for 30 years, the students are excellent, including more than 200 famous musicians such as Alensky, Asafyev, Glazunov, Liadov, Igoritov Ivanov, RuIacov Ski and prokofiev. In the last twenty years of his life, he hardly wrote with pure symphony music. His symphonic music creation tends to be titled, narrated and audio-visual, and the plot of symphonic music works is closely related to Russian heroic songs and legends, oriental folk stories and people's life scenes. His symphonic music works have strong national characteristics and rich oriental colors. He is also the author of Practical Course of Harmony Acoustics, Orchestral Orchestral Orchestral Orchestration and Orchestration and his biography My Musical Life.

(2) Representative works:

His major works include: fifteen operas, including musicals, epic operas, mythical operas, lyric comedies and supernatural musicals, among which the most famous ones are Maiden Pskov, Night in May, Snow Girl, Silent Night, Satko, The Bride of the Tsar and The Story of King Sadan. His last opera "Golden Rooster" is a bitter satire. His symphonic music works are few in number, but very wonderful: the works in the 1960s mainly include Symphony No.1, Symphony Suite antar and Symphonic Picture Satko. In the 1980s, there were symphonic suites Sheikh Lachada, Spanish Capriccio and the Third Symphony.