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, 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 1940s and 1950s.
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 Mathematics and Science 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, this 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)
1927 65438+1October 7th babanski was born in a peasant family in Rostov.
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 as the head of the education department, 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 educational system, advocate universal primary education, adopt a class teaching system, expand the 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.
"There seems to be an essential ingredient in human learning. Like discovery, this is an opportunity to try to explore the situation.
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 discover and discover problems.
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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.