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到四月上旬为止,我市各中学参加生产、服务部門进行勤工儉学活动的学生,已經达到33,409人,占中学生总数的77.9％。在这一活动中,各中学都陆续地和工厂、手工业合作社訂立了长期劳动合同,有的是組織学生去厂、社参加生产劳动,也有的在校內开辟車間,为厂、社加工訂貨。现在着重談一下各个学校和工厂、合作社訂立合同中間啞到的一些問题和我們是怎样解决的。自从提出勤工儉学后,大部分工厂、农业社都是积极支持的。但也有一部分单位单純从“成本核算”上考虑,认为“学生每天要学习,哪能好好进行劳动”。怕学生年龄小,干不了或干不好,怕学生不服从領导,怕保証不了产品貭量,影响生产計划。为了克服这些思想障碍,我們进行了以下几項工作:①开展社会宣傳。通过报紙、电台宣傳勤工儉学的政治意义,使各界人士明确勤工儉学是貫彻新的教育方針的重大措施,同时报道了支持学
By early April, 33,409 students, or 77.9% of the total number of secondary students, have participated in the work-study program in all secondary schools in our city. In this activity, all secondary schools have successively set up long-term labor contracts with factories and handicrafts cooperatives. Some organize students to go to factories and communities to participate in productive labor, while others open workshops in schools and order factories and agencies. Now I will focus on some of the problems that schools and factories, cooperatives make in the middle of contracts and how we deal with them. Since the introduction of work-study program, most factories and agricultural cooperatives have actively supported it. However, some units simply consider “costing” and think that “students should study day by day and how can they carry out their work well.” Fear of students age, can not do or not dry, afraid of students do not obey the leadership, afraid to guarantee the product quantity, affect the production plan. In order to overcome these ideological obstacles, we conducted the following tasks: ①Promoting social media. Through newspapers and radio stations to promote the political significance of work-study programs, making work-study programs clear for all people in the community is a major measure to implement the new education policy. At the same time,