一年來我每次給職工同學上課,老不如給日校孩子們上課,心中坦然。同學們的流動性,時常又使我懷疑:‘是不是教學上有問题?是不是對他們沒有帮助?’爲此,經常征求同學們的意見,或作短時間的談話,雖然由他們口裡可以知道一些,但沒有具體不滿意的地方,所以使我非常不放心。後來我便研究怎樣才能更滿足學員的要求,我試探着用這樣的方法:在備課時,我時常這樣想:‘這篇作品的內容可能針對着那一部份同學,應着重那一方面,怎樣才能更好的抓住同學們的心理,經驗與需要’。因爲我對全班同學的工作大概都知道一些,所以在講的時候盡量結合其中一部份同學的思想。例如講我們是這樣走來的一文,在學員中有的是人民解放軍,親身打過游擊。在槍林彈雨中,流過血,殺過敵人,所以他的經過,恰恰與作品中的思想感情融會在一起,經過這些學員的啟示和詳細的解釋,就會引起全 In the past year, when I gave class to classmates, I would rather give the children in the school a lesson. The mobility of classmates has often led me to doubt: ’Is there a problem in teaching? Is it not helpful to them?’ To this end, I often seek the views of my classmates or make short conversations, although it is up to them. I can know some, but there is no specific dissatisfaction, so I do not trust. Later I studied how to better meet the requirements of the students. I tried to use this method: When preparing lessons, I often think like this: ’The content of this work may be directed against that part of the students, should focus on that aspect, In order to better grasp the students’ psychological, experience and needs’. Because I know all about the work of the whole class, I try to combine the ideas of some of my classmates when I speak. For example, we talked about a case in which we walked in. Some of the trainees were People’s Liberation Army and had made guerrillas in person. In the hail of bullets, blood flowed and the enemy was killed. Therefore, his passing was precisely combined with the thoughts and feelings in the works. After the enlightenment and detailed explanation of these students, it would cause