我們的本科一年級與專修班的普通自然地理課,從一九五二年起採用包洛文金的「普通自然地理」作為主要參考教材。任課同志最初沒有深入鑽研,所以對它的目的性和教材配置的基本精神體會得很不夠。於是有的同志就感覺到它在內容上提出的問題很多,牽涉的面很廣,但敍述得卻不夠深入詳盡,另外有的同志則認為這是先進的蘇聯教科書,無論在內容或教材配置方面都不容考慮,只要原封不動地把它接受過來,就解決了學習蘇聯改革教學的一切問題。因此,在我們的教學工作中曾產生了兩種偏差。具有前一認識的同志,在教學中便主觀地增多、加重講授內容而違背了教學的量力性原則,使同學不能及時消化、鞏固所學的知識,甚至造成忙亂現象。具有後一種認識的同志,在教學中則機械地全部搬用不結合我們的具體情況,不能滿足同學的要求,於是許多同學反映:這樣的學習蘇聯不解決問題。後來我們通過政治、業務學習,認真鑽研教材,才較深入地體會到「普通自然地理」的優點,並在具體運用這本教 Our first-year undergraduate and specialist general physical geography classes have adopted “Normal Geography” as the main textbook since 1972. Class comrades did not initially drill down, so its purpose and the basic configuration of teaching material experience is not enough. So some comrades feel that there are many problems raised in the content, which involve a wide range of issues. However, the commentary is not sufficiently detailed and in the other, some comrades consider it an advanced Soviet textbook. No matter in terms of contents or teaching materials configuration, Can not be considered. As long as it is accepted as it is, all problems concerning the teaching of reform in the Soviet Union have been solved. As a result, there have been two deviations in our teaching. Comrades who have the previous understanding have subjectively increased their teaching, which aggravates the content of instruction and runs counter to the principle of teaching and learning, which has made it impossible for students to digest and consolidate what they have learned and even cause hectic phenomena. The comrades who have the latter understanding can not meet the requirements of their students because all their mechanics are used in their teaching. Many of the students said that such learning of the Soviet Union does not solve the problem. Later, through careful study of teaching materials through political and business studies, we came to understand the merits of “ordinary natural geography” more deeply and used it in concrete ways.