大學(xué)英語人文閱讀

前言

　　2008年的這個(gè)時(shí)候，西安培華學(xué)院校園里春意盎然，我們站在學(xué)院“以人為本，德育為先”辦學(xué)理念的巨幅標(biāo)語下，望著身邊來來往往的學(xué)子，編者和我談起她想以此為指導(dǎo)思想編寫一本引導(dǎo)學(xué)生學(xué)做人、學(xué)做事、學(xué)與人相處的課外讀物。她認(rèn)為這樣做一方面可以補(bǔ)充學(xué)生英語閱讀量的不足，另一方面也可以使學(xué)生在讀的過程中學(xué)會(huì)思考，提高他們的解碼能力，再要求他們寫出讀書報(bào)告，提高他們的編碼能力，逐步培養(yǎng)學(xué)生的語法能力、社會(huì)語言能力、語篇能力和策略能力。我即刻表示支持，因?yàn)閷W(xué)習(xí)語言沒有大量的輸入和輸出是學(xué)不好的，而且在語言教學(xué)過程中注重育人也正是我們所追求的?！　∫荒赀^去了，當(dāng)她將這本書呈現(xiàn)給我時(shí)，我的確頓感眼前一亮。　　第一，它對(duì)中國(guó)學(xué)子有普遍的教育意義。這本書的獨(dú)特之處在于它所選取的文章可以說是從不同角度對(duì)人生意義的分析和總結(jié)。馬斯洛是一位人本主義的實(shí)踐者，其理論是對(duì)人本主義的升華。在今天，重溫馬斯洛，從某種意義上講，就是學(xué)習(xí)以人為本。特別是在我國(guó)轉(zhuǎn)型時(shí)期，馬斯洛的以人為本的思想具有現(xiàn)實(shí)意義。　　第二，它為我們趟出了一條新路。教學(xué)重在改革。什么叫改革？創(chuàng)新就是改革。多數(shù)英語教學(xué)對(duì)學(xué)生人文素質(zhì)的培養(yǎng)重視得不夠，而這本書打破傳統(tǒng)，自成一種風(fēng)格。作者集數(shù)十年英語教學(xué)的心得，以馬斯洛的需求層次理論為主線，用平實(shí)的語言材料折射出了人的生理需求、安全需求、愛與歸屬需求、尊重需求和自我實(shí)現(xiàn)需求，讀后會(huì)使人受益匪淺；后又引導(dǎo)學(xué)生學(xué)習(xí)如何發(fā)掘自己的潛力和培養(yǎng)興趣，生活中怎樣充滿愛心和體驗(yàn)生活，困難時(shí)怎樣正視現(xiàn)實(shí)和排除焦慮，工作時(shí)怎樣培養(yǎng)創(chuàng)造力和自主性，對(duì)社會(huì)應(yīng)負(fù)有怎樣的責(zé)任感和使命感。這種獨(dú)辟蹊徑的英語讀本編寫方式值得提倡?！　〉谌桥c時(shí)俱進(jìn)的典范。英語教學(xué)也要和時(shí)代同步，掌握了這個(gè)脈搏，就掌握了英語教學(xué)的方向。和諧社會(huì)是時(shí)代的要求；尊重是和諧的基因；“以人為本”是尊重的前提。作者不拘泥于英語，而是先對(duì)人生的重大課題有所思考，有所領(lǐng)悟，這也充分說明了她對(duì)英語教學(xué)的負(fù)責(zé)態(tài)度，對(duì)學(xué)生的關(guān)愛程度。有了這本書，英語教學(xué)必能再進(jìn)一步，再深一層。　　第四，它開辟了英語教學(xué)的新天地。英語是可以用來思考的。英語的教和學(xué)，過去是講得多，記得多，但這遠(yuǎn)遠(yuǎn)不夠。作者認(rèn)為英語還必須多思，并且用英語思維，這就給英語教學(xué)提出了更高的要求。思考，是衡量一個(gè)民族、一個(gè)國(guó)家、一個(gè)社會(huì)、一個(gè)時(shí)代的標(biāo)尺。我們學(xué)英語，不僅僅是要多一種語言，添一種工具，更是要用語言來充實(shí)頭腦，這才是學(xué)習(xí)英語的意義。

