點亮生命燈火

內容簡介

自選集《點亮生命燈火》由於漪老師在90歲高齡親自編訂，從基礎教育思想與理蒸詢棵鞏念、語文學科思想與理念、課堂教學實踐與思考、教師自我修煉與發展等幾方面，選入了不同時期有代表性的文章，集中展現了她從教60多年來探索教育規律、探求語文教學“教書育人”規律以及不斷自我修為成長的歷程。

該書所編四篇，代表了於漪老師最有成就的四個方面：教育理念、語文教育本質、語文課堂教學案例、師道修為。該書為一線教師學習於漪教育思想提供了一本全面、便捷的優秀讀物，是一本能夠反映和代請棄表於罪舟悼漪辯請項元教育思想、語文教育理念和實踐的重要文集。

作者簡介

於漪，1929年生，江蘇鎮江人。1951年畢業於復旦大學教育系。長期從事中學語文教學，1978年首評為語文特級教師。上海市楊浦高級中學名譽校長。曾任全國語言學會理事、全國中學語文教學研究會副會長。主張教育思想和教學實踐同步創新，主推上海市初級中學語文教改實驗，主講近2000節省市級以上探索性、示範性公奔定墓開課，其中50多節被公認為訂院婆語文教改標誌性課例，撰寫數百萬字教育著述，許多重要觀點被教育部門採納，被譽為“精心育人的一代師表，潛心教改的一面旗幟”。榮獲“全國三八紅旗手”“全國先進工作者”“改革先鋒”等稱號，2019年獲頒“人民教育家”國家榮譽稱號。主要著作有《我和語文教學》、《語文教學談藝錄》、《於漪文集》（6卷）、《於漪新世紀教育論叢》（6卷）、《於漪語文教育論叢》、《於漪與教育教學求索》、《教育的姿態》、《語文的尊嚴》、《於漪知行錄》、《歲月如歌》手稿珍藏本、《於漪全集》（20卷）等。

圖書目錄

開篇絮語······································································· 1

第一篇　先進教育理念的追尋與樹立

初心淺述······································································· 7

奠基，“奠”怎樣的“基”？································· ················14

樹立精神風範，引領教育現代化········································21

增強文化自覺，提升辦學水平···········································32

教書要為育人服務··························································39

培養一顆中國心·····························································43

教改是時代發展的必然

——與《上海教師》主編的對話·····································49

要使戰略主題深入人心，自覺化為行動································59

教育就是“仁而愛人”············································ ···········65

堅持循乃糠走中國特色教育發展道路···········································72

我們這支隊伍，這些人····················································75

要建立自己的教育話語權·················································82

以教育自信創建自信的教育··············································89

第二篇　語文教育真諦的探究與反思

初心淺述···································································· 101

既教文，又教人··························································· 109

談談語文教學研究中的幾個問題······································ 113

興趣是學習的推動力····················································· 129

語文教學應以語言和思維訓練為核心································ 138

弘揚人文　改革弊端

——關於語文教育性質觀的反思··································· 150

談素質教育背景下的語文課堂教學改革····························· 161

聚焦在文化認同上························································ 177

課要追求“三動”的境界················································· 192

語文教學現狀的思考····················································· 207

解放思想，釋放語文教學的活力······································ 227

第三篇　課堂教學實踐的多彩與遺憾

初心淺述···································································· 235

《七根火柴》教案························································ 242

《驛路梨花》教案························································ 252

《周總理，你在哪裡》教案············································ 262

《出師表》教案··························································· 271

《一面》教案······························································ 279

《最後一次的講演》教案··············································· 289

《在馬克思墓前的講話》教案········································· 297

掌握知識寶庫的鑰匙

——人物傳記習作講評教案······································· 309

《少年中國說》教學實錄··············································· 318

第四篇　師道修為的覺醒與堅守

初心淺述···································································· 357

難在自我塑造······························································ 364

奉獻，教師的天職························································ 368

“給”永遠比“拿”愉快····················································· 377

讓生命與使命結伴同行·················································· 384

學會追求，學會拒絕····················································· 392

師德·責任·與時俱進·················································· 400

教師的使命································································· 411

復旦精神譜就我生命的底色············································ 425

一輩子做教師，一輩子學做教師······································ 429

點亮生命燈火

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內容簡介

作者簡介

圖書目錄

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