"One Hundred Suggestions for Teachers", "Dedicate Your Whole Heart to Children", "Pavresh Middle School", "The Birth of a Citizen"
Suhomlin Siresky (1918-1970) was the most famous contemporary educator in the Soviet Union. Born in Ukraine into a peasant family. From 1936 to 1939, he studied in the Correspondence Department of Poltava Teachers College and obtained a secondary school teaching certificate after graduation. From 1948 until his death, he served as the principal of Pavresh Middle School, a complete rural middle school in his hometown. Since 1957, he has been a corresponding member of the Russian Academy of Educational Sciences. Since 1968, he has been a corresponding academician of the Soviet Academy of Educational Sciences. In 1969, he was awarded the title of Meritorious Teacher of the Ukrainian Socialist Republic, and was awarded two Orders of Lenin and one Order of the Red Star.
While engaged in practical work in schools, Suhomlinsky conducted research on a series of educational theoretical issues and wrote "One Hundred Suggestions for Teachers", "Dedicate Your Whole Heart to Children" ", "Pavresh Middle School", "The Birth of a Citizen" and other educational monographs.
Determined to teach
Suhomlinski spent his primary and secondary school life in the village school. This is a seven-year school. Although the school facilities are extremely ordinary, there are a number of good teachers here. This is an excellent environment for Suhomlinsky, who has been well-educated by his family since childhood. His kind nature was fully developed here, and his knowledge and ability were rapidly broadened. He often took the initiative to help his parents and neighbors at home. He was a student with excellent academic performance at school and received the attention and care of the then principal Ivan Savage and the dean of academic affairs Buchkovsky. However, the greatest influence on him was the enlightenment female teacher Anna Samoyloina.
In her educational work, this female teacher is not only the children’s teacher, but also their close partner. Suhomlinsky felt that the female teacher was like a female magician who knew all the secrets of beauty. Students are very interested in her lectures, and the knowledge she teaches is often engraved in their memories. She often takes the children to nature, guiding the students to think about many issues, learn a lot of things, and understand many truths... We photographed such an event:
In the mountains where flowers are blooming and everything is blooming, In the season of vitality, one afternoon, Anna Samoyloina took the students to the forest. This was a very familiar place to Suhomlinsky. He usually came here to play. But the female teacher's explanation brought him into contact with many new things that he had not noticed before and many things that surprised him; look at the blooming linden tree helping the bees make honey; look at the ant nest - it used to be Suho Mlinski used a stick to bucket it out of prank, but now the teacher said that this anthill has cloisters and squares, a kindergarten and a granary...it turns out to be a fairy tale city. He felt uncomfortable coming with the teacher. You wouldn’t have discovered so many beautiful things in the world. When the children appreciated the beautiful scenery of nature and were hurriedly preparing to go home, she had a new trick: "Children, collect some flowers for grandpa, grandma, dad and mom. When children care about their elders , the elders will be happy, and flowers - this is a sign of care and respect..." Suhomlinsky received this kind of education.
This made the young Suhomlinsky not only fall in love with books, companions, and nature, but he also respected the teacher even more. He yearns for his knowledge to be as profound as his teacher's, and yearns for his knowledge to be as profound as his teacher's. From then on, Suhomlinsky gradually established his ambition to engage in the sacred profession of teaching. Therefore, when he graduated from a seven-year school, he resolutely decided to apply for a normal college. Later, step by step, he grew from an ordinary teacher to a great educator.
Reflection on mistakes
Suhomlinsky also made such mistakes in his educational practice.
At that time, he had just started working. A boy named Stepa, because he was too lively and naughty, accidentally broke a pot of roses placed in the classroom during play, which was very cherished by the class. In response, Suhomlinsky loudly rebuked the student and tried his best to make the troubled child touch his soul and learn a lesson. Afterwards, the children in the class brought three more pots of such flowers, and Suhomlinsky asked the children to take care of them with their heart chakras. Only Stepa was not allowed to participate in this group activity. Soon the student became less talkative and less naughty. The young Suhomlinsky thought at the time that this was good, as it showed that his reprimand had an effect on the student.
