江苏教育(小学版)1992年第5期发表过一组(三篇)文章,介绍常师附小从减轻学生过重的课业负担入手,加强德育工作,加强活动课程,改革并优化学科课程的具体做法,反映了他们从应试教育转向素质教育,促使学生生动活泼主动发展的工作思路和实践经验。本期发表的三篇文章是第二组,分别介绍了他们加强教师队伍建设、严格常规管理、优化育人环境的具体实践。我们向读者推荐这些文章,尤其是第一篇。大家都明白:稳定教师是提高教师的前提,它们又是全面提高学生素质的首要条件。正是在这个关键问题上,常师附小的领导也遇到了困难,有过苦恼和困惑,但他们敢于正视矛盾。他们思想解放,勤于思考;他们坚持改革,勇于探索。这些不都值得我们学习吗?! 我们介绍他们的具体做法,决不是因为他们的这些做法可以到处套用。常师附小是地处苏南经济较发达地区的一所实验小学,有她特定的环境和条件。但是常师附小始终从本校本地实际出发,发挥自己的优势,长于调动校内和社会各方面的积极性,善于转化不利因素,不正体现了实事求是、一切从实际出发的思想路线吗?! 我们登载的每篇文章反映的都只是常师附小的一个侧面。即使这样也并不完全。文章中说到的事情都很具体,甚至是琐碎的“小事”,但是读者不难发现常师附小的每项工作,每个具体措? Jiangsu Education (Primary Edition) No.5, 1992, published a series of articles describing the burden of reducing the students' heavy classwork, starting with the work of moral education, strengthening the activity curriculum, and reforming and optimizing the subject curriculum Practice, reflecting their shift from exam-oriented education to quality-oriented education, to promote students active development of lively ideas and practical experience. The three articles published in this issue are the second group, which respectively introduce their concrete practice of strengthening the construction of teachers, strictly managing them routinely and optimizing the environment for educating people. We recommend these articles to readers, especially the first one. We all understand that: to stabilize teachers is to improve teachers' preconditions, and they are also the primary conditions for improving the overall quality of students. It is on this crucial issue that ordinary leaders attached to small leaders also encountered difficulties, distressed and confused, but they dare to face up to conflicts. They are emancipating their minds and thinking hard. They insist on reform and are brave enough to explore. These are not all worth learning ?! We introduce their specific practices, not because of these practices can be applied everywhere. Normal teacher attached to small is located in southern Jiangsu economically developed areas of an experimental primary school, her specific environment and conditions. However, often attached to a small teacher always from the school's local reality, to play their own advantages, longer than in the mobilization of the school and all sectors of society enthusiasm, good at transforming the unfavorable factors, does not embody the realism, everything from the actual ideological line ?! Articles reflect only the commoner with a small side. Even this is not complete. Everything mentioned in the article is very specific, even trivial “trivial matter”, but the reader is not difficult to find every job, every specific measure?