Ushinski's view on education.

Ushinski is known as the "founder of educational psychology" in Russia, and his book "Man is the Object of Education" explains practical problems with the principles obtained from the research of general psychology, which is called "laying the scientific research foundation of Russian educational science". This shows the importance of his educational philosophy. In the teacher recruitment examination, Mo ushinski's educational thoughts are often presented as test sites. Here, the Chinese lecturer summarized the knowledge points that often appear in ushinski's educational philosophy as follows:

I. Principles of the education system: the principle of nationality.

Ushinski attached great importance to the principle of nationality in his educational activities and theories. His nationality principle refers to the specific situation of a country, and a nation has a national tradition. These characteristics and traditions are formed in the long-term life process, passed down with the inheritance of national historical and cultural heritage, and developed with the development of the nation. Similarly, the education of a country and a nation is formed and developed in the historical process of national development, which reflects the characteristics of this country and nation. There is also a "motherland language" that attaches equal importance to the nationality of education. He believes that the language of the motherland has the same educational function and significance as the nation. Therefore, ushinski particularly emphasized that in order to formulate a special ethnic education system that fully conforms to the national and ethnic characteristics, we must first attach importance to mother tongue teaching.

Second, about teaching principles.

1. Intuition principle

Intuition principle plays an important role in Wushenji's teaching theory. According to children's psychological characteristics, he demonstrated the necessity of intuitive teaching. He said: "Generally speaking, children think by shape, color, sound and feeling." In order to realize the principle of intuitive teaching, he advocates using the actual things in nature and using visual teaching AIDS such as models, pictures and pictures to reflect objects and phenomena. He believes that visual teaching AIDS can not only arouse students' interest, but also stimulate their positive thinking activities. However, the application of these articles and teaching AIDS must be determined according to the characteristics of the subject and the age of the students. Generally speaking, the younger the students, the more they should use intuition extensively. But at the same time, he reminded teachers not to be too attached to intuition, and must pay attention to making the teaching transition from concrete to abstract, and cultivate students' abstract thinking ability.

2. The principle of merger

Ushinski emphasized that in order to master knowledge in depth, we must attach importance to consolidating principles. He attaches great importance to the role of review and practice in consolidating knowledge, and he believes that conscious enthusiasm is the basis of review. The main task of review is not to reproduce what has been forgotten in memory, but to prevent forgetting. Ushinski divided review into two types: negative and positive. Negative review lies in re-perceiving what has been perceived, seeing what has been seen and hearing what has been heard, thus deepening the traces of feelings. Active review refers to independently reappearing various appearances that you have perceived before, for example, when reviewing your lessons, close the book and try to read by memory. Ushinski pays more attention to positive review, and thinks that positive review is better than negative review, because it can concentrate more.

3. The principle of coherence

Ushinski believes that in order to achieve good teaching effect, we should also pay attention to the coherence and systematization of knowledge. To realize the principle of teaching coherence, we must first teach basic scientific knowledge according to the subject system. He correctly pointed out that it is one-sided to cling to all kinds of facts without any system and generalization, or to cling to systematic and generalization teaching without sufficient facts. At the beginning of teaching, we can talk about some incoherent things in nature first, then compare them, and finally try to synthesize a system from these details.

Third, the role of teachers' personality.

Ushinski believes that teachers' noble personality has a great influence on students. He said that teachers' influence on teenagers' mental personality constitutes an educational force, which can neither be replaced by textbooks nor by any moral motto or reward and punishment system.