上学期,我们在进行劳动教育的过程中,曾经产生如下的偏向:单纯地强调“体力劳动”,口口声声是“参加生产有前途”“升学不光柴”。劳动教育开始贯彻不到两周,个别班级中退学的儿童就有七个。他们认为“与其毕业后参加生产,不如早点回家劳动”。其他儿童见了也松劲,认为“学不学一样多,种田又用不着算术作文”。有的老师,对班上缺席的儿童采取无所谓的态度,甚至以为儿童自动参加生产,就是自己教育的“成功”。在这些错误思想的支配下,儿童的学业成绩不是逐步上升,而是下降。多数的儿童连作文都不高兴写,课后作业不能按时完成,遇到一点困难,就搁置不做,等待抄袭。有的儿童,习字像画符一样,交卷了事。对学习测验的成绩满不在乎,得三分也好,二分也好。更有些同学说:“就是考一分,还有谁说我不能参加农业生产吗?” During the last semester, during the process of labor education, we had the following biases: Simply emphasizing “manual labor”, the word of mouth is “to participate in the production of a promising future” and “not to pursue further studies”. Labor education began in less than two weeks, with seven out of school classes in individual classes. They think “it is better to go home early than to join production after graduation.” Other children saw it also loose, that “do not learn as much learning, farming and need no arithmetic composition.” Some teachers take an indifferent attitude toward the children absent in the class and even think that the children participate in the production automatically. This is the “success” of their own education. At the mercy of these erroneous ideas, children's academic performance is not gradually increased, but declined. Most children are not even writing essay writing, homework can not be completed on time, encountered a little difficulty, shelved do not wait for plagiarism. Some children, like a picture of the same character, handed over trouble. Do not care about the results of the learning test, one-third or two. Some of my classmates said: “Just one point. Who else says I can not participate in agricultural production?”