The proletarian revolutionist, the revolutionary educator, Xu Tiri

xu tiri (1877-1968) proletarian revolutionary, revolutionary educator.

suh tiri, who spent most of his life engaged in educational activities, is a highly respected and distinguished educational practitioner with a very rich educational mind, and many of his important articles are collected in the suh tiri education book.

during the period of janan, in accordance with the general guidelines for cultural education of our party ' s neo-democratic revolution, he proposed to study science and develop scientific and technological talent.

"the liberation struggle of the chinese people is in urgent need of intellectuals." focus on education in the natural sciences and the development of natural science talent.

emphasis is placed on teaching methods.

he argued that the approach to mass science should be given rather than simply the knowledge available.

he also said, "we need to train creative workers, and it is not enough to accept the available knowledge in books, but to be able to discover new knowledge.

and it's more about transforming things, analysing things, integrating things into new knowledge.

he advocates "flexible use of textbooks" and opposes "sacrosanction of textbooks so that no student can be brainwashed." if "teachers and students become reviewers and editors of textbooks", "the achievement of learning is bound to be amazing." in addition, he has paid attention to learning by means of teaching, by virtue of snobs, by way of education, by way of learning, by way of inspiration, by virtue of the small amount of learning.

with regard to thought education, xu tli addressed three areas in his educational literature: first, education with a basic perspective.

he said: "the idea of education in ordinary schools is to apply marxism's dialecticism of materialism and material history to all subjects of school and to all aspects of real life.

"ii.

the content of moral education?; five love" education focuses on the education of students who love their country, their people, their work, their science and their public goods.

disciplinary education.

he believed that the principle of persuasion in education must be upheld and that corporal punishment must be opposed.

he pointed out that teachers themselves must have a certain quality of upbringing and that "teachers must have two personalities, one of whom is a pedagogic, one of whom is a pedagogic, and one of whom is a human being, which teaches behaviour.

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