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西方哲学史上有一个著名的故事:在剑桥大学, 维特根斯坦是大哲学家穆尔的学生。有一天,大哲学家罗素问穆尔:“谁是你最好的学生?”穆尔毫不犹豫地回答:“维特根斯坦。”“为什么?”“因为,在我的所有学生中,只有他一个人在听我的课时,老是流露出迷茫的神色,老是有一大堆问题。”后来维特根斯坦的名气超过了罗素。有一次有人问维特根斯坦:“罗素为什么落伍了?”他回答说:“因为他没有问题了。”解读这个经典的故事,我们可以洞悉,个人的成长链接着专业问题。专业问题孵化的频率和质量是个人成长活力的重要表征。烛照这一成长理念,我们就可以对新课程旅程中众多教师的成长质量和症候进行诊断评估,从而找到提速的办法。
There is a famous story in the history of western philosophy: at Cambridge, Wittgenstein is a student of the great philosopher Moore. One day, the great philosopher Russell asked Moore: “Who is your best student?” Moore answered without hesitation: “Wittgenstein.” “Why?” “Because, of all my students, only He always had a confused look when he was listening to my class, and he always had a lot of problems. ”Later, Wittgenstein’s reputation surpassed that of Russell. Once Wittgenstein asked: “Why Russell lagged behind?” He replied: “Because he has no problem.” Interpretation of this classic story, we can understand that personal growth linked to professional issues. The frequency and quality of incubation of professional issues is an important indicator of the vitality of individuals. According to this concept of growth, we can diagnose and evaluate the quality of growth and symptoms of many teachers in the new curriculum, so as to find a way to speed up.