一、基本情况自1960年4月,省委在黑山召开教学改革現場会議,肯定黑山識字教学經驗是一个成功的經驗,并决定在全省逐步推广之后,各市都积极学习和宣傳了黑山識字教学經驗,并选擇条件較好的部分城、鎮小学进行了試点。当时試驗的虽然是看图識字、“同音归类”等識字方法,但教学效果均比分散識字好。 1960年下半年,学制試驗面扩大,由于推广的面过广,步子过急,要求过高,以及多数教师对黑山新提出的基本字带字的識字方法沒有很好掌握,讲讀課本和識字課本不对口徑等原因,識字效果与前学期相比,普遍下降,識字率和写字率仅在50％左右,少部分学校竟在25％左右。这些情况,对推广黑山北关小学識字教学經驗造成了不良的影响;并在教师和学生家长的思想上,一度引起了混乱。根据省委指示,省教育厅在10月召开 First, the basic situation Since April 1960, the provincial party held a teaching reform conference in Montenegro, recognition of Montenegro literacy teaching experience is a successful experience, and decided to gradually promote the province, the cities are actively learning and promotion of Montenegro literacy teaching Experience, and select the better part of the city, the town of primary schools conducted a pilot. At that time, although the test was a kind of literacy method such as pictorial reading and homonymy classification, the teaching effect was better than the decentralized literacy. In the second half of 1960, there was an increase in the number of academic tests due to the wide promotion, excessive pace of implementation, excessive demands, and lack of mastery of most of the teachers' new literacy methods proposed by Montenegro. Speaking of textbooks and literacy Textbooks are not caliber and other reasons, the literacy effect compared with the previous semester generally declined, literacy rate and writing rate was only about 50%, a small part of the school was actually 25%. These conditions have had a negative impact on the promotion of literacy teaching experience at Beiguan Primary School in Montenegro. Confusion was once caused in the minds of teachers and parents of students. According to the instructions of the provincial party committee, the Provincial Department of Education held in October