But an unpleasant incident happened one day a few weeks after he reprimanded the student. After school that day, Suhomlinsky stayed in the classroom with unfinished business. Stepa was also here. He was going to finish his homework and go home. When he found that there were only the teacher and him in the classroom, Stepa felt embarrassed and hurriedly prepared to go home. Suhomlinsky did not notice this situation and accidentally asked Stepa to go to the grass with him to pick flowers. At this time, Stepa's expression changed rapidly, and he smiled bitterly; then tears rolled down his face, and then he ran home in front of Suhomlinsky...
This incident had a profound impact on Suho Mlinsky was greatly touched. Only then did he understand how uncomfortable the child felt about the punishment.
He began to realize that his previous behavior was a kind of alienation from the child unconsciously, which made the child feel wronged. Because the child broke the flower branch unintentionally, and he regretted his behavior and was willing to do something good to compensate for his fault, but he rudely rejected his wish. This sincere, childlike remorse, coupled with the educational impact of venting anger, is undoubtedly a slap in the face to the child.
After that, Suhomlinsky learned this lesson and rarely used punishment in future work. Usually, he takes a forgiving attitude toward children who have the consequences of bad behavior due to ignorance. He believes that forgiveness can touch the most sensitive corners of students' self-esteem.
“Don’t memorize”
After Suhomlinsky became the principal, he repeatedly put forward the slogan: “Think, don’t memorize”. However, few people I know that the opportunity that triggered him to have this idea was when he was listening to a class taught by a Chinese teacher in the lower grades of primary school.
One morning, Suhomlinski went to listen to the class of a lower-grade Chinese teacher in primary school as usual. In the first few minutes of class, the students were nervously thinking about the questions raised by the teacher. The young teacher began to ask the students to answer questions. Suhomlinsky carefully recorded the students' answers, but the students' answers did not satisfy him. He found that many words and phrases used by students did not have a very clear representation in their consciousness and were not connected with things and phenomena in the surrounding world. Students simply repeat other people's ideas, and what is heard are only clumsy, memorized sentences and phrases forced out by students. What do they mean? It seems that the students have not figured it out. Suhomlinsky thought: "Why are the students' answers always so poor, pale, and expressionless? Why are there often a lack of children's own vividness in these answers?" Where are your thoughts?" At this time, the class was in progress, and I only heard the teacher reminding the students; "You must review after class, remember the meaning of words and sentence patterns, and ask questions in the next class..." Hearing this, Suhomlins Ji frowned, his mind no longer focused on listening to the lecture.
He thought, is the only task of teaching before students to memorize, maintain and reproduce? It seems that there are still flaws in his work. The problems he has solved in practice have not been extended to the public in time. among the majority of teachers. At this time, a composition written by Natasha, a first-year student, clearly appeared in his mind again:
“It was summer, a strong wind blew, and the strong wind blew a hairy grain. The seeds of wings were brought to the grassland, and the seeds fell into the grass on the grassland. The grass asked in surprise: "Who is this?" The seed said: "This is a flower with wings. I am going to be here, in the grass." The grass happily welcomes the new neighbor. When winter turns to spring, the grass turns green, and a thick stem is exposed on the top of it. The flower is so bright, just like a little 'sun'. 'Ah! This turns out to be a dandelion!' Qingcao said."
This is to take the students to observe the shape and color of the flower. , the different characteristics of this kind of flower and that kind of flower, guide students to connect the flickering sunshine, white petals, busy bees, trembling branches, leisurely little butterflies and other things with each other, and then let the students fully imagine and express themselves Make up various stories about flowers.
