我曾在本省某地抽样调查过400名(城乡各200名)教师对于现代教育理论、方法的了解情况,结果从中发现:农村竟有60%、城市有40%的教师不了解“启发式”和“发现法”教学的实质,有近50%的农村教师和30%的城市教师,对了解儿童心理重要性这一问题认识模糊,片面.更有甚者,竟有20%的教师还不知凯洛夫、赞科夫为何许人.至于近年来马芯兰老师的典型教改实验以及目前正在全国展开的“注音识字、提前读写”的实验,在农村教师中知晓者更是廖廖无几.城市也只是少部分教师略有所闻.目前不少中小学(尤其是农村)仍存在着“注入式”、超量的作业、频 I had sampled a sample of 400 (200 urban and rural) teachers in a certain province of the province to understand modern educational theory and methods. The results revealed that 60% of the rural residents and 40% of urban teachers do not understand “heuristics. The nature of ”and “discovery ” teaching, nearly 50% of rural teachers and 30% of urban teachers, understanding of children’s psychological importance of this issue is vague, one-sided. What is more, there is actually 20% The teachers still don’t know why Kalev and Zankov are probable. As for the typical reform experiments of Ma Xinlan’s teachers in recent years, and the “phonetic literacy and early reading/reading” experiments that are currently being carried out throughout the country, those who know more about rural teachers It is a matter of fact that only a small number of teachers have heard of it. At present, many primary and secondary schools (especially rural areas) still have “injection type”, excessive operations, and frequency.