如果说教师队伍里也存在着“三个世界”的话,那么,像我们这些农村青年教师无疑非“第三世界”莫属了。我们既难直接得到城市重点中学名师的濡染垂教,又缺乏一般城镇中学必不可少的书刊信息的刺激熏陶,出门一片平畴,进屋一盏孤灯,想搞点教改,出点成绩,实在是难上加难。但我认为,我们这些在农村工作的“土哥们”也大可不必就此却步,更无须怨天尤人,长吁短叹,教改从来就不是城市的专利,不是有许多像我们一样“陇上行”的朋友先行一步,摘到了教改百花园里芬芳艳丽的“带露的鲜花”了吗?要紧的,还是赶快做起来,用法国18世纪启蒙思想 If there are also “three worlds” in the ranks of teachers, then young rural teachers like us are undoubtedly the third world. We are not only able to get direct access to teachers in the city’s key middle schools, but also lack the stimulating influence of books and magazines that are indispensable for the general urban and middle schools. We have to go out and get into a quiet place. When we enter the house with a solitary light, we want to make some reforms. It’s even harder. However, I think that we, the “terracotta buddies” working in the rural areas, do not have to go any further than this, and they need not complain about it. They are longing for a short sigh. The education reform has never been a city’s patent, and not many friends like us “go up”. Did you pick out the “flowers that have been exposed” in the beautiful gardens of the teaching reform gardens? What matters is that you must do it quickly and use the enlightening ideas of the 18th century in France.