The fact that students can write such a composition shows that the words have entered the students' spiritual life. Although the expression still has the influence of the fairy tales they tell, this is their own language. Being able to think has become a distinctive feature of this type of child. For students with poor learning results, I always hear some teachers comment that they 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, which leads to students not being able to learn—— I don’t know how to observe, think, and deduce, so I have to rely on rote memorization. The entire teaching system of modern schools needs to be scientifically improved and should be based on three pillars; distinctive ideas, living language and children's creation. It seems that teachers not only need to teach students a certain range of knowledge in class, but also strengthen students' thinking training...
"Dang! Dang! Dang!..." The bell after class interrupted Su Huo Mlinski's thinking, but now he has thought about a topic for the next school meeting, which is "how to let students learn to think." He will propose to all teachers and students in the school "think, don't memorize". slogan.
Successful guidance
Suhomlinsky’s education methods for primary school students are flexible and diverse. He used folk fairy tales as one of his methods of education in school, and achieved good results. We only take a fragment from the many educational examples in which he used this method.
This is the day after summer vacation, and the third-grade Class A led by Suhomlinski is preparing to go to camping training. Considering that there were a lot of things to bring, one of the students suggested that two people form a pair and share some things, which would reduce the burden of the journey. The suggestion was praised by the head teacher Suhomlinsky, and the children began to combine freely, presenting a joyful scene. Everyone had a match, except Andreka, the usually self-righteous and arrogant student, who didn't have a match. He was crying on the side.
Suhomlinsky called Andreka aside and asked about the situation. He found out that none of his classmates were willing to pair up with him.
The child felt wronged that his peers were jealous of him. Suhomlinsky knew the nature of this student well and thought this was a good educational opportunity, so he said directly to Andreka: "You have to understand, Andreka, the most difficult thing is to force yourself to 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, and I can recite poetry faster than anyone else... How much You yourself said every time: "Well done, Andreka, Andreka has studied and now understands..." I know more than anyone else. Is this my fault?" The child cried even more. Sad.
What other language could Suhomlinski use to explain? Preaching obviously had little effect on this child. He was thinking about how to explain this boy so that he could understand, recognize and believe...
"Andreka, let's find a shady place to sit down, and I'll tell you a story. , this story is very similar to ours, are you willing to listen?" Andreka nodded. They came to the shade of a big oak tree and sat on a bench. Suhomlinsky told a story about "Chrysanthemums and Onions":
"Next to the residence of an old lady in the countryside , there is a chrysanthemum. The chrysanthemum is always complacent: "Look, I am so beautiful! I am the most beautiful here." Next to the chrysanthemum, there is an onion, an ordinary onion. The onions are ripe. The green stems and leaves are wilted, and the onions give off a spicy smell.
The chrysanthemum flaps its nose. 'Bah, what an unpleasant smell you give out!' it said to the neighbor. 'I'm really surprised, why do people grow this kind of plant? It must be to ward off fleas...' The onion said nothing, it regarded itself as Cinderella.
At this time, the aunt came out of the house. She walked out and walked towards the chrysanthemum. The chrysanthemum held her breath. She thought: The aunt would say how beautiful her flowers were. The chrysanthemum was already feeling a little elated when she approached the chrysanthemum, but she bent down and picked up the onions. The aunt looked at the onions and exclaimed: 'What a beautiful onion!'
Juhua was confused: Are onions considered beautiful?"
Listen After finishing this story, Andreka's tears have dried. From this story, he seems to have realized a truth: everyone has his own strengths and uses, and he cannot be too smart or look down on his classmates. He lowered his head in shame and said nothing.
Suhomlinsky uses this method of telling fairy tales to make it easy for primary school students to accept and get the education they deserve from analogies. This is undoubtedly a great creation.
Saving "difficult students"
In Pavlysh Middle School led by Suhomlinsky, a concept was formed: it is believed that all children can be educated well . There is no concept of "poor students" here, only "difficult students" or "difficult to educate students". In educational practice, such students are generally not educated by a single teacher, but educating them is often the obligation of the entire group. Suhomlinsky has educated 178 "difficult-to-educate students" in his life. These 178 students all had a difficult education process. Every week, Suhomlinsky visits the families of needy children to gain a deeper understanding of the initial environment that shaped their morals. He talks to parents, their neighbors, and teachers who have taught these children.
