“手记与对话”是从追问“什么是健康的语文生活”开栏的,几期做下来发现我们的中小学教育并不缺少理想主义者和理想的践行者,或者说几乎每一个中小学语文老师,他们的语文生活都有理想主义前史可以溯源,但在和中小学老师的交流中我也发现,不是每一个人都能够把他们的理想主义坚持到底的——理想主义者往往最后成为孤独者、失意者和失败者,大多数随了庸常的大流。一个语文老师的成长有属于他的成长环境,像水的波纹一样推近及远,最靠近身边的一圈应该是同事和他所服务的学校。 “Notes and Dialogs” is a question from asking “What is healthy language life?” When did we find out that our primary and secondary education is not lacking in idealism and ideals, or almost Every primary and secondary school language teacher has a history of pre-idealistic Chinese language that can be traced back to history. However, I also found out in my exchanges with primary and secondary school teachers that not everyone can stick their idealism to the end - ideals Often the activists eventually become loner, frustrated and loser, most of whom follow the usual tributary. The growth of a language teacher belongs to his growth environment, like the ripples of water close and far, the closest circle should be his colleagues and his school.