描述
开 本: 32开纸 张: 胶版纸包 装: 平装-胶订是否套装: 否国际标准书号ISBN: 9787302459125
目录
章 我所理解的“公民教育” ······································1
节 何谓公民（身份）
······················································2
从“好学生”到“好公民” ··········································5
第二节 何谓公民教育 ····························································7
公民教育随想
··························································11
第三节 公民教育何去何从 ····················································15
村小之恋
································································19
第四节 “学生”新解，“教育”重探 ·····································23
“正能量”还需“正方向” ········································28
第二章 我所理解的“公民学校” ·····································33
节 规则意识强
·····························································34
“新学校”新在哪
····················································38
第二节 行为举止美 ·····························································41
做学生角度的德育
····················································44
第三节 文化氛围浓 ·····························································48
用好乡村文化这个德育资源
········································53
第四节 教育质量高 ·····························································60
且翻且转且坚守
·······················································64
第三章 我所理解的“公民校长” ·····································67
节 忠实的法治意识
·······················································68
“人”与“仁”之距离
··············································72
第二节 广博的人文素养
·······················································
77
读书故事三则
··························································
81
第三节 出色的教研能力 ······················································· 86
校长（副校长）应有的专业底气
··································
90
第四节 坚韧的创业精神 ······················································· 94
校长（副校长）应有的情商
········································
98
第四章
我所理解的“公民教师” ···································103
节 心中有“梦” ·························································104
教师写作与教育视界
················································109
第二节 眼中有“人” ·························································117
德育：在“面向全体”和“面向个体”之间博弈
············123
第三节 教育有“道” ·························································126
不妨也炼成“第三只眼” ··········································132
第四节 管理有“术” ·························································137
让文化成为班级的动力引擎
·······································140
第五章
我所理解的“公民课堂” ···································147
节 生命在场 ·······························································148
生命的课堂 ····························································153
第二节 生活在线 ·······························································156
教我语文，践行公平
················································160
第三节 生长自然 ·······························································171
笑语盈盈，佳作频频
················································175
第四节 生态平衡 ·······························································180
“放”与“不放”兴味长
··········································184
第六章
我所理解的“公民家长” ···································189
节 有童心之乐
····························································190
女儿悄悄长大
·························································196
第二节 有陪伴之趣 ····························································202
愿你好梦常在 ·························································207
第三节 有榜样之力 ····························································213
压岁钱·高考分 ······················································218
第四节 有帮助之慧 ····························································223
与《红楼梦》有关的对话
··········································229
第七章 我所理解的“公民学生” ···································239
节 自立的“自然人” ···················································240
我想告诉你
····························································246
第二节 自律的“社会人” ···················································251
捡起你的勺子
·························································256
第三节 自主的“学习人” ···················································261
这群少男少女
·························································268
第四节 自强的“成功人” ···················································276
快要中考了
····························································283
跋：做教育更需平常心和大局观
······································289
我的“公民教育”之梦
“学校教育新的培养目标，可表达为‘培养现代社会的合格公民’。”被誉为“走向公共生活的教育学者”杨东平教授，这样看待学校教育的培养目标。
“理解，并让学生充分理解，学校的主要任务是培养社会的好公民。”执掌英国名校的杨福家院士在给中小学教师提出的九条建议中有这样的一条。
“学校无论什么时候都应该是平等、民主的圣地，特别重要的是师生的平等，这对塑造未来民主社会的合格公民越来越显得举足轻重。”大力提倡“让教育自由呼吸”的教育改革家李希贵如是说。
“所谓学做人”，被称为“情境教育之母”的李吉林老师说，“我以为就是让孩子首先懂得如何对人、对己，进而懂得如何对公、对私，以至如何对待祖国的命运和个人的前途”。在我看来，这便是对“公民教育”的美丽注脚。
“先进课堂上缺少的通用语是‘我认为’——教师没有经过思考的‘我认为’，学生就更不敢说，久之，也自然不会说出这个‘我认为’，因而学校只能教出一群精神侏儒，只能培养驯服的思想奴隶。”在“不跪着教书”的吴非先生看来，只有让教师首先成为独立思考的“公民”，而不是唯书唯上的“臣民”，才能真正地“把‘人的教育’写在我们的旗帜上”。
魏书生多次说过：“民主像一座搭在师生心灵之间的桥。民主的程度越高，这座连通心灵的桥就越坚固、越宽敞。”李镇西则在《民主与教育》一书的扉页上题词道：“唯有以培养独立人格、公民意识、创新能力为己
想的大学，一个教师想成长为一位名师。这种梦想很具体，也能给人一种精神的力量，使之“为伊消得人憔悴”。但这种梦想也有一定的局限性，甚至对于有些人而言，它是自私的，甚至是与普世价值观相冲突的。
“胸怀中国梦”，实现中华民族的伟大复兴。对于个人而言，这是梦想的第二境界。这种梦想十分的宏大、深远，也有着特别强大的凝聚力和向心力；同时，对于每一个具体的人来说，它也很抽象、遥远，因为，就寻常人看来，我是我，国是国，“我”与“国”之间难以建立起一个很直接、很必然的“逻辑链”。
“我的中国梦”，也就是把“我的梦”与“中国梦”紧密联系在一起，用“我”的小梦，去诠释“中国梦”这个大梦，比如航天人把火箭送上蓝天，实现国家的太空梦；造舰人把航母交付碧海，实现国家的海洋梦。这是梦想的第三境界，也是境界，因为他们在实现个人生命价值的同时，还很真切、很实在地推进了“中国梦”的实现进程。
作为一名教师，实施“公民教育”，便是“我的中国梦”。
百年大计，教育为本；国运弱强，公民素养。在我看来，唯有实施“公民教育”，才能培养出一大批自立的“自然人”、自律的“社会人”、自主的“学习人”、自强的“成功人”；也只有这样，中华民族伟大复兴的“中国梦”才能更好更快地实现。
我为有着这样的中国梦而自豪，而幸福。
我将更为这样的中国梦而奔走呼告，并身体力行。
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