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.
Determined to teach
Suhomlinski's primary and secondary school life has always been spent in rural schools. This is a seven-year school. Although the school facilities are ordinary, there are many good teachers here. This is an excellent environment for Suhomlinski, who was nurtured by his family since childhood. His good nature has been brought into full play here, and his knowledge and ability have been rapidly broadened. He often takes the initiative to help his parents and neighbors at home. At school, he was a student with excellent academic performance, and was valued and cared for by Ivan Savage, then president, and Buskowski, then educational director. However, the first female teacher, Anna Samoilo Naing, had the greatest influence on him.
This woman teacher is not only a teacher for children, but also a close partner of children in education. Suhomlinski thinks this female teacher is like a witch. She knows all the secrets of beauty. When she gives lectures, the students have a strong interest, and the knowledge she teaches is often engraved in the students' memories. She often takes her children to nature, guides students to think about many problems, learns a lot, and understands a lot of truth ... We cite an event like this:
One afternoon, Anna Samoilo Naing took her students to the forest, which is a place that Sukhomlinski is familiar with. He usually comes here to play. But the female teacher's explanation exposed him to many new things that he hadn't noticed before, and many things that surprised him. Look at this blooming linden tree making honey for bees; Look at that bird's nest-Suhomlinski used to barrel it with a stick in a prank, but now the teacher says that this bird's nest has cloisters and squares, kindergartens and granaries ... It turned out to be a fairy tale city. He felt that he didn't come with the teacher. You won't find so many beautiful things in the world. When the children enjoyed the beautiful scenery of nature and hurried home, she also had a new trick: "Children, pick some flowers for grandpa, grandma, dad and mom. When children care about their elders, elders will feel happy, and flowers-this is a sign of care and love. ..... "Suhomlinski received such an education.
This makes young Suhomlinski not only fall in love with books, companions and nature, but also respect teachers more. He is eager to be as knowledgeable as a teacher and eager to be like a teacher. Since then, Suhomlinski has gradually established his ambition to be a teacher. Therefore, when he graduated from a seven-year school, he resolutely decided to apply for normal colleges. Later, he grew from an ordinary teacher to a great educator.
Reflection error
Suhomlinski also made such mistakes in his educational practice.
He had just joined the work at that time. A boy named Stjepa, because he was too lively and naughty, accidentally broke a pot of roses cherished by the whole class in the classroom during a play. In this regard, Suhomlinski reprimanded the student loudly, and tried his best to let this problem children touch the soul and learn from it. Afterwards, the children in the class brought three pots of such flowers. Suhomlinski asked the children to take turns to take care of them, but Stepa was not allowed to take part in this group activity. Soon, the student became less talkative and naughty. Young Suhomlinski thought at the time that all this was right, indicating that his reprimand had played a role in this student.
But the unpleasant incident happened a few weeks after he scolded the students. This day after school, Suhomlinski stayed in the classroom because of unfinished business, and Stipa was here. He is going to finish his homework and go home. When he found that there were only teachers and them in the classroom, Steppa felt embarrassed and hurried home. Suhomlinski didn't notice this situation, and inadvertently asked Stepa to go to the grass to pick flowers with him. At that time, Stipa's expression changed quickly, and he gave a wry smile first; Then tears rolled down and ran home in front of Suhomlinski. ...
This incident touched Suhomlinski very much. Only then did he realize how uncomfortable the child was for punishment. He began to realize that his previous practice was to unconsciously alienate his children and make them feel wronged. Because the child accidentally broke the flower branch, regretted his behavior, and was willing to do something good to make up for his mistake, but rudely refused his will. It is undoubtedly a blow to children to report this sincere and childlike regret to the educational influence of venting anger.
Since then, Suhomlinski has learned this lesson and rarely used punishment in his future work. Usually, he takes a tolerant attitude towards children who make bad behavior consequences because of ignorance. He believes that forgiveness can touch the most sensitive corner of students' self-esteem.
"Don't recite"
After Suhomlinski became the principal, he repeatedly put forward the slogan of "thinking, not memorizing". However, people seldom know that the opportunity that triggered him to have this idea was in a class where he was listening to a Chinese teacher in the lower grades of primary school.
