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目前,许多农村中学语文学科的“课改”实验进展缓慢,其中的原因是多方面的,但较为明显有四种障碍因素。一是有人还在唱“还不是那么一套”的调子。一部分中老年教师已经经历了三次以上的基础教育课程改革,在他们看来,每一次课程改革都没有对传统的教育有多大的触动,就是叫了许多年的素质教育也还未取得突破性进展,人们举起左手叫素质教育,举起右手则把应试教育喊得震天响。于是,他们就似乎有理由认为新一轮的“课改”也“还不是那么一套!”
At present, many “reform” experiments in rural middle school language disciplines are progressing slowly. There are many reasons for this, but there are obviously four obstacles. One is that someone still sings the tune “not yet a set.” Some middle-aged and senior teachers have already experienced three or more basic education curriculum reforms. In their view, each curriculum reform has not touched the traditional education, and it has been said that quality education for many years has not yet made a breakthrough. People raised their left hand to call quality education, and raised their right hand to shout loudly for exam education. Therefore, they seem to have reason to believe that the new round of “curriculum reform” is “not a set!”