我校在1955年春,創办了一个拥有三十亩土地的小型实验农場,其中有三分之二是水田。开辟了苗圃,种植了果树、蔬菜、粮食作物。另外,还飼养了耕牛、猪、奥洲黑鸡、北京鴨、安哥拉兔等动物。創办农場后,生物課的教学逐步走上了理論联系实际的阶段。生物教研組成为农場的技术指导站,农場的生产計划与生物教研組的教学計划密切結合。教研組按照課文的次序和年级学生的劳动技能,有計划地安排各年級农場劳动的任务,由淺到深地分配蔬菜栽培、动物飼养、粮食作物丰产試驗、改良品种(选种、杂交、嫁接)等劳动和試驗工作。生物教师把农場作为生物課的活的实驗室,作物成为生物课的活的課文。初中的生物课一般都是排在下午,以便进行生动活潑的“实地教学”,指导学生观察实物。这样学生很容易了解作物的 In the spring of 1955, our school established a small experimental farm with 30 acres of land, of which two-thirds are paddy fields. Opened a nursery, planted fruit trees, vegetables, food crops. In addition, cattle, pigs, Aozhou black chickens, Beijing ducks, Angora rabbits and other animals were also raised. After the establishment of the farm, the teaching of biology courses gradually embarked on the stage of combining theory with practice. Biological teaching and research constitutes a technical guidance station for the farm. The production plan of the farm is closely integrated with the teaching plan of the biology teaching and research group. In accordance with the order of the texts and the labor skills of grade students, the teaching and research team systematically arranges tasks for farms of all grades, from shallow to deep distribution of vegetable cultivation, animal husbandry, high yield test of food crops, improved varieties (selection, hybridization, Grafting) and other labor and test work. Biology teachers use the farm as a living laboratory for biology classes, and crops become a living text for biology classes. The biological classes in junior high schools are usually arranged in the afternoon so as to provide lively “field teaching” and guide students to observe real objects. This makes it easy for students to understand crops