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有人说这道题出得不好,有人说这道题构思巧妙,老师们寻找巧题、难题,进行大运动量的“练兵”,有人说这不是好现象,有人说这是好风气。真是扑朔迷离,亦是亦非,令人困惑,难怪彭洪老师感到茫然。我想这些争议是两种教育思想、两种教育观念的反映,在新旧教育体制转换时期,把升学教育转到素质教育的轨道过程中必然会出现的现象。这道数学试题引起的争议,至少可以反映两个问题。一是我们许多教师包括教育行政部门的领导的教育思想还不够端正。这个学校以均分0.4分之差,失去数学冠军的宝座,为了防止“重蹈覆辙”,老师们今年就“大量地刻印此类练习题给学生反复训练”,说明分数在我们老师的心目中的“魅力”之大;
Some people say that this question is not a good one. Some people say that this question is well-conceived and that teachers are looking for clever questions and difficult problems to carry out large-scale training exercises. Some people say that this is not a good phenomenon. Some people say that this is a good atmosphere. It is really confusing, it is neither right nor wrong. It is no wonder that Teacher Peng Hong feels guilty. I think these controversies are the reflection of two kinds of educational thoughts and two kinds of educational concepts. In the transition period between the old and new educational systems, the phenomena that will inevitably occur in the process of turning higher education into the path of quality education. The controversy caused by this math test can at least reflect two issues. First, the educational ideas of many of our teachers, including the leaders of education administration departments, are still not correct. The school scored 0.4 points on average and lost the throne of the math championship. In order to prevent “reinvention”, teachers this year “embed a large number of such exercises to teach students repeated training”, indicating that the score is in the eyes of our teachers. The charm "is big;