One morning, as usual, Suhomlinski went to listen to a Chinese teacher in the lower grades of primary school. In the first few minutes of class, the students thought nervously about the questions raised by the teacher. The young teacher began to ask the students to answer questions. Suhomlinski carefully recorded the students' answers, but the students' answers did not satisfy him. He found that many words and phrases used by students have no obvious representation in their consciousness and have nothing to do with things and phenomena in the world around them. Students just repeat other people's ideas, and people only hear some clumsy and rote sentences and phrases squeezed out by students. What do they mean? It seems that the students don't understand clearly. Suhomlinski thought, "Why are students' answers always so poor, pale and expressionless? "Why do children often lack their own life thoughts in these answers?" At this time, when the class is in progress, only the teacher prompts the students; "Review after class, remember the meaning of words and sentence patterns, and ask questions in the next class …" Hearing this, Suhomlinski frowned, unable to concentrate on listening any longer.
Does he think that the only task of teaching is to remember, keep and reproduce in front of students? It seems that my work is still flawed, and the problems I solved in practice have not been popularized among teachers in time. At this time, a composition by Natasha, a first-year student, clearly reflected in his mind:
"It was summer. There is a strong wind blowing. The wind brought a seed with hairy wings to the grassland. The seeds fell into the green grass on the grassland. The grass asked in surprise, "Who is this?" The seed said, "This is a flower with wings." . I want to grow on the grass here. Grass happily welcomes new neighbors. Winter goes and spring comes, and the grass turns blue. Where the seeds first fell, a stout stem was exposed, and yellow flowers bloomed on it. It's too bright, just like a small sun. Ah! This turned out to be dandelion! Grass said. "
This is to take students to observe the shape and color of flowers, as well as the different characteristics of this kind of flowers and that kind of flowers, and guide them to relate these things to each other, such as flashing sunshine, white petals, busy bees, trembling branches and leisurely butterflies, and then let students fully imagine and make up various stories about flowers.
Students can write such a composition, indicating that words have entered the students' spiritual life. Although the expression is influenced by fairy tales told to them, it is their own language. Thinking has become a distinctive feature of such children. I always hear some teachers say that students with poor learning results 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, resulting in students not learning-not observing, not thinking, not inferring, and only relying on rote memorization. The whole teaching system of modern schools needs scientific improvement and should be built on three pillars; Bright thinking, living language, children's creation. It seems that teachers should not only teach students a certain range of knowledge in class, but also strengthen their thinking training. ...
"When! When! When! ..... "The bell after class interrupted Suhomlinski's thinking, but now he has thought of an agenda for the next school meeting, which is" How to make students learn to think ". He will put forward the slogan "think, don't memorize" to the teachers and students of the whole school.
Guide patiently and systematically
Suhomlinski's educational methods for primary school students are flexible and diverse. He took folk fairy tales as one of the methods of school education and achieved good results. We just extracted a fragment from many educational examples in which he used this method.
This is the day after the summer vacation. Class A, Grade Three, is going to training under the leadership of Suhomlinski. Considering that there are many things to bring, one of the students suggested that two people form a pair, and some things can be shared, which can reduce the burden of the journey. This suggestion was praised by the class teacher Suhomlinski, and the children began to combine freely, showing a scene of joy. Everyone has a pair, but Andrea, a student who thinks he is conceited at ordinary times, doesn't have a pair. He is crying.
Suhomlinski called Andreica aside and asked about the situation, knowing that none of his classmates wanted to pair up with him. The child felt wronged because all his companions were jealous of him. Suhomlinski knew this student's nature well and thought it was a good opportunity for education. He said directly to Anderica, "You have to understand, Anderica, the hardest thing is to force yourself 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. I can recite poems faster than anyone else ... How many times have you said,' Well done, Andreica and Andreica studied it, and now I understand ...' I know more than anyone else. Is this my fault? " The child cried even more sadly.
In what language can Suhomlinski explain it again? Preaching obviously has little effect on children. He considered how to explain the boy so that he could understand, know and believe. ...
"Anderica, let's find a cool place to sit down. Let me tell you a story. This story is very similar to ours. Would you like to listen? " Andreica nodded. They came to a big oak tree and sat on a bench. Suhomlinski told a story of "chrysanthemums and onions":
"Next to the residence of a rural grandmother, there is a chrysanthemum. Chrysanthemum is always complacent:' Look, how beautiful I am! I am the most beautiful in this place. There is an onion next to the chrysanthemum, an ordinary onion. In late summer, onions are ripe. The green stems and leaves faded, and the onions gave off a spicy taste.
