我組有教师13人,其中青年教师3人,均系数学系毕业,他們的业务理論水平虽較高,但經驗不足,对高中教材也不熟悉。其余10人,都系由初中提升(有2人本期才調来我校),教龄較长,經驗較丰富,但业务理論水平不甚高。其中仅高中毕业水平的占5人,轉行的1人,其余4人也只大学肄业一年或一学期。显然,这样的师资水平,远远不能滿足我校(全部高中)数学教学改革的需要。在教学改革运动开展以前,領导上虽曾再三号召大家进修业务,可是,积极响应、长期坚持者无一人。1956年到1957年,有些教师也曾进修业务,但由于对业务进修的目的不明确,因而迷失方向,好高騖远,脫离教学,脫离实际,使当时的进修,不只无补于教育貭量的提高,反而有碍于工作的开展。在1957年通过整风反右斗爭,大家提高了认识,批判了这种的錯誤思想。可是在教师們的思想中,又产生了另一种錯觉,认 There are 13 teachers in my group, including 3 young teachers, who have graduated from the Department of Coefficients. Although their theoretical level of business is high, they lack experience and are not familiar with high school textbooks. The remaining 10 students are all promoted from junior high school (two of them are transferred to our school this time). They have a long teaching experience and rich experience, but their theoretical level of business is not very high. Among them, only 5 were high school graduates and 1 was transferred. The remaining 4 were only university graduates for one year or one semester. Obviously, the level of such teachers is far from meeting the needs of mathematics teaching reform in our school (all high schools). Before the teaching reform movement was conducted, although the leaders repeatedly called on everyone for further studies, no one responded actively. From 1956 to 1957, some teachers had also studied in the business. However, because of the unclear purpose of the business training, they lost their orientation and were far away from the realities. This made the training at the time not only unsatisfactory. The increase in the quantity has, on the contrary, hindered the development of the work. In 1957, through the rectification of the struggle against the right, everyone raised their awareness and criticized this misconception. However, in the teachers’ minds, another illusion was born.