点亮生命灯灭 本书特色

于漪老师年在90岁高龄亲自编订，从教60余年教育思想、方法和实践的精粹。全书分为四篇：“先进教育理念的追寻与树立”，收入谈教育理念文章12篇；语文教育真谛的探究与反思，收入探讨语文学科性质、教育理念的代表性文章10篇；课堂教学实践的多彩与遗憾，收入课堂教学设计、课堂实录9篇；师道修为的觉醒与坚守，收入谈教师自我成长文章9篇。作者还新撰写了《开篇絮语》和4篇《初心浅述》，真情讲述编订本书的宗旨，以及自己在各历史时期不忘教育初心、探索学生成长规律和学科育人规律、不断修为的历程。“教师的神圣职责是点亮生命灯火，学生的以及自己的。”本书较为全面地反映了作者走中国特色教育发展道路的思想，展现了作者对师道修为和“既教文，又教人” 的坚守，是作者孜孜趷趷，不忘初心、探求教书育人规律的见证。

点亮生命灯灭 内容简介

“改革先锋”、“*美奋斗者” 、“人民教育家”国家荣誉称号 1978年首评为语文特级教师 精心育人的一代师表，潜心教改的一面旗帜基础教育改革的优秀教师代表――于漪 她长期躬耕于中学语文教学事业，坚持教文育人，推动“人文性”写入全国《语文课程标准》。主张教育思想和教学实践同步创新，主推上海市初级中学语文教改实验，主讲近2000节省市级以上探索性、示范性公开课，其中50多节被公认为语文教改标志性课例，撰写数百万字教育著述，许多重要观点被教育部门采纳，为推动全国基础教育改革发展作出了突出贡献。被誉为“精心育人的一代师表，潜心教改的一面旗帜”。 ——“改革先锋”的获奖词

点亮生命灯灭 目录

开篇絮语······································································· 1 **篇　先进教育理念的追寻与树立 初心浅述······································································· 7 奠基，“奠”怎样的“基”？································· ················14 树立精神风范，引领教育现代化········································21 增强文化自觉，提升办学水平···········································32 教书要为育人服务··························································39 培养一颗中国心·····························································43 教改是时代发展的必然 　——与《上海教师》主编的对话·····································49 要使战略主题深入人心，自觉化为行动································59 教育就是“仁而爱人”············································ ···········65 坚持走中国特色教育发展道路···········································72 我们这支队伍，这些人····················································75 要建立自己的教育话语权·················································82 以教育自信创建自信的教育··············································89 第二篇　语文教育真谛的探究与反思 初心浅述···································································· 101 既教文，又教人··························································· 109 谈谈语文教学研究中的几个问题······································ 113 兴趣是学习的推动力····················································· 129 语文教学应以语言和思维训练为核心································ 138 弘扬人文　改革弊端 　——关于语文教育性质观的反思··································· 150 谈素质教育背景下的语文课堂教学改革····························· 161 聚焦在文化认同上························································ 177 课要追求“三动”的境界················································· 192 语文教学现状的思考····················································· 207 解放思想，释放语文教学的活力······································ 227 第三篇 　课堂教学实践的多彩与遗憾 初心浅述···································································· 235 《七根火柴》教案························································ 242 《驿路梨花》教案························································ 252 《周总理，你在哪里》教案············································ 262 《出师表》教案··························································· 271 《一面》教案······························································ 279 《*后一次的讲演》教案··············································· 289 《在马克思墓前的讲话》教案········································· 297 掌握知识宝库的钥匙 　——人物传记习作讲评教案······································· 309 《少年中国说》教学实录··············································· 318 第四篇　师道修为的觉醒与坚守 初心浅述···································································· 357 难在自我塑造······························································ 364 奉献，教师的天职························································ 368 “给”永远比“拿”愉快····················································· 377 让生命与使命结伴同行·················································· 384 学会追求，学会拒绝····················································· 392 师德·责任·与时俱进·················································· 400 教师的使命································································· 411 复旦精神谱就我生命的底色············································ 425 一辈子做教师，一辈子学做教师······································ 429

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