自全國中學教育會議提出了學校進行政治思想教育的任務,並指出「目前應特別着重加强愛國主義教育、勞動教育和自覺紀律教育」以後,我們廣大教師都普遍注意了這一問題。這裏談談我們在語文教學中進行勞動教育的體會。 (1)向學生進行勞動教育是一件經常的、細緻的工作,而教師明確勞動教育的目的和任務,端正社會主義的勞動態度,又是正確地、全面地進行勞動教育的關鍵。 過去由於我們對勞動教育的目的和任務的認識不够明確,又缺乏系統的學習,因而在這一工作中,存在着很多問題:有的教師把勞動教育常作一個臨時的突擊任務。認為只有對畢業班的學生才應當加强勞動教育,而對非畢業班的學生則是無關緊要的事。有的教師對當前中學教育所担负的雙重任務認識不足;常常片面進行勞動教育。如在動員學生從事工農業生產時就忽視升學教育,甚至不敢提升學教育,但對某些優秀的學生一旦從事工農業生產時則又覺得有些可惜。在日常教學工作中,不是片面的强調體力勞動,就是片面强調了腦力勞動。有的教師沒有把勞動教育看作是共產主義教育的重要的有機組成部分之一,因而把勞動教育和愛國主義教育、集體主義教育,自覺紀律教育對立起來,認為某些教材不能進行勞動教育。例如有的教師過去在講「保爾·柯察金」一課時,只講到了保爾的大公無私和茨維泰耶夫的個人第一,而沒有能够通過這篇教材進行勞動教育。甚至也有教師只要教材中沒有「勞動」字樣,就認為無法進行勞動教育。有的教師只注意了大的地方,却忽視了細小的地方。如對學生寫作中,書寫潦草的现象,沒有把它當作一個勞動態度的問題來看待;對學生破壤公物的行為,沒有把它當做一個愛護勞動果實的問題來進行教育;對某些畢生隨便請假的現象,也沒有當做一個勞動紀律的問題來指出。有的教師在思想深處,還有輕視體力勞動的傾向,因而在進行勞動教育時往往模模糊糊,缺乏說服力。如某教師在學校裏對學生指出從事工農業生產的意義, Since the National Conference on Secondary Education proposed the task of political and ideological education in schools and pointed out that “we should pay special attention to patriotism, labor education and self-discipline education” at present. This problem has been generally noticed by most of our teachers. Here to talk about our education in Chinese teaching experience. (1) Labor education for students is a regular and meticulous work. Teachers clearly define the purpose and tasks of labor education and rectify socialist labor attitudes. They are also the key to carrying out labor education correctly and comprehensively. In the past, due to our lack of clear understanding of the purpose and tasks of labor education and lack of systematic study, many problems existed in this work. Some teachers often used labor education as a temporary surprise task. They think that education of labor should be strengthened only for graduating students and non-graduating students. Some teachers do not have enough understanding of the dual tasks of current secondary education; one-sided labor education is often carried out. If students are neglected in their work of agricultural and industrial production to mobilize students to enhance their education, they will not even be able to improve their education. However, some outstanding students find it a pity once they are engaged in industrial and agricultural production. In daily teaching, not one-sided emphasis on manual labor, that is, one-sided emphasis on mental work. Some teachers do not regard labor education as one of the important organic components of communist education. Therefore, they opposed labor education and patriotism education, collectivism education and conscious discipline education, and considered that some teaching materials could not carry out labor education. For example, some teachers used to talk about “Paul Cochagin” only talked about Paul’s selflessness and Zivietjev’s personal first class, but failed to carry out labor education through this textbook. There are even teachers who think that they can not carry out labor education as long as there is no “labor” in the textbooks. Some teachers only pay attention to the big place, but ignore the small place. Such as students writing, the phenomenon of illegible writing, did not treat it as a matter of working attitude; behavior of students broken down public property, did not treat it as a matter of love for the fruits of labor education; for some life The phenomenon of casual leave is also not pointed out as a matter of labor discipline. Some teachers, in their own minds, also tend to underestimate the manual labor. Therefore, they often vague and lack persuasion in carrying out labor education. Such as a teacher in school pointed out to students the meaning of industrial and agricultural production,