职工教育教学作为一类社会实践,应该充分满足社会发展提出的各种客观合理要求。但是,每当人们把现实社会的要求作为新一轮教学过程的逻辑起点时,就会惑于教学将要面临的一系列特殊困难。本文试图以职工教育教学发生发展的若干特征为线索,分析产生这一现象的客观原因,并把它放在由教学实践规定的现实和可能的社会范畴中加以考察,从中析出改革的主体思路。 As a kind of social practice, staff education and teaching should fully meet the various objective and reasonable demands put forward by social development. However, whenever people regard the requirements of the real world as the logical starting point for a new round of teaching, they confuse a series of special difficulties that teaching will face. This article attempts to cite some characteristics of the development of the teaching of staff education as clues to analyze the objective reasons for this phenomenon and to put it in the actual and possible social categories stipulated by the teaching practice to examine the main ideas of the reform.