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全國高等學校進行教學改革快一年了。一年來在教學改革過程中,各校已經開始摸索到一些經驗。其中最重要的,就是學校領導幹部首先要做好教學改革的思想領導工作,以統一全校師生對於教學改革問題的認識,而主要的是明確認識下列幾個問題。第一,教師思想改造與教學改革的關係。全國高等學校教學改革工作,是在教師思想改造的基礎上來進行的。教師的思想改造給教學改革掃清了思想障礙;而教學改革又使教師思想改造更深入和提高了一步;因此,思想改造和教學改革是有其密切相聯的關係。但是,教師的思想改造和教學改革的要求和做法又有所不同。教師的思想改造的要求是著重從政治上來劃清敵我思想界限樹立為人民服務的思想。而教學改革的基本任務,則是要將舊中國遺留下來的半殖民地的高等教育制度,教學內容和方法,逐步地改變成為工人階級思想領導的、為人民大眾、為國家建設首先要為工業建設服務的新型的高等學校。由於這是教育上一種全面性的本質的改革,因而就不能採用教師思想改造那樣在較短的時期緊張突擊搞運動的方式,而只能是和風細雨、循序漸進的長期的建
National colleges and universities for teaching reform almost a year. In the course of teaching reform over the past year, all the schools have begun to explore some experiences. The most important thing is that leading cadres in schools must first make ideological leadership in teaching reform so as to unify their teachers and students’ understanding of the issue of teaching reform. The main point is to clearly understand the following issues. First, the relationship between teachers’ ideological reformation and teaching reform. The teaching reform in colleges and universities throughout the country is based on the transformation of teachers’ thinking. Teachers’ ideological reform has cleared the ideological barriers to the reform of teaching. However, the teaching reform has made teacher’s thinking reform further and further. Therefore, there is a close relationship between ideological reform and teaching reform. However, the requirements and practices of teacher’s ideological reform and teaching reform are different. The requirement of teachers’ ideological reform focuses on the political definition of defining the ideological boundary between the enemy and ourselves and serving the people. The basic task of teaching reform is to gradually transform the semi-colonial higher education system, teaching contents and methods left over from old China into the ideological leadership of the working class and to the general public. For the building of our country, we must first of all make efforts in industrial construction New type of higher education service. Since this is a comprehensive and fundamental reform of education, we can not adopt the methods of tightening the campaigns in a relatively short period of time, such as the teacher’s ideological transformation, but can only be modest and gradual and long-term construction