我們在物理敎學中進行思想政治敎育,從一九五一年開始到現在,已經摸索一年半了。這段過程不單是敎材、敎法的研究過程,同時也是新舊不同的敎育觀點的鬥爭過程。現在,把我們在物理課中,培養辨證唯物主義世界觀,進行愛國主義與國際主義思想敎育的幾點體會,介紹出來,希望同志們給予指正。一、在物理敎學中不僅是單純傳授物理知識,還必須自覺地貫徹思想政治敎育。在物理課中進行思想政治敎育所遇到的主要的抗拒,就是個別教師的所謂「純物理教學」的觀點。在他看來物理就是物理,應該「一塵不染」地與思想政治分開。他在敎學總結中解釋道:「因為沒有經驗、時間不足,所以未能進行思想政治敎育」。然而在事實上,並不是什麼「沒有經驗」,也不是「時間不足」,而是對思想敎育的重大意義缺乏正確的認識,把它看成教學以外的附加的累贅;因 We conducted ideological and political education in physical dropout. From the beginning of 1951 to the present, we have been groping for a year and a half. This process is not only the research process of the coffin and the coffin method, but also the struggle process between the old and new ideas of education. Now, in the course of physics, we have cultivated the dialectical materialist worldview and conducted several experiences of patriotism and internationalism ideological education. We introduced them and hoped that comrades would give corrections. First, in physical school dropouts, it is not only a matter of imparting physical knowledge, but it must also consciously implement ideological and political education. The main resistance to ideological and political education in physics classes is the so-called “pure physics teaching” viewpoint of individual teachers. In his view, physics is physics, and it should be “spotlessly” separate from ideology and politics. He explained in the dropout summary: “Because of lack of experience and lack of time, we have not been able to carry out ideological and political education.” However, in reality, it is not “unexperienced” nor “inadequate time,” but it lacks a correct understanding of the significance of ideological education and regards it as an additional burden on teaching;