去年一年来,由於我们加强了劳动教育,师生们对“教育为生产建设服务”“学习是为了将来更好地劳动”一般都有了进一步的认识,在一定程度上克服了轻视体力劳动和片面升学的思想,高小毕业生参加农业劳动的也较过去增多。现在把我们一年来加强劳动教育的情况简述於後: 去年暑假前,我们首先在全体教师中进行小学教育的性质和政府为什麽不能多办学校等文件的学习。暑假中,发动教师广泛开展对群众的宣传教育工作,并结合招生工作对学生进行劳动光荣和农业生产前途的教育,以纠正干部、群众、学生的片面升学思想,使我们去年小学毕业生有七百十二人(占全部小学毕业生数百分之四十三)投入农业劳动,占一九五○年以来全县小学毕业生投入农业劳动的总数(九八七人)的百分之七十二。在他们投入农业劳动後,各校教师经常和他们联系,不断鼓舞他们的生产热情。不少高小毕业生已 In the past year, as we stepped up education for labor, teachers and students generally had a further understanding of “education for production construction” and “learning for better labor in the future”, and to a certain extent, overcome the demeaning physical labor and The idea of ​​one-sided education and the graduation from high school graduates to participate in agricultural work have also increased compared with the past. Now that we have outlined the situation of strengthening labor education over the past year: Before the summer vacation last year, we first conducted a study on the nature of primary education among all teachers and why the government should not run more schools and other documents. During the summer holidays, teachers were mobilized to carry out publicity and education to the masses in a broad manner. In combination with enrollment, they educated their students on the glorious future of agriculture and the prospects for agricultural production in order to correct the unilateral advancement of cadres, the masses and students so that we had seven primary school graduates last year A total of 112 (accounting for 43% of all primary school graduates) engaged in agricultural work, accounting for 7% of the total number of primary school graduates engaged in agricultural work (957) since 1950 twelve. After they devoted themselves to agricultural work, school teachers often contacted them and constantly encouraged their enthusiasm for production. Many high school graduates have already