姜乐仁教授倡导的启发式教学改革,已经历了20个春秋,其影响遍及祖国大陆南北东西。它的意义何在?它取得了哪些成果?它在当今新一轮课程改革中应发挥怎样的作用?作为课题组的成员,笔者想谈谈自己的看法。一、改革是一个历史过程,要研究历史、分析现状、开拓未来教育改革是一个永恒的课题。远的说,建国以来,几代人为教育改革付出过艰辛劳动,取得了不少成果,也遇到很多难题和阻力,走过不少弯路。有些问题至今也没有真正理清。20世纪50年代末60年代初,毛泽东同志指出:学生负担过重,拟从总学习量中砍去三分之 The heuristic teaching reform advocated by Prof. Jiang Leren has gone through 20 years, and its influence has spread across the north and south of the motherland. What is its significance? What has it achieved? What role should it play in the current round of curriculum reform? As a member of the Task Force, the author wants to talk about his own views. First, reform is a historical process. It is an eternal task to study history, analyze the status quo, and open up future education reforms. In other words, since the founding of the People’s Republic of China, several generations of people have worked hard for education reforms. They have achieved a lot of achievements, encountered many difficulties and obstacles, and have gone through many detours. Some issues have not been really clarified so far. In the late 1950s and early 1960s, Comrade Mao Zedong pointed out: The students are overburdened and they plan to cut a third of total learning volume.