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复式教学,形式特殊,教学困难,从它问世之日起,就受到人们的怀疑与否定。如在清末民初,有人说它“教授知识太少”,“儿童所得之效果,恐只有通常教授的二分之一或三分之一。”到30年代,有人干脆说:“只要交通问题解决以后,复式教学就没有存在的必要。”直到今天80年代,还有同志认为“复式教学是落后的、原始的教学组织形式”。以上言论有一共同点:将教学质量低的责任归咎于复式教学的形式,这显然是不公正的,因为大家都知道,决定教学质量的关键是教师,而不是教学形式。针对“否定论”,就有“便利论”与之相辩论。早在清末,有位学者说:“练习主义、自治主义乃复级之长。”以后,对复式教学之有利方面认识又逐步
Multiple teaching, special form, teaching difficulties, from the date of its advent, it has been people’s doubts and denials. For instance, in the late Qing Dynasty and early Republic of China, it was said that “there is too little professor’s knowledge” and “the effect of children’s gains is only one-half or one-third that of normal professors.” By the 1930s someone simply said: “As long as traffic problems After the solution, there is no need for double teaching. ”Until today, in the 1980s, some comrades also considered“ multi-teaching as a backward and primitive form of teaching and organization. ” The above remarks have one thing in common: to blame the low quality of teaching on the form of double teaching is obviously unfair because everyone knows that the key to determining the quality of teaching is the teacher, not the form of teaching. For the “negative theory”, there is a “convenience theory” with the debate. As early as the end of the Qing Dynasty, a scholar said: “Practicing Doctrine and Autonomy are the Lasting Steps.” In the future, awareness of the favorable aspects of multi-teaching has been gradually achieved