經過改造思想以後,教師們的工作熱情都普遍提高,一反過去對學生學習漠不關心的態度,而非常熱心地來幫助同學搞好學習,但由於新的教學方法還在逐步建立,工作缺乏經驗,也就難免走些彎路。例如為了從過去的「英才教育」的觀點,轉到面向學習困難的同學,就強調互助,強調個別輔導,不但把力量都集中在少數程度較低的學生身上,忽略了全班學生的普遍提高,而更大的毛病是在互助與個別輔導的工作中,往往忽略了培養學生獨立作業的能力,采取抱著學生走路的方式,使學生在學習中養成了依賴的習慣。這在去年我們擔任幹部補習班的教學工作的初期就發現這個缺點,有些學生在做習題時每寫下一步,就要問與他互助的同學或輔導員這樣做對不對,一定要得到肯定的答復或者指出了錯誤加以更正以後,才能往下再做一步。然而當時我們對這樣一個問題的看法是不夠全面的,只認為這是學生在學習方法上的缺點,不能明確主要原因是由於在整個教學過程中忽略了培養學生獨立作業能力的緣故。另一方面同樣是為了糾正過去資產階級的教學觀點,要做到面向學習困難的同學,因此就片面地強調教學底可接受性,只注意如何使學生容易接受知識,甚至不必經 After reform, teachers ’work enthusiasm has generally increased. In the past, they were indifferent to students’ learning and very enthusiastic to help their students study well. However, as new teaching methods are still being gradually established and work is inexperienced, It is inevitable to take some detours. For example, from the point of view of “elite education” in the past, students in learning-oriented difficulties were forced to emphasize mutual assistance and stress on individual counseling. They not only concentrated their efforts on a small number of students, but also ignored the general increase in class members , And the bigger defect is that in the work of mutual assistance and individual counseling, they often neglect the ability to cultivate students’ independent work and adopt the way of holding students to walk, so that students develop a habit of dependence in study. This found this shortcoming in the early days of our teaching work as a cadre tutorial class. Some students should ask their classmates or counselors for help each writing the next step, and must be sure Reply or point out the error to be corrected before we can go one step further. However, at that time, our view on such a question was not comprehensive enough. It was only considered as a shortcoming of students ’learning methods. The main reason we could not understand was that we neglected to train students’ ability to work independently during the entire teaching process. On the other hand, it is also aimed at correcting past teaching views of the bourgeoisie and making it accessible to students with learning difficulties. Therefore, one-sidedly emphasizing the acceptability of teaching and learning only how to make students more receptive to knowledge,