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解放前的国文教学,总的来说,没有什么计划性,更谈不到统一性。除开尽力探索国文教学问题的学者之外,一般地说,国文教师把教书看作谋生的手段。在教学中,真是五花八门,各有千秋。为了谋生,当然总得有一套业务本领,不然,学生就会不上你的课(专门用语是“刷课”),或者用其他的方式(比如学生用鼻子哼,教师也不知道是谁在哼)来表示抗议。这样,教师就只好离开这个学校,到别的学校教书或者再托人找别的事情做。解放后,教师生活有了保证。在教学方面,拿北京地区来说,语文教师在党的领导下,有了统一的教材——陕甘宁边区编写的《中等国文》,也有了以区、片为单位的教学研究小组,开展了教学研究活动,定期研究研究教学计划、重点。这才开始有了点儿计划性。
Before the liberation of Chinese language teaching, in general, there was no planning, let alone talk of unity. Apart from scholars who are trying their best to explore the issues of Chinese language teaching, in general, Chinese language teachers regard teaching as a means of making a living. In teaching, there are many different kinds of things. Each has its own merits. In order to earn a living, of course, there must always be a set of business skills. Otherwise, students will not attend your class (the specific term is “brushing”), or use other methods (such as a student’s nose, teachers do not know who is ) to protest. In this way, the teacher would have to leave the school, go to another school to teach, or trust another person to find something else. After liberation, teachers’ lives are guaranteed. In terms of teaching, speaking of the Beijing area, Chinese teachers have unified teaching materials under the leadership of the Party—the “Chinese Language of the Middle School” written by the Shaanxi-Gansu-Ningbian Border Region, and also have teaching and research groups based on districts and films. Teaching and research activities, regular research and study of teaching plans and priorities. This began to have a little planning.