教育實(shí)話

目錄
序 | 正當(dāng)且恰當(dāng)審視教育的嘗試 ....................................................................i
Ⅰ 根據(jù)事實(shí)和邏輯判斷教育言行的是或非 / 1
話說教育的人文精神 ...................................................................................................3
話說“以不教為教” ...................................................................................................12
喜聞“無痕教育”的見識(shí) .........................................................................................18
喜聞“無痕教育”的嘗試 .........................................................................................23
喜聞教學(xué)的“教養(yǎng)”見識(shí) .........................................................................................29
喜聞以倫理底線規(guī)范學(xué)生行為的嘗試 ...................................................................35
教育話語中的流行“公式”賞析 ............................................................................38
教育話語中的“××性公式”賞析 .......................................................................45
教育話語中的“××性公式”再認(rèn)識(shí) ...................................................................55
教育話語中的“A與B關(guān)系公式”賞析 ................................................................59
教育話語中的“教師主導(dǎo)、學(xué)生主體公式”賞析 ..............................................64
“ 教師集體”要義
——馬卡連柯建構(gòu)的“教師集體”范例 ...........................................................70
“ 一師多生，一生多師”格局中的師生關(guān)系 .........................................................79

Ⅱ另眼看待教育言行的正或誤 / 83
“懇談式”主題班會(huì)實(shí)錄 ...........................................................................................85
學(xué)生行為習(xí)慣養(yǎng)成設(shè)計(jì)示例 ....................................................................................95
且說“想象力是怎樣升騰的”
——《想象力是怎樣喪失的》別解 ..................................................................106
假如“一切為了孩子”話語成真 ..........................................................................109
假如“如此教師角色”話語成真 ..........................................................................113
假如德育成為“無底洞” .........................................................................................116
假如教師不懂“分科教學(xué)法” ................................................................................121
缺乏智慧的課程現(xiàn)象發(fā)生的緣由 ..........................................................................131
為課堂轉(zhuǎn)向喝彩
——戲擬中學(xué)生座談紀(jì)要 ...................................................................................140

Ⅲ權(quán)衡教育價(jià)值判斷的對(duì)或錯(cuò) / 145
“教育”價(jià)值觀念在變化中
——《中國還有教育嗎？》平議 ........................................................................147
教育價(jià)值缺失的緣由 ...............................................................................................152
“ 師道”“師德”與“教師的職業(yè)精神” ...............................................................159
“教育原則”的再認(rèn)識(shí) .............................................................................................165
且說“道德教育的倫理底線” ................................................................................172
“過度教育”的警示 .................................................................................................178
“愛的教育”別解 ......................................................................................................183

Ⅳ以規(guī)范權(quán)衡教育言行的對(duì)或錯(cuò) / 189
且說學(xué)校的規(guī)范管理 ...............................................................................................191
且說學(xué)校規(guī)范管理的超越 .......................................................................................195
“班規(guī)”案例的再認(rèn)識(shí) .............................................................................................205
課堂對(duì)話的常規(guī) ........................................................................................................213
學(xué)生在校行動(dòng)自由的常理常規(guī) ..............................................................................217
學(xué)生行為管理中批評(píng)與懲罰、表揚(yáng)與獎(jiǎng)勵(lì)的常理常規(guī)....................................222
管理實(shí)施中對(duì)學(xué)生批評(píng)何其多 ..............................................................................229
合理解讀“教師的批評(píng)”與“學(xué)生拒絕批評(píng)”...................................................232
教師有“懲戒權(quán)”么？ ...........................................................................................237
再談教師有無懲戒權(quán)問題 .......................................................................................241
三談教師有無懲戒權(quán)問題 .......................................................................................247
過度表揚(yáng)的偏頗 ........................................................................................................252