Chrysanthemum flapped its nose. Bah, what a terrible smell you give off! It said to the neighbor. I really wonder why someone wants to grow this plant. "Probably to smoke fleas …" The onion didn't say anything. It thought of itself as Cinderella.
At this time, the aunt came out of the house and walked towards the chrysanthemum. Chrysanthemum hold your breath. Aunt will soon say how beautiful her flowers are, she thought. Chrysanthemum already feels a little high because of satisfaction. Aunt approached chrysanthemum but bent down to pull up onions. Aunt looked at the onion carefully and exclaimed, "What a beautiful onion!"
Chrysanthemum is puzzled: Will onions be considered beautiful? "
After hearing this story, Andreica's tears have dried up. From this story, he seems to have realized a truth: everyone has his own strengths and uses, so don't be smart and look down on his classmates. He bowed his head in shame and said nothing.
Suhomlinski adopted this method of telling fairy tales, which made it easy for primary school students to accept and receive due education from analogy. This is undoubtedly a great creation.
Save the "poor students"
In pavle Middle School led by Suhomlinski, an idea has been formed: I believe all children can receive a good education. There is no concept of "poor students", only "students with difficulties" or "students with educational difficulties". In educational practice, it is generally not just a teacher who educates these students, but the obligation of the whole collective. Suhomlinski educated 178 "difficult-to-educate students" in his life, and all of them had a difficult educational process. Suhomlinski visits the families of children with difficulties every week in order to have a deeper understanding of the initial environment that formed their moral values. He talked with his parents, his parents' neighbors and the teachers who had taught these children.
On this day, he came to the "home" of Gauriat, a pupil. This "home" left him the impression that Gloria was a very unfortunate child. He lost his father when he was a child, and his mother committed a felony when he was just one year old and was sentenced to ten years in prison. Gloria lived in her aunt's house since she was a child, and her aunt regarded him as an extra burden. Goliath became a typical "difficult-to-educate student", which was his family background.
It turned out that after he went to school for a month, everyone had a clear image of him: he was a lazy student who often cheated. In a short time, he showed the characteristics of "difficult to teach". In autumn, when the senior students planted trees, he deliberately destroyed the roots of several saplings and boasted about his "heroic behavior" to the whole class. Once in class, he put his hand into someone else's schoolbag, took out his textbook, stained it with ink, and put it back, deceiving the teacher with an innocent and poised attitude. Another day, their class went hiking in the forest and bumped into this and that along the way. When the head teacher, a female teacher, deliberately ignored him and explained the relevant knowledge of valleys, hills, mountains and gullies to other students, he walked up to all the students, made funny moves and climbed the cliff to look down. The teacher reminded me by innuendo: "students, don't go near the edge of the gully, it's dangerous to fall!" " He suddenly shouted, "I'm not afraid! I have already rolled down this ravine! " He rolled up and down. ...
According to the situation of home visits, Suhomlinski asked the head teacher and other relevant teachers to analyze the reasons for Gauriat's above-mentioned behavior. He put forward his own opinion: Gloria's attitude towards his behavior is artificial and unnatural. The influence of family environment made Gao Li lose confidence in people. For him, there is nothing sacred and intimate in life. Suhomlinski's views greatly touched the teachers' thoughts. Everyone agrees that the reason why Gao Rui is so bad is that he only saw his bad and dissolute side in the past, but didn't take the initiative to care about and tap the bright spot in him. The student's weakness is to protest against the indifference of the people around him. This analysis enhances teachers' sympathy, attention, educational sensitivity and observation.
On one occasion, Suhomlinski found the child playing alone, as if it were casual. He invited Gauriat to the biology laboratory, and asked Gauriat to help him choose the excellent seeds of apple and pear trees. Although Gao Rui pretends to be disdainful of cultivating saplings, the child's curiosity has the upper hand. They made two kinds of heads together until they were very tired. This matter aroused great interest of Gauriat. When the head teacher went to Gauriat's home again, he found that he was fertilizing and planting trees. After that, the class teacher instructed Gauriat to guide other children in the class tree planting activities. Timely discovery and encouragement warm children's hearts. Although Gao Rui had many bad tendencies later, teachers paid attention to being good at recovering losses and following the rules. Under the collective education of this teacher, this child gloriously joined the Young Pioneers in the third grade, and will often help other companions in trouble and do good deeds silently for the collective in the future. Gloria seems to be a different person.
