我在「人民教育」七月號發表了「從『紅領巾』的教學談到語文教學改革問题」一文後,陸續接到了各地中等學校語文教师和語文教學研究組寄來的許多信件。他們都結合了同一期「人民教育」發表的「穩步地改進我們的語文教學」的短評,對這篇文章所提出的改進語文教學的意見,進行了熱烈的研究和討論。他們一致重視普希金專家的寶貴指示,願意把它做為今後改進語文教學的指針,同時也提出來不少的問題。有的來信長達一萬餘字,詳盡地叙述了他們討論的經過和存在的問題;有的還把他們在上學期舉行的觀摩教學的教案一併寄來和我們商討;有的報告了自己的教學經驗,徵詢我們的意見……所有這些,說明了各 After I published my article “People’s Education” in July about “Teaching Chinese Language Reform from the Teaching of Red Scarf,” I received many letters from secondary school Chinese teachers and Chinese teaching and research groups. All of them combined their short commentary on “Steadily Improving Our Teaching of Chinese” in the same issue of “People’s Education,” and conducted a heated study and discussion on the suggestions made in this article to improve Chinese teaching. They unanimously attached great importance to the Pushkin experts’ valuable instructions and are willing to use it as a guideline for improving Chinese teaching in the future. At the same time, they also raised many questions. Some letters reached more than 10,000 words in detail, detailing what they discussed and their problems were discussed, and some of them sent us a lesson plan to observe teaching in the last semester. Some reported themselves The teaching experience, consulted our opinion ...... All these, explained each