根據各校反映,由於中等學校教學質量的提高及一九五三年高等學校招生工作的改進,一九五三年入學新生的質量也普遍提高;新生入學後一般情緒安定,在劃分專業後即熱烈地開始學習。但也有一小部分新生,在入學之初,由於對高等學校的性質、任務和各專業培養目標不很瞭解,或升學態度不夠端正,曾一度思想波動,學習不安心。主要表現在: 一、對專業培養目標及其在國家建設中的作用缺乏認識。如有些農林學院的新生認為農林沒有什麼可學,他們說:「種田還用學」,「到山溝子裏種樹有什麼意思」。有些工學院的新生,對所分配專業感到茫然,甚至顧名思義地臆測一番,認為「房屋建築就是泥水匠、磚瓦匠的工作」,「鑄工只是玩玩沙子」,地質 According to the reports of various schools, the quality of freshmen enrolled in 1953 also generally increased as a result of the improvement of the quality of teaching in secondary schools and the improvement of enrollment in higher education institutions in 1953. After freshmen have entered the school, their general mood is stable. Warmly started learning. However, there are also a small number of freshmen who, at the beginning of their studies, once had their thoughts fluctuated and their students were not at ease because of their poor understanding of the nature, tasks and professional development goals of higher education institutions or their lack of correct attitude toward further studies. Mainly in: First, the professional training objectives and their role in the building of the country lack of understanding. For example, some freshmen at the College of Agriculture and Forestry think there is nothing to learn about agriculture and forestry. They say: “farming also uses science” and “what does it mean to plant trees in the ditch?” Some freshmen at the institute feel dazed at the profession they are assigned to. They even speculate as the name suggests. They think that “house building is the work of masons and bricklayers.” “Castors just play with sand.” Geology