上學期,我們在貫徹學校工作計劃的過程中,感覺到有以下四個問题,須提出來加以研究。第一,貫徹全面觀點,克服急躁情緒。上學期教師在學習市委决定後,都是情緒飽滿地迎接新的學年。在「授課計劃綱要」(下稱綱要)、「參考資料」到手後,都積極鑽研教材,埋頭備課,一致要求提高教學效果。但是不久,我們就發現在教師辛勤工作的新氣象裏,潛伏着急躁情緒。教師在工作裹體現的不是全面發展的方針,而是簡單地用考試分數作為衡量學生的指標,要求學生把課本內容死記住,作為提高教育質量的具體表现,這樣在教學中就出現了如下的現象: (甲)在課堂教學中,教師不是把教材深入淺出地傳授給學生,而是把教材硬塞給學生。最突出的是語文課中的詞彙教學,教師備課時間大都用來搬字典,在教案上逐條地寫詞彙定義,講課時就把詞彙的定義孤立地機械地搬給學生。例如離開課文把「從容」解釋做「經費不充足,還有些困難」,「地位」解釋做「官職」,學生若用這樣的定義解釋「從容就義」和「國際地位」是要鬧笑話的。甚至於有的詞彙,教師也摳不出定義來,解釋「緣故」是「因為什麼事」,「原因」是「推究什麼事」已是很牽强,而「怪不得」「越來越」教師也實在下不了定義。其他課程也都是如此,教師在鑽研教材時不是考慮如何貫徹總的學科目的和這一課的目的任務,而是要求學生把書上有的材料統統記住。因為教師最大的顧慮是怕學生在考試時答不出。有一次歷史課的觀摩教學,講各族人民反清起義裏的白連教起義、天理教起義、維吾爾族起義,教師就會把課本上的每一個人名、每一個年代都一無遺漏地作了講述。教師備課不是發揮自己的創造性和積極性,研究如何更好地組織教材,只是按照「綱要」分配材料,填註解釋。 During the last semester, we felt that we had the following four problems in carrying out the school work plan and that we should propose it for study. First, implement a comprehensive view and overcome the impatience. Last semester teachers studying the municipal decision, are emotionally filled with the new school year. After the “Teaching Plan” (hereinafter referred to as the “Outline”) and the “Reference Materials” are available, all teachers and students actively study the teaching materials and prepare for classes in unison, all of which require the improvement of teaching effectiveness. But soon, we found that in the new atmosphere of hard work of teachers, lurking impatience. Teachers in the work package is not embodied in the principle of all-round development, but simply to test scores as a measure of student indicators, require students to textbook content to remember, as a concrete manifestation of improving the quality of education, so in teaching appeared as follows Phenomenon: (a) In the classroom teaching, the teacher does not pass on the teaching materials in simple terms to the students, but the teaching materials to the students. The most prominent is the vocabulary teaching in Chinese class. Teachers mostly use time to prepare dictionaries and write vocabulary definitions one by one in lesson plans. When lecturing, the definition of vocabulary is mechanically and mechanically transferred to students. For example, leaving the text to interpret “calmness” as “inadequate funding and some difficulties” and “status” as an “official position”. Students should interpret “calm justification” and “international status” in such a definition as a joke . Even in some words, teachers can not find a definition to explain why “reason” is “because of something” and “reason” is “what is being deduced” is very far-fetched and “weird” and “more and more” teachers Can not really under the definition. The same is true for other classes. Instead of thinking about how to carry out the general purpose of the subject and the purpose and purpose of the lesson, teachers are asked to write down all the material in the book. Because the biggest concern of teachers is afraid of students can not answer the exam. There is a history lesson to observe and teach, speaking about the anti-Qing uprising of the people of all ethnic groups in the White Union uprising, the Tianjiao uprising, the Uyghur uprising, teachers will textbook each name, every age made a complete account of. Teacher preparation is not to play their creativity and enthusiasm, to study how to better organize teaching materials, but according to the “outline” to allocate materials, fill in explanations.