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众所周知,考试成绩虽不能完全标志出教学质量,但作为一种量化指标,又确实是我们衡量教学效果切实可行的依据。1992年我校(农村中学)3个理科教学班136人,物理高考人均成绩为83.6分,及格率98.5％,最高分为满分。就我所教授的班级来说及格率为100％,90分以上的29.1％。三年中省级以上物理、力学竞赛的获奖者有9人。与1990、1991年度相比情况基本相同。我们能取得这样的成绩,其中重要原因就是我们大胆进行了教学改革:实施“层次教学”,让学生走出题海,活跃第二课堂,做到活化物理知识。
As we all know, although the test scores do not fully indicate the quality of teaching, as a quantitative indicator, it is indeed a practical basis for us to measure the teaching effect. In 1992, there were 136 science classes in our school (rural middle school). The average score of physical examination was 83.6, and the pass rate was 98.5%. The pass rate is 100% for the classes I teach, and 29.1% for the scores above 90. There were 9 winners in the three-year physics and mechanics competition above the provincial level. Compared with 1990 and 1991, the situation is basically the same. We can achieve this kind of achievement. One of the important reasons is that we have boldly carried out teaching reforms: the implementation of “level teaching” to allow students to get out of the sea of questions, to activate the second classroom, and to activate physical knowledge.