「人民敎育」去年十二月號讀者來信欄周驥同志揭發我校的總結存在着形式主義的毛病,特別是對學生成績不好的原因分析,只是簡單地强調客觀情况,如敎師發揮敎學的主導作用不够,主觀主義不結合學生實際,敎學和輔導工作做得不够等,並沒有找到眞正的問題所在。這個批評是正確的,我們虛心接受。爲什麼我們的總結竟會流於形式呢?這主要是由於我們思想上對爲什麼要進行學期和半期工作總 “People’s Livelihood Education” Last December, Comrade Zhou Ji exposed the message from our readers that there was a formalism problem in our school’s conclusion. In particular, the analysis of the reasons for poor student performance simply emphasized the objective situation, It is not enough to play the leading role of 敎 learning, subjectivism does not combine with the actual situation of students, 敎 learning and counseling do not do enough, and did not find the 问 positive problem. This criticism is correct, we humbly accept. Why did our conclusion come to the mere formality? This is mainly due to our ideological consideration of why semester and half-time work