尽管我在上篇文章结尾作了解释,但还有一些老师会提出这样的质疑:“且不说理顺学校教育层面上的那些关系有多难,即使按你所讲的思路去做,就能抑制厌学病蔓延了吗?现实中‘理实一体化’做得很不错的学校也不少,可这些学校的校长和教师,不也同样为学生厌学问题而叫苦不迭吗?”说实话,如果大家在看过上期文章后都有这个想法,那就对了。因为我在上文中着重谈到的,如“减少文化课的数量”“降低专业课的难度”等对策,虽然是激发孩子学习兴趣的上策,但它所起到的作用,实质上与当下流行的“玩 Although I explained at the end of the last article, there are still some other teachers who ask this question: ”Not to mention how difficult it is to straighten out the relationships at school education. Even if you do what you say, Can we prevent the spread of weary school disease? In fact, there are quite a few schools that have done a very good job of integrating the “reality with one another,” but can principals and teachers in these schools also complain of the students being displeased with school? “To be honest, if everyone had this idea after reading the last issue, that’s right. As I mentioned above, such measures as ”reducing the number of cultural classes“ and ”reducing the difficulty of specialized courses“ are the best ways to stimulate children’s interest in learning. However, their role is essentially that of Popular with the current ”play