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怎樣理解學校教育工作必須以教學為主?

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(1)教學是實現學校教育目的與任務的基本途徑，在整個教育體系中居于中心地位，發揮核心作用。學校教育工作必須堅持以教學為主。

(2)教學在學校教育中的核心地位是由多種因素決定的。

①以教學為主是學校教育工作的特點決定的，是學校與工、農、商等其他部門的根本區別之所在。

②教學是實現教育目的的基本途徑，它所占時間最多，工作比重最大，教學的計劃性、系統性比其他途徑更強，更能充分地發揮教育作用，促進學生個體的全面發展。

③教學為主是由教學自身的特點決定的。讓學生掌握間接經驗是教學的特色與功能，它可以迅速、有效地將人類積累起來的文明成果轉化為學生個體的智慧，讓學生站在更高的起點上對社會發揮更積極的作用。

④歷史上正反兩方面的經驗表明，要提高教育質量，更好地進行自我教育，學校必須堅持以教學為主。

(3)我們必須正確理解教學在學校教育中的中心地位。以教學為主，說明教學是學校教育主要的中心工作，而不是唯一工作，學校的其他各項工作應圍繞中心工作來組織開展。學校在保證教學的時間、秩序、質量的同時，還應充分利用其他教育途徑，使多種途徑協調發揮育人功能。

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Bernard Bailyn has recentlyreinterpretedthe early historyof the United States by applyingnew socialresearchfindingson theexperiencesofEuropean migrants.Inhisreinterpretation,migrationbecomes the organizingprinciplefor rewritingthe historyofpreindustrial North America. His approach rests on four separate propositions.The firstof these asserts that residentsof early modern England moved regularlyabouttheir countryside; migrating to the New World was simply a natural spillover. Although atfirstthe colonies held littlepositiveattractionfor the English D they would rather havestayed home D by the eighteenth century people increasingly migrated to America becausethey regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to thenotion that used to flourish in America history textbooks, there was never a typical NewWorld community.For example, the economic and demographiccharacterof early New Englandtowns varied considerably.Bailyn's third proposition suggest two general patterns prevailing among the manythousands of migrants:one group came as indenturedservants,another came to acquire land.Surprisingly,Bailyn suggests that those who recruitedindentured servants were the drivingforces of transatlanticmigration.These colonialentrepreneurshelped determine the socialcharacterof people who came to preindustrialNorth America.At first,thousands ofunskilled laborers were recruited; by the 1730's, however, American employers demandedskilled artisans.Finally, Bailyn argues that the colonies were a half-civilized hinterland of theEuropean culture system. He is undoubtedly correct to insist that the colonies were partof an Anglo-American empire. But to divide the empire into English core and colonialperiphery, as Bailyn does, devalues the achievements of colonial culture. It is true, asBailyn claims, that high culture in the colonies never matched that in England. But whatof seventeenth-century New England, where the settlers created effective laws, built adistinguished university, and published books Bailyn might respond that New England wasexceptional. However, the ideas and institutions developed by New England Puritans hadpowerful effects on North American culture.Although Bailyn goes on to apply his approach to some thousands of indenturedservantswho migrated just prior to the revolution, he fails to link their experience with thepolitical development of the United States. Evidence presented in his work suggests howwe might make such a connection. These indentured servants were treated as slaves for theperiod during which they had sold their time to American employers. It is not surprisingthat as soon as they served their time they passed up good wages in the cities and headedwest to ensure theirpersonal independence by acquiringland. Thus, it is in the west thata peculiarly American political culture began, among colonists who were suspicious ofauthority and intensely anti-aristocratic. 1.Which of the followingstatements about migrants to colonialNorth America is supportedby information in the text [A] A larger percentage of migrants to colonial North America came as indenturedservants than as free agents interested in acquiring land. [B] Migrants who came to the colonies as indentured servants were more successful atmaking a livelihood than were farmers and artisans. [C] Migrants to colonialNorth America were more successfulat acquiringtheir own landduring the eighteenth century than during the seventeenth century. [D] By the 1730's,migrants already skilled in a trade were in more demand by Americanemployers than were unskilled laborers. 2.The author of the text states that Bailyn failed to [A] Give sufficient emphasis to the cultural and political interdependence of thecolonies and England. [B] Describe carefully how migrants of different ethnic backgrounds preserved theirculture in the United States. [C] Take advantage of social research on the experiences of colonists who migrated tocolonial North America specifically to acquire land. [D] Relate the experience of the migrants to the politicalvalues that eventuallyshapedthe character of the United States. 3.Which of the following best summarizes the author's evaluation of Bailyn's fourthproposition [A] It is totally implausible. [B] It is partially acceptable. [C] It is highly admirable. [D] It is controversial though persuasive. 4.According to the text,Bailyn and the author agree on which of the followingstatementsabout the culture of colonial New England [A] High culture in New England never equaled the high culture of England. [B] The culturalachievements of colonialNew England have generallybeen unrecognizedby historians. [C] The colonistsimitatedthe high cultureof England ， and did not develop a culturethat was uniquely their own. [D] The southern colonies were greatly influenced by the high culture of New England. 5.The author of the text would be most likely to agree with which of the followingstatements about Bailyn's work [A] Bailyn underestimates the effects of Puritan thought on North American culture. [B] Bailyn overemphasizes the economic dependence of the colonies on Great Britain. [C] Bailyn'sdescriptionof thecoloniesas part of an Anglo-American empireis misleading and incorrect. [D] Bailyn failedto test his propositionson a specificgroup of migrants to colonialNorth America.
試題分類： 專業英語八級
練習次數：1次
試題分類： 資料員
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