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讀了《人民教育》1962年9月号上《楊宝琴談排課表》的文章以后,想起了另外一个重要的問題,即如何安排教师所担任的課程。我是一个語文教师,我只能就中学語文教师的情况談談自己的看法。中学安排語文教师所担任的課程,不外三种情况:第一,教师連續二次或二次以上担任同一个年級的功課(我們习慣名之为“踏步”);第二,是从一年級跟到二年級停下来踏步,或回头从一年級跟起;第三,从一年级一直跟到三年級(我們习慣名之为“跟班”)。 1958年以来,我們这里一些中学安排語文教师所担任的課程,以上述第一和第二种情况最为常見,极少有从一年級一直跟到三
After reading the article entitled “People’s Education” on the September 1962 issue of “Yang Baolin’s Talk of Timetable,” I came to mind of another important question: how to arrange the courses for teachers. I am a language teacher, and I can only talk about my views on the situation of secondary school language teachers. In secondary schools, there are only three situations in which Chinese teachers are assigned to courses: first, teachers take homework of the same grade for two or more times in a row (as we used to refer to as “stepping stones”); secondly, Grade to grade two stop, step back, or go back to the first grade; third, from the first grade to the third grade (which we used to be “followers”). Since 1958, some middle schools in our country have arranged courses for Chinese teachers. The first and second cases above are the most common. Few from the first grade to the third