石堅(jiān)：英語專業(yè)教學(xué)與創(chuàng)新人才培養(yǎng)-文庫吧
2025-01-03 02:46 本頁面
【正文】 躲貓貓 ” 、 “ 打醬油 ” 、 “ 蝸居 ” 、 “ 蟻?zhàn)?” 、 “ 被就業(yè) ” 等網(wǎng)絡(luò)熱詞頻現(xiàn)。這篇以 “ 記憶 ” 為主題的演講中，李培根一連為學(xué)子們 “ 羅列 ” 了大學(xué)四年間種種值得記住的往事，如同一位老父親細(xì)數(shù)自家孩子的成長歲月。 夏靜 《 光明日報(bào) 》 ? 困擾高等教育的問題： “ 教育者和被教育者之間到底有多遠(yuǎn)的距離？ ” “ 現(xiàn)在被教育者與教育者的距離越來越大了。在功利化的社會(huì)大環(huán)境的影響下，盡管有些教授依然一心做學(xué)問，但也有些教師忙于功利的事情。不少教師以上完課就走，和學(xué)生課外交流的很少。 ” “ 一個(gè)人接受大學(xué)教育， 不僅僅是學(xué)習(xí)文化知識(shí)，更是人格上接受一種熏陶：真誠，負(fù)責(zé)，有人情味。 ” ? “大學(xué)之所以為大學(xué)，全在于有沒有好教授。 ……我們的智識(shí)，固有賴于教授的教導(dǎo)指點(diǎn)，就是我們的精神修養(yǎng)，亦全賴于教授的 inspiration。 ” 梅貽琦 “ 每天花一點(diǎn)鐘看十頁有用的書，每年可看三千六百多頁書；三十年讀十一萬頁書。諸位，十一萬頁書可以使你成為一個(gè)學(xué)者了?？墒敲刻炜慈N小報(bào)也得費(fèi)你一點(diǎn)鐘的工夫；四圈麻將也得費(fèi)你一點(diǎn)半鐘的光陰。 ” 胡適 ? 大學(xué)不應(yīng)等同于職業(yè)培訓(xùn)學(xué)?；?qū)？茖W(xué)校，而應(yīng)該是一個(gè)純科學(xué)性的、不帶任何具體目的的一般教育機(jī)構(gòu)。在大學(xué)里，教師通過與學(xué)生的共同活動(dòng)，對他們施以普遍人性的教育和個(gè)性的教育。因此，大學(xué)向社會(huì)提供的不是有實(shí)際知識(shí)的專門人才，而是具有人類優(yōu)秀品質(zhì)和完美個(gè)性的人。 威廉 .馮 .洪堡特 WHY I TEACH Peter Beidler Why do you teach, Pete? Simple enough question, but an incredibly challenging one to answer. Peter Beidler, in the most thoughtful and honest of ways, delivers his answer in this special book. Read his words and you will have the opportunity to stop and reflect on life, contemplate why you do the things you do, and rediscover where your life takes on meaning. Beidler writes about lifelong learning.... ? “… as a teacher I had both a decent salary and the only kind of power worth having, the power to change lives. “ ? “I teach because I like to learn. Take the ma out of the question, Why do you teach, Pete? and you get a better question, Why do you teach Pete? I teach Pete because Pete gets as flat and stale as dayold beer if Pete stops learning. I stay alive as a teacher only as long as I am learning. One of the major discoveries of my professional life is that I teach best not what I know, but what I want to learn.” ? “I teach because I enjoy finding ways within an ivorytower profession to get myself and my students out of the ivory tower and into the real world. “ ? “I teach because teaching gives me many types of nectar to taste, many books to read, and many ivory and realworld towers to discover. Teaching gives me pace and variety and challenge and the opportunity to keep on learning. I teach for all those reasons, but they are not the most important reasons why I teach.” ? “These are the real reasons I teach, these people who grow and change in front of my eyes. Being a teacher is being present at the creation, when the clay begins to breathe. Nothing is more exciting than being nearby when the breathing starts.” ? “And I already have a power more real than most people ever get. I have the power to nudge, to fan sparks, to water parched roots, to ask troubling questions, to praise an attempted answer, to condemn hiding from the truth, to suggest books to read, to point to where a pathway starts.” ? “What power is more real than asking a question like, ?What do you mean by real? Do you mean real as in real estate or as in real world or as in royal, one of the original forms of the word? If you found out that you were going to die next week, would it matter whether you were royalty? Incidentally, we are all, metaphorically speaking, going to die next week. What do I mean by metaphorically in that sentence??” ? “But teaching also offers something besides good money and real power. It offers love. Not only the love of learning and of books and of ideas, but also the love that a teacher feels for that real student who walks into a teacher?s life, begins to breathe, and then walks out. Perhaps love is the wrong word. ?Is magic what I me
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