在书店

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在书店里避雨

下雨了，我就这样躲进了一家书店。 记忆中已经有很长时间没有进过书店了。不是不想进，是没时间。     

在英国逛书店

英国人爱静,喜欢看书报。街道的长椅,公园的一隅,候车室里,随处可见手捧书报的人。有些公共汽车设有报纸箱,上车的时候拿一份报纸阅读,既写意又宁静,很少听见有人随意大声讲话。     

在书店里避雨

下雨了,我就这样躲进了一家书店。记忆中已经有很长时间没有进过书店了。不是不想进,是没时间。“难道你比比尔·盖茨还忙?”“呵呵,老兄,您高抬俺了。俺是一个教书的,说具体些,原本是教书的,现在改育人了,班主任,专职的。”“班主任多好,当老师的谁不想当班主任,那是光荣啊?”     

藏在书店里……

知道“中国书店”的时候还小,坐在父亲自行车后面经过琉璃厂,有一股清新的味道飘来,父亲说那是墨香。“一得阁”字迹清晰但字意难懂,父亲说得等我长大。     

我不在书店里,就在去书店的路上

政治家死于官场,将军死于阵地上,书生们也只希望长眠于自己的书房,与心爱的书籍相始终,如学者许觉民所言,“书斋是我生命相连的第二生命所在”。正是为了这样一个“堆书的地方”(陈四益语),老一辈文人、学者无一不付出了几乎一生的努力和艰辛。     

把盛夏扔在书店里

正高楼上住着寂寞,只能看晚霞听车跑,雨声听不到,蛐蛐爬不上来,接不着地气,顿觉两手空空,还是下楼奔书店耕稼去,安置自家心灵要紧。.......01从书店出来,心情明显好。八点的夜色撩着城市,说不上是阴天还是雾霾,看不见月亮星星,并入人流车流,步履散漫亦有被催促之感,忽有新剪的草香隔开迷茫,草香就是我才泡的书香,蛐蛐一声叫,书里的风月即刻走将出来!     

书店遭遇

语文老师又推荐了一大堆课外阅读，并下了圣旨，周末一定要将其买到。违抗圣旨是要“杀头”的。于是在一个暖洋洋的早晨，号称“三剑客”的小鱼、青春痘和我一路骂骂咧咧地乘车到一家新华书店。     

书店地图

“手倦抛书午梦长”——在《夏日登车盖亭》(宋·蔡确)这首诗里,诗人为我们描绘了一幅夏日的图景。这是何其迷人的景致!寥寥七字,我却几乎可以设想出这样一幕:主人公闲来无事,午饭过后,躺在庭院的凉榻上,手中是随意找来的闲书,看着看着,倦意渐浓,便任由书卷滑落,沉酣入梦——在午后的梦乡里,有阴阴夏木,有婉转鸟鸣,更有书香馥郁……只有书才能营造出这样醉人的梦乡吧!曾经,书是这个世界上最优雅的贵族;而今,书早就已经“飞入寻常百姓家”了。而大大小小的书店散落在每一个城市的繁华处、落寞处,有它们的身世故事,有它们的兴衰荣辱。一直喜欢那些特别的书店,也许精致,也许清淡,也许雍容,也许寂寞……“书店地图”,为你绘制的正是城市中那些别致的书店。我一遍又一遍通过文字来欣赏这些书的庙堂,摩挲想像中的书的封面,几乎闻到了油墨的清香!最是醉人称书香,与我一样的爱书人呵,在悠长的夏日,你们正可以用书来消磨那一个倦懒的午后时光……——子木     

在学校

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优化初中数学课堂对话的有效策略

在新课标理念的实施过程中,一种使用非常普遍的初中数学教学方式逐渐受到重视,那就是在数学课堂上进行有效的对话。就目前实施的实际而言,尽管效果显著,但同样有很多问题需要教师解决。基于此背景,为优化初中课堂对话教学,教师可以营造和谐氛围,激发对话兴趣;基于学生学情,把握对话时机;设计有效问题,推进对话进程;捕捉课堂生成,保障对话深度。     

In search of a purpose for school history

Taking into account the merits of anticipatory reflection, instructional planning is perceived as an important process in the professionalization of teachers. When implementing a complex instructional strategy such as collaborative learning (CL), a thorough preparation becomes even more important. The purpose of the present study was to investigate the quality of lesson plans focusing on CL implementation. Based on the literature, a scoring rubric with 17 criteria in three domains (instruction, organization and evaluation) was developed and applied to analyse 323 lesson plans of second-year pre-service teachers. The results reveal both strengths (e.g. designing appropriate learning tasks, developing adequate learning materials) and weaknesses (e.g. including social objectives, rules and agreements for collaborative work) in the lesson plans. The rubric proves to be a useful instrument both for research and practice-oriented reflection. The findings provide significant insights for teacher training with regard to CL implementation.     

中学英语教学中的情感教育

情感教育在中学教学中起着至关重要的作用。情感教育从感染性、兴趣性、成功性、民主性和审美性出发,提出了多种教学方法,以促进教学质量的提高。     

In‐school Experience Designed to Meet Individual Needs

Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching.     

高职校数学教学中存在的问题与对策

目前技校数学教学中存在着这样和那样的问题,都制约着数学教学的顺利开展。针对这些问题找出对策,对于充分发挥数学课在技校教学体系中的作用和学生素质教育都具有重要意义。     

In pursuit of excellence: An investigation of a shared culture at an independent secondary school

This study investigated the existence of a shared culture between staff and students at the Anglican Church Grammar School. Research consisted of a naturalistic case study approach using qualitative field study methods. Findings revealed that a shared culture between the staff and the students did exist and that the culture was grounded in the academic and extra-curricular elements of the school.