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怎样理解“三勤”方針,从理論上說似乎已无可爭辯,但在具体貫彻中,常常碰到新旧思想不同的反映。以我校为例,就曾有些人怀疑:多科性学校专业庞杂,能否作到教学結合生产?设备簡陋的新建学校,能否完成经費自給任务?他們认为,我校現在設置的六个专业(炼鋼、炼铁、炼焦、分析化学、冶金工厂机械装备、工业与民用建筑)門类既杂,专业性貭又极不相近。炼鋼、炼铁、炼焦等专业的学生不能直接参与生产,只能在实习期间参加工厂輔助性的劳动;冶金装备和建筑专业不能按照教学进程准时承包安装或施工的任务;分析化学专业不能从事化工制造。他們更感到棘手的是学校初办,设备太簡陋,現在又不能因为勤工儉学就伸手向国家要錢、要設备,用現有条件怎么也不好笑現经費自給。
It seems indisputable in theory how to understand the principle of “three diligence”, but in the concrete implementation, we often encounter different reflections of old and new ideas. Take our school as an example, some people once doubted that the multi-disciplinary schools are complex and can be integrated with teaching and production. The newly-built schools with poor facilities can fulfill the self-funding task. They think that our school is now setting six A professional (steelmaking, ironmaking, coking, analytical chemistry, metallurgical factory machinery and equipment, industrial and civil buildings) both miscellaneous and professional 貭 very similar. Students specializing in steelmaking, ironmaking and coking can not directly participate in the production. They can only participate in factory-assisted labor during the internship. Metallurgical equipment and construction major can not undertake the task of installation or construction on time according to the teaching process. Analytical chemistry can not be engaged. Chemical manufacturing. What made them even more intimidated was that the school was initially run and the equipment was too simple. Now it is impossible for them to ask for money from their country because of work-study program.