作者寫作思路：

1. 提出問題：教學(xué)是一門藝術(shù)，藝術(shù)和技術(shù)之間有什么區(qū)別？

2. 解決問題：闡明教師面臨的種種困境，在這個過程中，methods和techniques會逐漸變好，老師的教學(xué)也在逐漸改善，但這不是根本的解決方法，根本在于教師內(nèi)在的本質(zhì)。

3. 解釋“本質(zhì)”才是教學(xué)的真諦，教師的人品/思維方式/本質(zhì)才是將content和method最終呈現(xiàn)的根源。而教師們一直以來也都被忽視品格的培養(yǎng)。每個人人性中的特質(zhì)，是教學(xué)和學(xué)習(xí)教學(xué)的出發(fā)點(diǎn)

作者寫作偏好：

否定副詞前置引導(dǎo)的倒裝句，插入語，定語從句，排比句，同意句的不同寫法，yet后面呈現(xiàn)核心觀點(diǎn)。

學(xué)習(xí)心得：

作者的寫作偏好增加了閱讀難度，句與句之間的關(guān)系，詞與詞之間的對應(yīng)，個人閱讀時很繞，文中用了一些比較陌生的意向和語域，需要借助崔冕老師的講解和再次梳理生詞，打字摘抄文段來梳理脈絡(luò)，如此學(xué)習(xí)的目的，是為了理解作者的寫作手法和謀篇布局。

introduction的1-2頁，介紹教學(xué)的本質(zhì)是藝術(shù)，然后從教師熟悉和相信的方法和技能入手，說明教師可以一步步變得更好，然后再進(jìn)一步說明關(guān)鍵是挖掘每一個教師內(nèi)在的品質(zhì)，這些品質(zhì)是學(xué)習(xí)和運(yùn)用方法和技能的關(guān)鍵。

我想到了柏拉圖關(guān)于人的分類：銅，銀，金。三類人在最初都是經(jīng)過各種教育和鍛煉，然后在逐漸發(fā)現(xiàn)自己的本質(zhì)，從事適合自己的工作。比方說農(nóng)民，工人，教師，政客，藝術(shù)家。國家開展教育改革，也許正是讓國人更清楚的認(rèn)識到人的不同和在自己擅長的領(lǐng)域里做到最好。奧運(yùn)健兒們的能力不是常人能做到的，舞蹈家們的感染力也是其內(nèi)在的稟賦。我并不擅長理性思維和邏輯思考，但是經(jīng)過自己的學(xué)習(xí)和鍛煉，我可以掌握基本原理以及進(jìn)行初步的運(yùn)用，拓展自己的可能性。知道自己的局限而又有意識地拓展，自我感覺，這樣學(xué)習(xí)的內(nèi)在動力就會更加強(qiáng)了。

New words:

Conscientious: careful to do everything that is your job or duty to dor認(rèn)真的?；勤勤懇懇的

Lurch: to walk or move suddenly in an uncontrolled or unsteady way; lurch forward/to/towards/into 尤指向前突然一躥；突然急動

Justifiable: actions, reactions, decisions etc that are justifiable are acceptable because they are done for good reasons 有理由的；無可非議的；情有可原的

Implementation: the act of making something that has been officially decided to start to happen or be used 實(shí)施；執(zhí)行；貫徹

Collegial: describe a work environment where responsibility and authority is shared equally by collegaues. （同事之間）觀點(diǎn)和責(zé)任一致的，志同道合的

Inert: literary - not moving, or not having the strength or power to move ?無生氣的，呆滯的

Extrinsic: formal - coming from outside or not directly relating to something 外來的，外在的，外部的

Adjunct: something that is added or joined to something that is bigger or more important 附屬物

Keywords:

subjects, methods, qualities of personality, teaching, frustration, learning, acquiring

Views:

[if !supportLists]l?[endif]Most teachers forget that teaching is an art. Trained in the sciences and techniques of education, professional teachers are conscientious in applying the psychology and methods that they have learned.

[if !supportLists]l?[endif]Even those who have enjoyed first-class professional preparation are faced with one of the greatest because earliest, challenges of teaching: they must improvise as best they can.

[if !supportLists]l?[endif]Processes of learning lurch forward ←?much?repetition, some nervous invention, occasional losses of temper, general frustration

[if !supportLists]l?[endif]They lick their wounds and gradually perfect their art.

[if !supportLists]l?[endif]Even those many of us who teach more or less effectively are often overwhelmed by justifiable concern for our lesson plans and their implementation, by getting our students through our courses, and by negotiating the politics and administrative obligations that seem inherent in any calling as burdened with responsibilities as teaching.

[if !supportLists]l?[endif]Yet rarely, if ever, are we led to reflect on those dimensions of character and mind: to help others acquire both the knowledge by which they can understand life in all its fullness and the dispositions by which they can live such a life; we animate inert knowledge with qualities of our own personality and spirit that affect, or ought to affect, our students.

[if !supportLists]l?[endif]Hows and whats of instruction do not arise from within.

[if !supportLists]l?[endif]The basic elements of teaching are qualities that come to inhere in us. They are ingredients of our own humanity, to which contents and methods are adjunct. We must draw them from ourselves, identity, develop, and then apply them.

[if !supportLists]l?[endif]We don’t learn these qualities, we call them forth -and, by understanding them, we use them for the benefit of others.