幾年來,中學生物教學和共他各科教學一樣,由於在採用新教材的基礎上,學習了蘇聯的先進經驗,由於許多教師的政治思想水平日益提高,發揮了鑽研創造精神,加强了課內外的实驗实習和參觀採集等工作,因而有了很大改進。本刊這期發表的安徽宜城中學、北京女一中和牡丹江師範在這方面的經驗,便是一些顯明的例子。宜城中學自然科学教研组的教師领導学生開闢並利用學校植物園,使学生對一些農作物的栽培和管理工作進行了很好的實習,並積累了一套相當完整的製造標本的經驗。北京女一中的生物教師發揮创造精神,製造了說明條件反射等知識的燈光說明模型,使學生很容易地理解並鞏固了這种知識。牡丹江師范的教師利用當地條件,進行了參觀和採集。這種把书本知識和实際活動密切聯系起來的做法和經驗,是我們在生物教學中克服教條主義、形式主義,提高教学質量,贯徹全面發展教育方針的重要步驟之一。必須肯定,這种做法是完全正確的,應該受到鼓勵,希望各地教師認真地學習這这一經驗。道理很明顯,因為我們要想让學生掌握生物科学的基本知識——認識生物界發生發展的基本规律,離開對生物現象的觀察、實驗,離開改造生物的實践活動,是不可能实现的。可是,由於舊的生物教学的教條主義、形式主義的遺毒,今天还有不少教 In the past few years, secondary school biology teaching, just like teaching in all subjects, has learned the advanced experience of the Soviet Union on the basis of adopting new teaching materials. As many teachers have gradually raised their political and ideological level, Experimental internship and visit collection and other work, which has been greatly improved. This issue published this month in Yicheng, Anhui Province, Beijing Women’s Middle School and Mudanjiang Teachers’ Experience in this area are some obvious examples. Teachers from Yicheng High School Natural Science Teaching and Research Group lead students to open up and utilize the school botanical garden to enable students to have a good internship in the cultivation and management of some crops and have accumulated a rather complete set of experience in manufacturing specimens. The biology teacher in Beijing Girls’ School played a creative role by creating a lighting instructional model that explains conditioned reflexes so that students can easily understand and reinforce this knowledge. Mudanjiang teachers using local conditions, conducted a visit and collection. This practice and experience of closely linking book knowledge with actual activities is one of the important steps we have taken to overcome dogmatism and formalism in biology teaching and to improve the quality of teaching and implement the all-round education policy. It must be affirmed that this approach is absolutely correct and should be encouraged. Hopefully, teachers from all over the world will learn this experience conscientiously. The reason is obvious, because it is impossible for students to master the basic knowledge of biological science - to understand the basic laws governing the development of the biological world, and to leave the practice of observing biological phenomena and experimenting with and leaving to transform living things. However, due to the dogma of the old biological teaching and the legacy of formalism, quite a few teachings today