一、有实践经验,但难以进行理论总结。有些教师,通过多年的实践,积有一定的经验,其中有些经验也有宣传、推广的价值,但是,这些教师由于自身的文化素质的限制,缺少科学研究的能力,始终难以把感性认识上升为理性认识。因此,他们的教改活动不仅一直处于自发的感性的低级阶段,而且还往往容易“坐井观天”成为“狭隘经验主义者”以致于固步自封。二、有理论知识,但很少进行实践活动。 First, there are practical experiences, but it is difficult to summarize the theory. Some teachers, through years of practice, accumulate certain experience, and some of them have the value of publicity and promotion. However, due to the limitation of their own cultural qualities and the lack of scientific research ability, these teachers have always been unable to increase their perceptual knowledge to rationality. understanding. Therefore, their educational reform activities have not only been at a low level of spontaneous sentimentality, but they have also often been able to “see and see the sky” and become “narrow-empiricists” so that they are restrained. Second, there is theoretical knowledge, but very few practical activities.