On this day, he came to the "family" of primary school student Golia. This "home" left such an impression on him: Goria was a very unfortunate child. He lost his father when he was a child. When he was just one year old, his mother committed another serious crime and was sentenced to ten years in prison. Goria lived in his aunt's house since he was a child, and his aunt regarded him as an extra burden. Goria became a typical "difficult to educate student," such was his family background.
It turns out that one month after Goria started school, everyone had a distinct impression of him: he was a lazy student who often deceived others. In a short period of time, he showed the characteristics of being "difficult to educate". In the fall, when senior students were planting trees, he deliberately damaged the roots of several saplings and boasted to the class about his "heroic act." During one class break, he reached into someone else's school bag, took out the textbook, smeared it with ink, and put it back in its place. He deceived the teacher's scrutiny with his innocent and calm attitude. Another day, his class went on a hike in the forest, and he bumped into things along the way. When a female teacher in his class deliberately ignored him and explained to other students about valleys, hills, mountains and ravines, he walked up to all the students, made funny moves, and even climbed up the cliff to look down. The teacher reminded him indirectly: "Students, don't go near the edge of the gully. It's very dangerous to fall!" He suddenly shouted loudly: "I'm not afraid! I've rolled down this ravine before!" He rolled up and rolled away. Go on...
Based on the home visit, Suhomlinsky asked the head teacher and other relevant teachers to jointly analyze the reasons for Gorya's above-mentioned behavior. He expressed his opinion: Goria's attitude towards his behavior was deliberately artificial and unnatural. The influence of family environment made Goria lose confidence in people. There was nothing sacred or dear to him in life.
Suhomlinsky's views deeply touched the minds of teachers. Everyone agreed that the reason why Goria was bad was because in the past, we only saw his bad and dissolute side, but did not take the initiative to care about and explore the shining parts of him. The student's shortcomings were a protest against the indifference and callous attitude of those around him. Such analysis enhances teachers' empathy, concern, educational acumen, and observation.
Once, Suhomlinsky found this child playing alone, seemingly casually. He invited Gorya into the biology laboratory and asked Gorya to help select apple trees and pears. The fine seeds of the tree. Although Goria pretended to disdain cultivating saplings, the child's curiosity still prevailed, and the two of them made two kinds of heads together until they were very tired. This incident aroused great interest in Gauria. When the head teacher went to Gauria's house again, he found that he was fertilizing and planting trees. Afterwards, the head teacher took advantage of the situation and asked Goria to guide other children during the class tree planting activity. Timely discovery and encouragement warm the heart of this child. Although Goria repeatedly showed bad tendencies later on, the teachers focused on good deeds and rescued them, and taught him well. "All hard work pays off", under the collective education of this teacher group, this child gloriously joined the Young Pioneers in the third grade. Later, he often helped other peers in difficulty and silently did good deeds for the collective. Goria seemed to have become a different person again.
From here we can see one of Suhomlinski’s educational beliefs: loving children, caring for and respecting children, and believing that all children can change for the better in education.
"Special Rewards"
In the process of educating students, Suhomlinsky is good at taking advantage of the situation, providing positive encouragement, and stimulating the sparks of students' hearts. People praised this as a "special reward."
Once, Suhomlinsky called his 12-year-old son Seryoza to his eyes, gave his son a new shovel, and said to him: "Son, go to the field, measure out a piece of land that is one hundred feet long and one foot wide, and dig it out." The son happily took the shovel and started digging when he came to the field.
Before he got used to using a shovel, Seryozha found it very laborious. Then it became easier and easier. But when he was about to use the shovel to dig out the last shovel of dirt, the shovel handle broke.
