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我校教師在學習了總路綫及全國中學教育會議文件後,思想水平提高了,不少教師重視了通過課堂教學和課外活動向學生進行勞動教育;有的還能把課内、課外較好地結合起來,因而收到較大的效果。從下面兩個事例可以具體說明: 生物科有三位教師,平時對政治、業務理論學習较積極,所以能根據自然科學為生產實踐服務的基本目的來領會勞動教育的意義,並進一步體會到知識和勞動的正確關係,從而也認識到進行勞動教育必须使課內、課外適當地結合起來。他們教「達爾文主義基礎」時,有目的有計劃地在課堂上講述偉大的自然改造者米丘林的生平與其科學活動,對學生進行生動而有力的熱愛科學,熱愛勞動的教育。在講米丘林學說的基本原理,米丘林學說在國民縱济上的意義及威廉斯的草田輪作制各節時,注意講明科學是怎樣和生產實踐緊密地結合着,而這種先進的學說又是怎樣通過艱苦的勞動創造出來的道理,並結合我們祖國社
After learning the General Line and the National Conference on Secondary Education, the teachers in our school improved their ideological level. Many teachers have attached importance to labor education for students through classroom teaching and extra-curricular activities. Some have also combined the advantages of internal and external curricula Up, and thus received a greater effect. The following two examples can be specified: the biological branch has three teachers, usually on political and business theory to learn more actively, so according to the basic objective of natural science for production practice to understand the significance of labor education, and further understand the knowledge and The correct relationship between labor and thus also recognize that the education of labor must be combined in class and extracurricular properly. When they taught “the foundations of Darwinism,” they purposefully and purposefully told the class about the life and scientific activities of the great nature remolding, Michurin, and vivid and powerful students who love science and their work-loving education. In explaining the basic principles of the theory of Michurin, the significance of the theory of Michurin in the national economy and Williams’s grass field rotation system, pay attention to how science is closely linked with the production practice, and this advanced Doctrine is how to create through arduous work truth, combined with our motherland