去年以來,各地贯彻党的教育与生产劳动相結合的教育方針,經历了一般勤工儉学阶段,大办工厂、农场阶段,調整、整頓、提高阶段,在工作实踐中批判了教师的资产阶級教育思想,提高了教师对教育方針的理解和認識,逐步树立起无产阶級教育思想。但是随着教育革命的进一步深入,有些教师对教育方針的理解和認識上又产生一些新的問題。例如,有的强調教学是主要的,生产劳动是“从屬的”“次要的”。有人說:“学校应以教学为中心,生产劳动只能作为一門功課看待”。 Since last year, the education policy of combining education with production has been implemented throughout the country. It has undergone the general work-study program, large-scale factories and farms, adjusted, rectified and raised the stage, and criticized the teachers in their work practices The ideology of bourgeois education has improved teachers’ understanding and understanding of educational principles and gradually established the ideology of proletarian education. However, with the further deepening of the educational revolution, some teachers have some new problems in their understanding and understanding of the education policy. For example, some emphasize that teaching is the primary and productive labor is “subordinate” and “secondary.” Some people say: “The school should be teaching-centered, productive labor can only be treated as a homework.”