一九五八年下期开学后,我们文史教研组制订计划时,即针对“写作教学为什么提不高?”进行讨论。大家认为主要原因是教师的资产阶级教育观点未彻底清除,写作教学严重地脱离当前的政治斗争、生产斗争和学生实际。经过讨论组上的认识统一了,然后征询部分同学的意见,随即拟订革新方案。由于缺乏经验,所以先在五九级三个毕业班试点。首先,由语文教师向同学反复交代革新写作教学的内容、方式、方法、步骤,并提出目的要求。接着根据周扬同志的“文艺战线上的一场大争辩”和中共四川省委发出的“关于搜集民歌、民谣的通知”及有关指导文件的精神,引导同学辩论。通过辩论武装了同学的思想,也破除了同学对写作的神秘观点。另方面,组上制订革新方案时,主动争取党支部和学校行政的领导和支持,了解和预计全期每个阶段的政治运动(包括重大的节日),对全期的写作教学作好安排。 After the commencement of the next term in 1958, our teaching and research team at the Department of History, Culture and History made a discussion about why “writing teaching is not high”. We think that the main reason is that teachers’ views on bourgeois education have not been completely eradicated. Writing teaching has been severely separated from the current political struggle, the struggle for production and the actual situation of students. After the discussion group on the unity of understanding, and then consult the views of some students, then develop a reform program. Due to a lack of experience, I first piloted at three or nine graduating classes. First of all, the Chinese teachers repeatedly explain to the students the content, methods, methods, steps of reforming writing teaching and put forward the requirements of their goals. Then, according to Comrade Zhou Yang’s “A Great Argument on the Literary and Art Front” and the “Notice on Collecting Folk Songs and Folk Songs” issued by the Sichuan Provincial Party Committee and the spirit of the relevant guiding documents, students were encouraged to debate. Arming the students ’thoughts through debates also broke the students’ mystical views on writing. On the other hand, when formulating plans for reform, the group proactively strives for the leadership and support of Party branches and school administrations, understands and forecasts the political movements (including major festivals) at each stage of the whole period and makes arrangements for the teaching of writing throughout the term.