通過了一九五二年暑期思想改造後,同仁在認識上提高了一大步,發揮了工作上的積極性,初步克服了以前在教學上存在的缺點,獲得了一些成績。現在把本學年開學來的教學情況,小結如下: (一)在以往教學過程中存在的幾個問題 首先我們要特別提出來的,是由於各教師所受的是資本主義教育,所教的是理論與實際脫節的課本,像以往本校所採用的課本,大部分是老課本,如範氏大代數,三S立體幾何,葛氏平面三角……等。在這些課本中,缺乏系統化的組織,欠簡明,重複的內容又很多,因此教者當然也是照本宣揚,自己不能搞通「數學理論與實際聯系」的問題。表現在備課時,或在講解中,認為非這樣抽象不可,也不設法增加與實 After the summer of ideological reforms in the summer of 1952, colleagues have made a big step forward in their understanding and exerted their enthusiasm for work. They have initially overcome the shortcomings that existed in teaching and gained some achievements. The following is a brief summary of the current teaching situation in this school year: (1) Several problems that existed in the past teaching process. First of all, what we must specifically propose is that the teachers are subject to capitalist education. What they teach is The theoretically and practically disjointed textbooks, like the textbooks used in the past, are mostly old textbooks, such as Vaughan’s Large Algebra, Three-S Solid Geometry, Ge’s Plane Triangle, etc. In these textbooks, the lack of a systematic organization is not concise, and there are many repetitions. Therefore, the instructor is of course propaganda, and he cannot engage in “mathematical theory and practical contact.” In the preparation of lessons, or in the course of explanation, it is considered that such abstractions are not necessary, nor are they managed to increase and actualize