一、实践使我们摸索出一条改革新路 1978年,我校毕业统考成绩为全区倒数第二,留级率约15％。面对这样的教学质量,我们该怎么办?为了不挨板子,不坐“红椅子”,我们开始用“拼”的办法,加班加点加课时。但这种办法并没有改变学校的面貌。于是我们又外出学访,把听来、看来的教法搬到我们的课堂上。通过学访,我们进一步树立了向课堂要质量的观念,开阔了我们改革的视野。但是,实践又提醒我们,教改不能是单纯的教法改革和照搬别人的做法,而应走自己的路。传统的教学,只注重“教”,而忽略“学”,照搬“教法”,仍没有考虑“学”。经过学习讨论,我们认为,教学是个体系,不能用删繁就简、修修补 First, the practice has led us to find a new path for reform. In 1978, the results of our school’s graduation and entrance exams were the second lowest in the region, and the repetition rate was about 15%. In the face of this kind of teaching quality, what should we do? In order not to swear by the board or to sit on the “red chair”, we started to use the method of “spelling” to work overtime to add extra hours. However, this approach has not changed the face of the school. So we went out to study again and moved the sounding and apparent teaching method into our classroom. Through study visits, we further established the concept of quality in the classroom and broadened our vision of reform. However, practice reminds us that education reform cannot be a simple reform of the teaching method or copying other people’s practices, but should go its own way. Traditional teaching only focuses on “teaching,” ignoring “learning,” and copying the “teaching method,” and still does not consider “learning.” After learning and discussing, we believe that teaching is a system that cannot be simplified and repaired