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1990年5月,国家教委基础教育司召开“愉快教育”经验研讨会,上海一师附小、北京一师附小等7所学校开展“愉快教育”的经验,在与会者乃至广大小学教师中引起强烈反响。一年多来,围绕“愉快教育”这一专题,许多地方深入开展了教育思想的研讨和教育改革的实践,一批学校从单纯抓减轻学生课业负担向实施教育整体改革的方向发展。正确理解“愉快教育”的实质及内涵对于“愉快教育”这一提法,人们最初的看法不尽一致。有人认为,实施“愉快教育”是办学指导思想上的突破,是小学教育在培养途径上的一种创新,它为克服当前小学教育工作中的弊端,深化小学教育
In May 1990, the Basic Education Department of the State Education Commission held a seminar on “Happy Education”. The experience of “happy education” was carried out in seven schools, including First Class in Shanghai and First Class in Beijing. This led to great enthusiasm among participants and even among primary school teachers repercussions. In the past year or so, focusing on the topic of “Happy Education,” many places have conducted in-depth discussions on educational thinking and the practice of education reform. A number of schools have developed from simply reducing the workload of students in carrying out the overall education reform. A Correct Understanding of the Essence and Connotation of “Happy Education” The original view of “happy education” is not consistent. Some people think that the implementation of “happy education” is a breakthrough in the guiding ideology of running a school and an innovation in the cultivation of primary education. In order to overcome the shortcomings in current primary education and deepen primary education