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我們上海中学生物教研組比較有目的、有計劃地進行教学研究活動,是从1951年開始的。在1953年以前,我們虽然也初步地学習过教学大綱,交流过对新教科書的体会,並開始建立了生物園地,教学工作也有一定的改進,但由於当時对於改進教学究应从何入手尚無明確認識,鑽研教材、改進教学,还处於自發、分散的狀态。1953年,学校工作的中心轉向了教学,各教研組都加强了教学研究活動,並明確了改進教学必須从鑽研教材入手,鑽研教材又必須以教学大綱为指導。从此,学習大綱、鑽研教材,以改革教学内容为主來改進教学,就成了我們教研組工作的指導思想。1954年,在过去的工作基礎上,我們開始了对教学大綱(草案)的全面学習,並选擇了有代表性的教材進行深入的分析,發掘教材的系統性、科学性和
Our Shanghai High School biology teaching research group more purposeful, systematic teaching and research activities, from 1951 onwards. Before 1953, although we also initially studied the syllabus and exchanged ideas about new textbooks, we started to establish a biological campus and made some improvements in teaching. However, since we did not start with improving teaching at that time, Clear understanding, study materials, improve teaching, still in a spontaneous, decentralized state. In 1953, the center of school work shifted to teaching. All teaching and research groups strengthened their teaching and research activities, and made it clear that improving teaching must start with studying teaching materials. Teaching materials must be guided by syllabus. From then on, it has become the guiding ideology of our teaching and research group to study the outline, to study teaching materials, and to improve teaching through reforming the teaching content. In 1954, on the basis of past work, we began a comprehensive study of the Syllabus (Draft) and selected representative teaching materials for an in-depth analysis to find out the systematic and scientific aspects of the teaching materials.