I. Life and representative works of the characters
Makarenko (1888 ~ 1939), a brief introduction of Soviet educator makarenko, is a writer. 1905 after graduating from the training class for primary school teachers, they started their own educational career. 1905 has been a primary school teacher and principal. In the educational practice of 15, he accumulated rich experience and laid the foundation of educational thought. 1920, he successively presided over Gorky Engineering Group and dzerzhinsky Children's Labor Commune, engaged in the education and reform of street children and juvenile offenders. Put forward the principles and methods of educating children through collective productive labor and educating children in the collective, which enriched his educational theory. From 65438 to 0935, makarenko served as deputy director of the Ukrainian Soviet Socialist Ministry and the Engineering Corps Administration of the Ministry of Internal Affairs, and also engaged in writing, theoretical writings and academic lectures. The main educational literary and artistic works are educational poems, flags on towers and required reading for parents. The main educational theory works are Organization Methods of Educational Process, Lectures on Children's Education, and Problems of Soviet Education in Ordinary Schools. In 1950s, the Soviet Union published seven volumes of Collected Works on Education in makarenko and A Brief Introduction to makarenko, and in 1980s, eight volumes of Collected Works on Education in makarenko were published.
Second, the education track.
Makarenko's name is closely related to Gorky Engineering Group and Telensky Commune. In the educational practice of these two special schools 15 years, he trained more than 3,000 technicians, Red Army cadres, scholars and experts, many of whom later became national medal winners, advanced workers and heroes of the Great Patriotic War. He formed his own distinctive educational thought, which was recognized and praised by the society. However, people will never forget the difficulties that makarenko encountered when he founded the Corps of Engineers. Shortly after the October Revolution in the Soviet Union, the Soviet regime had just been established. As a result of the First World War and foreign imperialist armed intervention, many children in China lost their parents and lived on the streets, and some even became criminals, with the number exceeding 2 million. In order to solve this serious social problem, the Soviet Union established the "Children's Life Improvement Committee" led by dzerzhinsky, and set up engineering teams in various places. In this context, makarenko was ordered to establish the "poltava Juvenile Delinquency Engineering Corps", which was later renamed as "Gorky Engineering Corps". At the beginning of the establishment of the Corps of Engineers, makarenko faced many difficulties. Makarenko attaches importance to collective education. He organized a "people's court" to educate Bloom, the chief criminal of the theft group, and let him know about the successive theft incidents of the engineering group. According to the needs of local people, organize students to consciously undertake the task of defending national forests. In the engineering group, in addition to strictly implementing half-day productive labor and half-day classes to learn culture, poetry readings and political learning meetings are held regularly. In this way, the students gradually improved their understanding and consciousness, and enhanced their collective sense of honor and responsibility. The engineering group not only improved the material life, but also had the "sprout of a new collective"
Three. Educational thoughts and principles
1, educational thought
Collectivism education is an important aspect of makarenko's educational thought system. It is considered that educating students through organizing reasonable educational groups is the main method to cultivate new socialist people. It is pointed out that the task of education is to cultivate collectivists. Only by educating in, through and for the collective can we accomplish the task of cultivating collectivists. It is believed that students should not be regarded as well-trained materials, but as members of society, participants in social activities and creators of social wealth. Point out the important role of prospect education in human education and children's collective education.