Ⅴ理性地判別教育言行的信或疑 / 255
略談學(xué)生誠信問題 ...................................................................................................257
略談學(xué)生感恩問題 ...................................................................................................261
學(xué)生之間競(jìng)爭(zhēng)的應(yīng)對(duì) ...............................................................................................265
學(xué)生自主管理的應(yīng)對(duì) ...............................................................................................270
學(xué)生自主選擇的限度 ...............................................................................................277
漫談榜樣影響 ............................................................................................................282
關(guān)于“大錯(cuò)不犯、小錯(cuò)不斷”學(xué)生的應(yīng)對(duì) .........................................................290
關(guān)于“難教的學(xué)生”的應(yīng)對(duì) ..................................................................................297
何妨關(guān)注“另類難教的學(xué)生” ................................................................................301
我國學(xué)生“贏在起點(diǎn)，輸在終點(diǎn)”嗎？ .............................................................303
關(guān)注優(yōu)良新生“入學(xué)綜合征” ................................................................................308
“沒有教不好的學(xué)生，只有不會(huì)教的老師”別解 ..............................................311
再議“沒有教不好的學(xué)生，只有不會(huì)教的老師” ..............................................315
一次坐失的教育契機(jī) ...............................................................................................319
“師道”話語虛實(shí)談 .................................................................................................323

Ⅵ根據(jù)事實(shí)判斷教育言行的真或假 / 331
漫話“一個(gè)好校長就是一所好學(xué)校” ....................................................................333
如今的“好校長”在干什么？
——《校長就是校長》平議 ..............................................................................336
且說學(xué)校的標(biāo)語、口號(hào) ...........................................................................................340
且說學(xué)校與空談與炒作 ...........................................................................................348
且說如今學(xué)校的“述而不作”與“作而不述”...................................................354
漫話教師教育的“三胡策略” ................................................................................360
“真對(duì)話”在哪里？ .................................................................................................366
“假對(duì)話現(xiàn)象”何以發(fā)生 .........................................................................................370
也談“教師該怎樣稱呼自己” ................................................................................373
教師“像……”質(zhì)疑 ...............................................................................................379
趣談“子教三娘” ......................................................................................................382

Ⅶ客觀評(píng)議教育的人或事 / 389
“十字路口”的現(xiàn)代教育別解 ................................................................................391
我國教育的“10年代”寄語 ..................................................................................400
我國現(xiàn)今的“教育學(xué)派”現(xiàn)象平議
——讀王鑒君博士《真學(xué)問何必求流派？》 ....................................................405
“教育學(xué)派”問題的再認(rèn)識(shí) .....................................................................................414
也談《朱永新訪談錄》
——關(guān)于黃甫全博士質(zhì)疑《朱永新訪談錄》別解 ........................................425
也談《呂型偉訪談錄》
——《我們?cè)鯓涌创逃c呂型偉前輩商榷》別解 ...........................434
我所知道的劉佛年教授 ...........................................................................................440

Ⅷ放眼考察教育的古與今 / 445
古今中外教育文明錯(cuò)位現(xiàn)象平議 ..........................................................................447
“啟發(fā)”觀念的來龍去脈 .........................................................................................456
“因材施教”觀念的來龍去脈 ................................................................................459
民國時(shí)期私塾往事 ...................................................................................................465
中央蘇區(qū)“學(xué)習(xí)化社會(huì)”的曙光 ..........................................................................475
陜甘寧邊區(qū)小學(xué)教育沿革 .......................................................................................485
中華人民共和國黎明時(shí)分的“新教育”與“舊教育”觀念的再認(rèn)識(shí)
——1949—1952年基礎(chǔ)教育價(jià)值取向平議 ....................................................502
學(xué)習(xí)蘇聯(lián)教育經(jīng)驗(yàn)的是是非非
——1953—1956年基礎(chǔ)教育價(jià)值取向的再認(rèn)識(shí) ............................................519
中國的“教研組現(xiàn)象”平議 ..................................................................................528
也談“不敢讀史”
——《不敢讀史》平議 .......................................................................................539

跋 ................................................................................................................................543