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从同志們的討論文章中,啓發我想到很多問題。想的結果,觉得用“全面發展、因材施教”的方針,比用“个性全面發展”的方針,更明确,更容易理解。現在談談我的看法。一、从“个性”的涵义談到“因材施教”“个性”既然像朱智賢和陈选善兩位同志說的那样:“既包括共性,也包括个性,它是共性与个性之辯証的统一。”那么,單独說个性或共性將如何措詞?在“全面發展“中,个性的差异性占多大比重?个性的共同性又占多大比重,如果不把这几个問題弄清楚,就难怪在貫徹执行中要發生偏差。事实上某些教师已經把“个性全面發展”当做消灭个性發展共性来貫徹执行了。例如,上海南洋模范中学的优秀学生韓友范要想考大学,学校不同意,一定要他参加生产,韓
From comrades’ discussion articles, I am inspired to think of many problems. Think of the result, that “with all-round development, teaching students according to their aptitude” approach, than with “individual all-round development” approach, more clearly and more easily understood. Now talk about my opinion. First, from the meaning of “personality” to “teaching students according to their aptitude,” “personality” Since Zhu Zhixian and Chen Xuan-shan, as two comrades said, “both commonalities and individualities are included, which is the unity of the dialectical commonness and individuality.” , What is the difference between individuality and commonness in terms of individuality or commonality? In the “all-round development,” what is the difference in individuality? What proportion of individuality account for each other? It is no wonder that if these problems are not clearly understood, Deviations in the implementation. In fact, some teachers have implemented “personality development in an all-round way” as the commonality of personality development. For example, Han Youfan, a good student at Shanghai Nanyang Model High School, wants to go to university and does not agree with the school.