From here, we can see one of Suhomlinski's educational beliefs: love children, care for and respect children, and believe that all children can become better in education.
"special reward"
In the process of educating students, Suhomlinski is good at making use of the situation, giving positive encouragement and inspiring students' hearts. People praised this as a "special reward"
Once, Suhomlinski called his 65,438+02-year-old son Sereza to his eyes, gave him a new shovel, and said to him, "Son, go to the field and measure a piece of land with a length and width of 100 foot, and make a good plan." The son happily took a shovel and went to dig in the field.
Before getting used to shovels, Sereza felt very laborious. Then it gets easier and easier. But when he was about to dig out the last shovel with a shovel, the shovel handle broke.
When Sereza came home, he felt uneasy: What will my father say about me once he knows that the shovel is broken? "Dad, don't blame me," said the son. "I lost something at home." "What is it?" Father asked. "The shovel is broken." At this time, Suhomlinski did not blame the child, but asked: "Have you learned to dig? Finally, do you feel more and more laborious or more relaxed? "
The child replied, "It's getting easier and easier in the end." Then Suhomlinski said, "It seems that you didn't lose, but you won". The child is puzzled. He continued: "Willing to work 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 allows children to see the value of labor and establish a good concept of labor.
On another occasion, Jina's grandmother, a first-grade female student, was very ill. Jina wants to pick a flower for her grandmother so that she can get some happiness from her illness. However, it's winter, where can I find flowers? At this time, she thought that there were many chrysanthemums in the greenhouse of the school, and the most beautiful one was the blue "happiness flower" that all the teachers and students in the school loved very much. Ji Na was so absorbed in her seriously ill grandmother that she forgot the school rules. She walked into the greenhouse early in the morning and picked the "flower of happiness"
At this moment, Suhomlinski walked into the greenhouse. He was very surprised when he saw the chrysanthemum in Jina's hand. However, he soon noticed the innocence and pleading in the child's eyes. After he asked Gina about the situation, he was very moved to say; "Gina, you pick three more flowers, one for you, because you have a kind heart; The other two are for your parents, who have educated a kind person. "
The problem of "delicate flowers"
Late at night, quietly, Suhomlinski was writing at his desk. Now he is studying a new topic, which is about the teaching of children with poor ability because of poor memory.
Such children are often called "mentally retarded people"; On the other hand, Suhomlinski compared them to "delicate flowers" of human beings. Although there are only a few, there are always two or three every year. According to Suhomlinski's observation and analysis of these children's academic achievements, their spiritual life is very empty and poor, and they are often included in the ranks of repeat readers, and often have to be reread many times. Therefore, people often talk about such students in the teachers' lounge.
Now he is studying education and teaching according to the characteristics of these children. He is absorbed in thinking and writing. Suddenly, he frowned and stopped writing. One of the problems he encountered was how to treat such children. Then he thought about what happened during the day:
In the teachers' lounge. When a female teacher learned that a repeating mentally retarded child had to repeat a grade and get the approval of the principal, she tearfully asked Suhomlinski, "How can you keep such a student in school?" You know, he is a fool, and his character is so bad! He is an unforgivable man. "
As a principal and colleague, Suhomlinski can understand the teacher's anxiety. Ordinary schools will not accept such children because they seem to have normal thinking, but the memory "wheel" turns slowly and may "idle"; They are mentally retarded and often get their teachers into trouble. But he couldn't acquiesce in the teacher's point of view, and still rightfully retorted:
"I don't think he is hopeless ..."
"Please see how he answers ... or listen to how he reads aloud ..." "In my opinion, this kind of child should be described as the most fragile and delicate flower of mankind." Suhomlinski said gently: "They come to school, as people say, with poor brains. This can't blame them ... "
"They should be sent to special schools."
But I think our humanitarian mission is to save them and return them to a normal spiritual life and a beautiful world.
You're just saying that out of sympathy.
Yes, out of pity and sympathy.
It seems that to educate these children well, teachers must first have a correct attitude. At this time, he returned to thinking about this problem from memory. "What are the characteristics of these children's thinking?" "What should I tell the teacher to pay attention to?" He also wrote: "Thinking and children's memory should really start from here-from a child's love and sympathy, from surprise and admiration, from the emotional color of various 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 morality and good quality." Teachers should never give up the comprehensive education of these children with one-sided views. "