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教学过程是学生在教师指导下认识前人在实践中已經証实的真理的过程,也是学生认识客观世界的过程,当然,这一过程和人们在实践中直接认识世界有所不同,认识的是前人已經认識的真理,而且这一认识过程是在教师指导下进行的。虽然学生接收的大多数是間接经验,但对于学生来說仍是对客观世界的认识过程,所以在教学中如何掌握认识过程的規律就是一个极为重要的问题。在教学实践中我們深深体会,毛泽东同志在“实践论”中所揭示的认识过程中“从感性认识到理性认识的飞跃”和“从理性认识到革命实践的飞跃”是教学原则的理論根据,教师在教学中的責任就是如何促进认识过程中这两个飞跃的完成。在这里想談談我們在北京景山学校新教材試驗过程中,学习用“实践论”的思想指导教学的初步体会。
The teaching process is a process in which students understand the truths that have been proved by their predecessors in practice under the guidance of teachers. It is also a process in which students understand the objective world. Of course, this process is different from people’s direct understanding of the world in practice. The understanding is that The truth that the predecessors have already known, and this process of understanding is carried out under the guidance of the teacher. Although most of the students receive indirect experience, it is still a process of understanding the objective world for students. Therefore, how to master the rules of the cognitive process in teaching is an extremely important issue. In teaching practice, we deeply understood that Comrade Mao Zedong’s “From Sensibility to Rational Leap” and “From Rational Cognition to Leap of Revolutionary Practice” in the Process of Cognition Revealed in “The Theory of Practice” are the theoretical basis of teaching principles. The responsibility of teachers in teaching is how to promote the completion of these two leaps in the process of understanding. Here I would like to talk about the preliminary experience of teaching in the process of experimenting with new teaching materials for Jingshan School in Beijing.