在教育科學中,提出運用巴甫洛夫關於高級神經活動學說的時候,首先必須解決從何處運用、怎樣運用這樣的問題。我們有一個師範專科學校的教育學教學大綱,它的作者是奧戈羅德尼科夫教授。這個大綱有兩個嚴重的缺點:第一,大綱缺乏在教育學中運用巴甫洛夫關於高級神經活動學說的完備性與系統性;第二,作者對待天才生理學家的偉大學說的態度是不嚴肅的。 應該指出:將巴甫洛夫學說中一些對於教育和教學實踐有頭等意義的原理,包括到教育學教學大綱中去用以豐富內容,是比較合適的。在教育學中運用巴甫洛夫關於高級神經活動學說的出發點必須是他所說的:所有我們的教育和教學不是別的什 In education science, when it comes to using Pavlov’s doctrine of advanced neural activity, we must first solve the problem of where to apply and how to apply it. We have a pedagogic syllabus at a teacher-training college, which is authored by Professor Ogorodnikov. There are two serious shortcomings of this outline: first, the outline lacks the completeness and systematicness of Pavlov’s doctrine of advanced neural activity in pedagogy; and second, the author’s attitude toward the great doctrine of genius physiologists is Not serious. It should be pointed out that it would be more appropriate to include some of the principles of Pavlov’s theory of pedagogical and pedagogical significance, including the pedagogy syllabus, to enrich the content. The starting point for using Pavlov’s doctrine of advanced neural activity in pedagogy must be what he says: All our education and teaching is nothing else