When Seryozha returned home, he felt uneasy: What would my father say to me once he knew that the shovel was broken? "Dad, please don't blame me," his son said, "I have caused the loss of the family. Something." "What something?" asked the father. "The shovel is broken." At this time, Suhomlinski did not blame the child, but asked: "Have you learned to dig the ground? In the end, did you feel more and more strenuous, or did you feel more and more relaxed? What?"
The child replied: "In the end, it became easier and easier." At this time, Suhomlinsky said: "It seems that you did not lose, but gained." The child was puzzled. He continued: "If you are willing to work, this 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 the children see the value of labor and establish a good view of labor.
Another time, the grandmother of Zina, a first-year female student, became seriously ill. Zina wanted to pick a flower for her grandmother to give her some joy during her illness. However, it was severe winter, where could she find flowers? Then she thought that there were many chrysanthemums in the school's greenhouse, and the most beautiful one was the blue "flower of happiness" that was loved by all the teachers and students in the school. Na was thinking about her seriously ill grandmother and forgot about the school's rules. She walked into the greenhouse early in the morning and picked the "flower of happiness."
At this time, Suhomlinsky walked in When he entered the greenhouse, he was greatly surprised when he saw the chrysanthemum in Zina's hand. However, he soon noticed the innocent, pleading look in the child's eyes. After he asked Zina about the situation, he was very moved and said: "Zina, you pick three more flowers, one for you, so that you have a kind heart; the other two are given to your parents to educate them." A kind-hearted person emerged."
The problem of "Jiaohua"
Late at night, quietly, Suhomlinsky was writing at his desk. Now he is conducting research on a new topic, which is about the teaching of children with poor abilities due to weak memory.
Such children are usually called "intellectually retarded"; Suhomlinsky compared them to human beings' "delicate flowers". Although they are few in number, they always appear every year. There are two or three. According to Suhomlinsky's observation and analysis of the learning results of these children, their spiritual lives are very empty and poor, and they are often included in the ranks of repeaters and often have to re-read many times. So this kind of student is often talked about in the faculty lounge.
Now he is studying the education and teaching issues of these children based on their characteristics. He was concentrating on thinking and writing. Suddenly, he frowned and stopped writing.
One of the problems he encountered was how to treat such children. At this time, he thought of a scene that happened during the day:
It was in the teacher's lounge, when a female teacher knew that there was a re-reader After repeated news that the retarded children had to repeat the grade and the principal agreed, she asked Suhomlinsky with tears in her eyes: "How can we still keep such a student in the school? You know, he is simply a fool. , He has such a bad character! He is an uncultivated person."
As a principal and colleague, Suhomlinski can understand the anxiety about this teacher. Generally, schools will not accept such children, because such children seem to be thinking normally, but their memory "wheels" turn very slowly and may even "idle"; they have low intelligence and often make their teachers confused. Fall into distress. But he could not acquiesce to the teacher's point of view, and still refuted with confidence:
"I think he is not without hope..."
"Please see how he The answer is three or six... Or listen to how he reads..." "In my opinion, this kind of child should be said to be the most fragile and delicate flower of mankind," Suhomlinsky said gently, " They come to school, as people say, with poor brains. You can't blame them..."
"They should be sent to special schools."
"But I think we should. Our humanitarian mission is to save them and return them to a normal spiritual life and a beautiful world..."
"You only say that out of pity."
"Exactly, out of pity and sympathy."
It seems that in order to educate these children well, we must first correct the attitude of teachers. At this time, he returned to thinking about this problem from his memories. "What are the characteristics of these children's thinking?" "What should teachers be told to pay attention to?" He wrote again: "Thinking and children's memory should indeed start from here - from the love of an innocent child and Compassion begins with surprise and admiration, the emotional color of events in children's lives. "Teachers should firmly remember that the goal of intellectual education in school education is not only to develop and enrich intelligence, but also to form noble minds." Moral and beautiful qualities. Teachers should never take a one-sided view and abandon the comprehensive education of these children.
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