《點亮生命燈火》是2019年商務印書館出版的圖書，作者是於漪。該書收入體現於漪老師探索成果的文章，集中展現她從教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。
基本介紹
- 書名：點亮生命燈火
- 作者：於漪
- 出版社：商務印書館
- 出版時間：2019年10月
- 頁數：441 頁
- 裝幀：平裝
- ISBN：9787100178822
內容簡介,作者簡介,圖書目錄,
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表於漪教育思想、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、示範性公開課，其中50多節被公認為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
