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當課程綱要發到我們教學研究小組時,我們對於這一陌生的文件不但沒在具體教學工作中來應用,並且也沒能及時地深入體會課程綱要的基本精神。有的同志輕率地認為『這和教學進度表差不多,根據綱要來製訂教學進度倒可以省些力量』。但在製訂小組教學計劃、確定教材進度時,對於課程綱要本文所規定的時間就有了意見,不是說這些章節教材分量重、規定的教學時間少,就是說那些章節規定的時間参教材分量少。產生這些不正確意見的原因,一方面是因為當時没有很好地去體會課程綱要對於教材內容的要求;另一方面是教者個人還沒有抛棄他對於教材的片面理解和主觀的估計。這些一偏見妨害了某些教師自己對於課程綱要的重視和學習,並且也直接影響到整個教學工作,使之脫離了
When the syllabus was sent to our teaching and research group, we not only did not apply it to the specific teaching work, nor did we have a thorough understanding of the basic spirit of the syllabus in time. Some comrades put it bluntly: “This is about the same as the teaching schedule, and teaching progress can be saved according to the outline.” However, when formulating a group teaching plan and determining the progress of the teaching materials, opinions are given on the time stipulated in the text of this syllabus, not to say that these chapters have heavy weight of teaching materials and less teaching time, that is, the time specified in the chapters less. The reason for these incorrect opinions is partly because at that time, the requirements of the syllabus for the content of teaching materials were not well understood; on the other hand, the individual did not abandon his one-sided understanding and subjective estimation of teaching materials. These prejudices have hindered some teachers from attaching importance to and learning of the syllabus themselves and have also directly affected the entire teaching work and have made it detached