北京平息反革命暴乱后,我们在反思学校德育工作中,进一步了解了中学生的思想状况,发现他们对一些大是大非问题,之所以产生一些模糊认识,其中一个重要原因就是学生本身缺乏对中国国情的了解。他们常简单地将我国与外国横比,不善做历史的纵向的比较,特别是对中国的穷,缺乏全面历史的分析,因而结论往往出现偏差。我们认为,不了解过去,就不知道现在;不了解现在,也就无法建设创造未来。清代启蒙思想家龚自珍说过:“欲知大道,必先知史。”为此,我们于去年九月,在进行“平暴”教育的同时,在全校学生中开展了“三史一情”的教育活动。即让学生了解帝 After Beijing quelled the counter-revolutionary riots, we furthered our understanding of middle school students’ ideological conditions in our reflection on school moral education work. We found that they had some vague understandings of some major issues of right and wrong, and that one of the important reasons was that students themselves lacked understanding of China’s national conditions. They often simply compare China with foreign countries, and do not do good vertical comparisons of history, especially the analysis of China’s poor and lack of comprehensive history. As a result, the results often show deviations. We believe that if we do not understand the past, we do not know the present; we cannot construct and create the future without understanding the present. Gong Zizhen, an enlightening thinker in the Qing Dynasty, said: “To know the road, we must know history.” In response to this, in September last year, we launched the “three history and one situation” among the students while we were conducting education for “pacification”. Educational activities. Let students understand the emperor