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学校的工作是以育人为目的的,它的一切工作都为实现一个预定的目标。作为教学工作整体之各部分的具体学科,是否需要确定一个数量化的指标?能否制订出数量化的指标?怎样去制订这样—个指标?这需要我们去检索。有些人认为,教学既是教师个体又是教师集体的劳动,劳动的对象 学生是受多因素影响的人,教学任务是由教师与学生的双边活动去完成的,因此,规定一个数量化的教学质量指标是不可能的,或者是没有意义的,甚至是违反教学规律的。但是目前普通中学的教学状况是,由于老师强调了教学大纲的要求与学生学习态度、学习水平的差异,在工作中采取自由主义的态度,出现了教学过程的失控现象。为实现教学过程的科学管理,促进学科的教学改革,本人认为,开展对制订教学质量指标的讨论是很有意义的。
The school’s job is to educate people, and all its work is to achieve a predetermined goal. As a specific part of the teaching work as a whole, whether it is necessary to determine a quantitative indicator? Can we formulate a quantitative indicator? How to formulate such an indicator? This requires us to search. Some people think that teaching is both a teacher’s individual and a teacher’s collective work. The object of labor is that students are influenced by many factors. The task of teaching is accomplished through the bilateral activities of teachers and students. Therefore, a quantitative teaching quality Indicators are impossible, or are meaningless, or even contrary to the teaching of law. However, at present, the teaching condition of ordinary middle schools is that as the teacher emphasizes the difference between the requirements of the syllabus and the students’ learning attitude and learning level, and adopts the liberal attitude in their work, the out-of-control phenomenon of the teaching process appears. In order to realize the scientific management of the teaching process and promote the teaching reform of the subject, I think that it is very significant to carry out the discussion on setting the teaching quality index.