自从陆定一同志在人大二次会議上提出“敎学必須改革”的号召以后,北京景山学校积极响应这一号召,进行了敎学改革試驗。一年多来,試驗的情况是良好的,学生学习內容比过去多了,程度也比原来有所提高。虽然,在試驗中,确实遇到了不少問題,但我們幷沒吓倒,正是在不断解决問題过程中,敎学改革才不断深入。我們深深感到,只要不断总結硏究試驗中的經驗敎訓,敎学改革的道路就会越走越好。在这里和大家談談我們改革数学敎学中的一些經驗敎訓。一、速度和貭量的問題 从我們試驗的初步情况看,在数学敎学中,去掉旧敎材中不必要的循环重复,适当縮短年限,适当提高程度是完全可能的。如 Since Comrade Lu Dingyi put forward the call of “reform of science must be reformed” at the Second Session of the National People’s Congress, Beijing Jingshan School responded positively to this call and conducted a test of reform in science. In the past year or so, the test was good and students learned more than before, to an even greater extent than before. Although many problems have indeed been encountered in the trial, we are not deterred. It is precisely in the process of solving the problem that the reform of education has only continued to deepen. We deeply feel that as long as we continue to sum up the experience and lessons learned from the experiments, the road to reform will be as good as we can. Here to talk to you about some of the lessons we have learned in reforming mathematics. First, the problem of speed and quantity From the initial situation of our experiment, in mathematics, it is entirely possible to remove the unnecessary repetition of repetition in the old materials, appropriately shorten the life span, and appropriately increase the degree. Such as