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我校是在农村中的一个四学级的完全小学,有学生一七五人。学级编制是低级单式,中高级复式。一九五二年上学期,我校学生的纪律搞得很坏。下学期初,在拟订学校工作计划时,就曾把纪律教育列为工作重点之一,并试行“学生守则”。可是现在检查起来,除开学初期,在这方面做得略有成效外,以后就形成放任自流,学生守则成为具文,仍旧回复到原来的无纪律状态,特别是低级,几乎到了无法授课的境地。我们检查这些坏现象的所以形成,觉得有以下几点: 一、开学初期,我们学习了苏南教育第十期上北京育才小学“怎样进行纪律教育”一文以后,根据本校情况,决定也在各班级中订立学生守则。但由于对这一工作的认识不足,存在着严重的任务观点,因此,有的班就大部照抄育才小学的学生守
Our school is a four-grade full elementary school in rural areas and has 175 students. The school-level preparation is a low-level single-mode, medium-high duplex. In the last semester of 1952, the discipline of our students was very bad. At the beginning of the next semester, when formulating the school work plan, disciplinary education was listed as one of the work priorities and a “code for students” was tried out. However, after checking it now, apart from the initial stage of the school year, it has done a bit of success in this area. Afterwards, it has developed a laissez-faire attitude. The student code has become a document, and it still reverts to the original state of indiscipline, especially in the low grade, and it is almost impossible to teach. . When we examined the formation of these bad phenomena, we felt the following points: First, at the beginning of the school year, after learning the article “How to Conduct Discipline Education” in the Yucai Primary School in Beijing during the tenth period of the education in the southern part of Jiangsu, according to the school’s situation, we decided to A student code was established in the class. However, due to the lack of understanding of this work, there are serious tasks and opinions. Therefore, some of the classes have taken most of the students’ guardianship at Yucai Primary School.