The Laws of Teaching
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Summary
Editor's review
Reading this book, you will sense a deep reverence for education and a rational thoughtfulness. Cheng Shangrong does not offer a quick-fix "package of teaching techniques"; instead, he guides readers to examine the underlying logic of teaching: What are the educational tenets that must not be violated? How can a balance be found between imparting knowledge and shaping character? How can teaching behavior itself become a moral practice? The book's interpretation of "imperatives" is full of dialectical wisdom, emphasizing both respect for and adherence to educational laws and encouraging flexibility and creativity in specific situations. This equal attention to "principle" and "art" is undoubtedly a wake-up call for teachers caught in the trap of technicism or lost in empiricism.
The book's language is plain yet profound, and its cases are detailed and illuminating. It is suited to quiet reading in spare moments and repeated savoring. More like a wise person's meditations on education, it can effectively help educators build a solid spiritual foundation and clear professional coordinates, achieving a profound transformation from "teaching technician" to "educator."
Who it's for
A good fit for
- Frontline primary and secondary school teachers and school administrators seeking professional breakthroughs and spiritual nourishment
- Education researchers and teacher-training students interested in fundamental questions such as the nature of education and teacher professionalism
- Curriculum developers and trainers who wish to establish a solid educational philosophy beyond specific teaching strategies
- Parents concerned with the essence of children's growth who wish to engage in deeper dialogue with teachers
Not a good fit for
- Readers seeking only immediately usable, step-by-step classroom activity plans or collections of techniques
- Educators with little interest in theoretical reflection and philosophical discussion who prefer purely experiential narratives
Reading tips
- Read slowly and annotate, comparing and reflecting in light of your own educational practice rather than rushing through in one sitting
- Focus on chapters relevant to your current concerns—such as teaching ethics, teacher-student relationships, or assessment reform—and try writing brief educational essays
- Read the book with colleagues or a reading group and discuss the thoughts and controversies it raises on a regular basis to greatly deepen your understanding
About the publisher
Adhering to the publishing purpose of "broad education," East China Normal University Press extends beyond its three main areas of textbooks, academic works and general-interest books, and its catalogue clearly reflects a vision that bridges Chinese and foreign humanities and social sciences. In foreign literature it offers classics such as Yasunari Kawabata's Snow Country and The Old Capital (translated by Chen Dewen), Jane Austen's Pride and Prejudice, and Rilke's annotated edition of The Notebooks of Malte Laurids Brigge (translated by Chen Zao); in architecture, Chen Congzhou's two-volume Appreciation Dictionary of Chinese Gardens; in social psychology, The Social Animal: 12th Edition; and it also includes philosophy titles, traditional-culture works such as the six-volume Paintings for the Protection of Life, and education books. Its authors include renowned Chinese and foreign writers and skilled translators, showing a publishing profile that balances classic translation, scholarly accumulation and public reading. Public information is limited; the above is based only on the books in the catalogue.
Contents
- 版权信息
- 作者简介
- 自序 在更大的坐标上讲述自己的故事
- 写在前面 关于教学律令
- 核心观点 回到教学的基本问题上去
- 第一辑 课改，必须改课
- 教师应成为课程改革的主角
- 教学改革要坚持以学生学会学习为核心
- 课程改革：“回归”不是倒退
- 教学改革的新走向与新趋势
- 教学改革的价值认同与境界提升
- 价值追求：有效教学的核心与命义
- 教学改革绝不能止于“有效教学”——“有效教学”的批判性思考
- 教学的再定义及其变革走向
- 课堂教学改革的坚守、突破与超越
- “性相近，习相远”：教学改革基本问题与独特性的表达
- 黑洞与洞见——教育基本问题的讨论
- 第二辑 把学生带到高速公路的入口处
- 把学生带到高速公路的入口处
- 为智慧的生长而教
- 体验与学会体验
- 学习，我们特别的兴趣
- 让学习看得见
- 重要的是学习方法和能力——《中国汉字听写大会》的一点启示
- “以学为核心”与“不教之教”
- 教室里栽棵苹果树
- 第三辑 课堂教学的新秩序
- 我们需要课堂观察
- 新课堂，需要什么样的纪律
- 关于教与学落差的三重思考
- 形散而神不散：课堂教学的新秩序
- 上课的仪式感
- 课前的“开场白”
- 那些课堂中司空见惯的应答
- 地域文化与新课堂建构
- 回到本源性问题上去
- 讨论教学“度”的多重意义
- 重新认识作业的性质与功能
- 寻找那种子——关于作业革命的遐想
- 第四辑 教学改革的典范
- 情境教育的原创性与李吉林求真品格
- “自学·议论·引导”：教学改革的一个典范
- 主题教学：一种理论主张与实践模式
- 孙双金的语文世界
- 言语智慧的生长——美学精神引领下薛法根的组块教学
- 在《童年的月亮爬上来》的背后——周益民诗化语文的探索
- 华应龙：小学数学教育的智者
- 徐斌的主张与风格
- 贲友林：“学为中心”数学课堂的真正实现
- 蔡宏圣的数学理性气质
- 疑趣的内涵与价值
- “通透情境数学”的哲学意蕴和操作要义
- “活动单导学”的核心意义及重要特点
- 第五辑 理性的回答
- 理性的回答
- 让现代技术推动教学改革——从宫崎骏谢幕说起
- 降温，但不应熄灭
- 教学不仅仅是一种“告诉”
- 让学·半肯·情境
- 起点，改变过程
- 真正知道那些“通过考试无法知道的”
- 不只是教育的冲撞
- 让“系统”“制度”去获胜——上海PISA夺魁的再思考
- 游戏，改变教育？
- 游戏，不同于日常生活
- 寻找开端：50年代的课堂记忆
- 附录
- 成尚荣印象
- 高度的力量
- 致谢
FAQ
How does this book differ from ordinary teaching guides for teachers?
Are the "imperatives" in the book rigid and restrictive of teachers' creativity?
Is this book valuable for readers outside the teaching profession?
Comments
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About the author
Cheng Shangrong is an author whose publicly available biographical information remains limited, but his thirteen published works clearly reveal the focus and direction of his writing. His books explore the nature of Chinese language education, the educational idea of taking children's standpoints seriously, and the expression of core competencies within the Chinese educational context. Representative titles include Defining Chinese Language Education, Children's Standpoints, The Chinese Expression of Core Competencies, The Climate of Chinese Language Teaching, Principles of Teaching, The Foundations of Master Teachers, and The Highest Purpose. These titles show that he cares both about the inner logic and classroom atmosphere of Chinese language teaching and about teachers' professional growth and children's place as subjects of education. His writing centers on educational theory and teaching practice, is often classified under examination and education, and is aimed mainly at frontline teachers, teaching researchers, and education scholars. Overall, Cheng Shangrong is an author who writes consistently on Chinese language education and educational ideas, with work that is focused in theme and close to classroom practice, and that has some influence on related educational discussions.
