【编辑】
- “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
【内容简介】
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，是作者孜孜矻矻，不忘初心、探求教书育人规律的见证。
【作者简介】
于漪，1929年生，江苏镇江人。1951年毕业于复旦大学教育系。长期从事中学语文教学，1978年首评为语文特级教师。上海市杨浦高级中学名誉校长。曾任全国语言学会理事、全国中学语文教学研究会副会长。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，许多重要观点被门采纳，被誉为“精心育人的一代师表，潜心教改的一面旗帜”。荣获“全国三八红旗手”“全国先进工作者”“改革先锋”等称号，2019年获颁“人民教育家”国家荣誉称号。主要著作有《我和语文教学》、《语文教学谈艺录》、《于漪文集》（6卷）、《于漪新世纪教育论丛》（6卷）、《于漪语文教育论丛》、《于漪与教育教学求索》、《教育的姿态》、《语文的尊严》、《于漪知行录》、《岁月如歌》手稿珍藏本、《于漪全集》（20卷）等。
【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
【前言】
出版前言
本馆自1897年创立以来，始终肩负中国新教育出版重任，以“昌明教育，开启民智”为宗旨，先后编辑出版中小学各科教科书、教学参考书、工具书、教师用书等，分类编纂，精益求精，深受教育界同人欢迎。
新中国成立后，国家重视发展教育事业。中小学教改实验百花齐放，高等院校教学法、课程论研究百家争鸣，全国各地涌现出许多教学、科研带头人。他们居敬好学，躬身实践，著书立说，逐渐在教学界产生影响，得到认可，成名成家。为了反映和记录当代语文教学研究成果，也为了给青年教师提供可资学习借鉴的参考资料，我们策划了“语文名家自选集”和“语文名师自选集”两套丛书。 “名家”因其“自成一家”，“名师”因其“著名”；名家是中老年居多，名师是中青年居多。无论名师名家，年轻年长，这两套丛书关注的主要是在以下方面有所建树的作者：一、对语文教学的民族性、科学性有自觉认识；二、教学方法或研究方法植根于中国优秀语文教学传统，符合中国语文的特点，既有传承又有创新，能够科学有效地提高学生的语文素养；三、其教研成果具有较为广泛的影响力和积极的指导作用。
宋代学者程颢有言：“古者自天子达于庶人，必须师友以成就其德业，故舜禹文武之圣，亦皆有所从学。”希望这两套丛书的编辑出版，能够激励广大语文教师读者求其师友，持志问学。欢迎中小学语文教学界的专家、学者、老师支持指导我们，共同把这两套丛书出好。
商务印书馆编辑部
2019年1月
【免费在线读】
出版前言
本馆自1897年创立以来，始终肩负中国新教育出版重任，以“昌明教育，开启民智”为宗旨，先后编辑出版中小学各科教科书、教学参考书、工具书、教师用书等，分类编纂，精益求精，深受教育界同人欢迎。
新中国成立后，国家重视发展教育事业。中小学教改实验百花齐放，高等院校教学法、课程论研究百家争鸣，全国各地涌现出许多教学、科研带头人。他们居敬好学，躬身实践，著书立说，逐渐在教学界产生影响，得到认可，成名成家。为了反映和记录当代语文教学研究成果，也为了给青年教师提供可资学习借鉴的参考资料，我们策划了“语文名家自选集”和“语文名师自选集”两套丛书。 “名家”因其“自成一家”，“名师”因其“著名”；名家是中老年居多，名师是中青年居多。无论名师名家，年轻年长，这两套丛书关注的主要是在以下方面有所建树的作者：一、对语文教学的民族性、科学性有自觉认识；二、教学方法或研究方法植根于中国优秀语文教学传统，符合中国语文的特点，既有传承又有创新，能够科学有效地提高学生的语文素养；三、其教研成果具有较为广泛的影响力和积极的指导作用。
宋代学者程颢有言：“古者自天子达于庶人，必须师友以成就其德业，故舜禹文武之圣，亦皆有所从学。”希望这两套丛书的编辑出版，能够激励广大语文教师读者求其师友，持志问学。欢迎中小学语文教学界的专家、学者、老师支持指导我们，共同把这两套丛书出好。
商务印书馆编辑部
2019年1月