內(nèi)容概要

　　第一，它對(duì)中國(guó)學(xué)子有普遍的教育意義。這本書的獨(dú)特之處在于它所選取的文章可以說是從不同角度對(duì)人生意義的分析和總結(jié)。馬斯洛是一位人本主義的實(shí)踐者，其理論是對(duì)人本主義的升華。在今天，重溫馬斯洛，從某種意義上講，就是學(xué)習(xí)以人為本。特別是在我國(guó)轉(zhuǎn)型時(shí)期，馬斯洛的以人為本的思想具有現(xiàn)實(shí)意義?！　〉诙鼮槲覀兲顺隽艘粭l新路。教學(xué)重在改革。什么叫改革？創(chuàng)新就是改革。多數(shù)英語教學(xué)對(duì)學(xué)生人文素質(zhì)的培養(yǎng)重視得不夠，而這本書打破傳統(tǒng)，自成一種風(fēng)格。作者集數(shù)十年英語教學(xué)的心得，以馬斯洛的需求層次理論為主線，用平實(shí)的語言材料折射出了人的生理需求、安全需求、愛與歸屬需求、尊重需求和自我實(shí)現(xiàn)需求，讀后會(huì)使人受益匪淺；后又引導(dǎo)學(xué)生學(xué)習(xí)如何發(fā)掘自己的潛力和培養(yǎng)興趣，生活中怎樣充滿愛心和體驗(yàn)生活，困難時(shí)怎樣正視現(xiàn)實(shí)和排除焦慮，工作時(shí)怎樣培養(yǎng)創(chuàng)造力和自主性，對(duì)社會(huì)應(yīng)負(fù)有怎樣的責(zé)任感和使命感。這種獨(dú)辟蹊徑的英語讀本編寫方式值得提倡?！　〉谌?，它是與時(shí)俱進(jìn)的典范。英語教學(xué)也要和時(shí)代同步，掌握了這個(gè)脈搏，就掌握了英語教學(xué)的方向。和諧社會(huì)是時(shí)代的要求；尊重是和諧的基因；“以人為本”是尊重的前提。作者不拘泥于英語，而是先對(duì)人生的重大課題有所思考，有所領(lǐng)悟，這也充分說明了她對(duì)英語教學(xué)的負(fù)責(zé)態(tài)度，對(duì)學(xué)生的關(guān)愛程度。有了這本書，英語教學(xué)必能再進(jìn)一步，再深一層?！　〉谒?，它開辟了英語教學(xué)的新天地。英語是可以用來思考的。英語的教和學(xué)，過去是講得多，記得多，但這遠(yuǎn)遠(yuǎn)不夠。作者認(rèn)為英語還必須多思，并且用英語思維，這就給英語教學(xué)提出了更高的要求。思考，是衡量一個(gè)民族、一個(gè)國(guó)家、一個(gè)社會(huì)、一個(gè)時(shí)代的標(biāo)尺。我們學(xué)英語，不僅僅是要多一種語言，添一種工具，更是要用語言來充實(shí)頭腦，這才是學(xué)習(xí)英語的意義。

書籍目錄

上篇PART ONE PHYSIOLOGICAL NEEDS1 The Seven Gifts2 The Nutrients in Food3 The Little Scribe4 Why I Came to College5 Which Career Is the Right One for You?6 Finding a Partner7 Liking, Loving and Lust8 I Met a Bushman9 Preserving Our Planet10 The New CavesPART TWO SAFETY NEEDS11 How to Prepare for Earthquakes12 Workplace Safety Article: Avoiding Corporate Complacency13 Protection of Person and Property14 Natural Disasters: Protect Your Identity15 Warning Signs16 Various Influence on Health17 Spring: The Season of the Body18 Summer: The Season of the Emotions19 Autumn: The Season of the Mind20 Winter: The Season of the SoulPART THREE LOVE AND BELONGING NEEDS21 The Two Sides of Love22 My Most Unforgettable Character23 Spring of 195924 A Doll for Great-Grandmother25 The Blanket26 Angels on the Internet27 The Silver Elephant28 The Letter29 The Last Chapter: Their Marriage Was No Fairy Tale30 How To Make Love GrowPART FOUR ESTEEM NEEDS31 Thank You, Mam32 On the Right Path33 Were Raising Children, Not Flowers!34 More than One Way to the Square35 A Moment of Joy36 The RealTest37 All Good Things3 8 The First Lady Next Door39 He Led a Useful Life40 Too Much Talk, Not Enough Action41 Ten Effective Study Tips for Oral English Students42 How to Write a Book Report43 How to Prepare and Deliver a Speech44 How to Build Better Friendships45 Secrets of the Truly Popular46 The Seven Principles of Timing in Your Life47 Secrets Every Achiever Knows48 Four Minutes that Get You Hired49 The Secret to Successful Studying50 What Successful People Have in Common下篇PART ONE REALIZING POTENTIALS AND FOSTERINGINTERESTS1 True Height2 Hard Work Pays Off3 Three Days to See4 Life Without Fear5 A Special Sort of Stubbornness6 Got a Dream?7 Keeping the Brain Sharp as We Age8 Five Rules for Waking Up Alert9 Getting the Best Value for Time10 The Importance of ResiliencePART TWO SHOWING COMPASSION ANDEXPERIENCING LIFE11 Brotherly Love12 Forgiveness13 Dont Let It End This Way14 There Are No Coincidences15 The Gratitude We Need16 A Parable for Thanksgiving17 An Exchange of Gifts18 A Truckers Last Letter19 Life Is Short20 Humor and Mental HealthPART THREE FACING REALITY AND REDUCINGANXIETY21 The Day Mother Cried22 Dealing with Nervousness23 Speaking of the Devil24 Ways to Relieve Stress25 A Lesson in Patience from a Puppy26 A Bad Principal Taught Me a Good Lesson27 The Truth About Lying28 Measuring the Costs of Our Decisions29 A Successful Failure30 The Terribly, Tragically Sad ManPART FOUR CULTIVATING ORIGINALITY ANDAUTONOMY31 Universities and Their Function32 Angels on a Pin33 Jeremys Egg34 How to Become Gifted35 How to Get a Great Idea36 Lessons from Jefferson37 Albert Einstein and the Yo-Yo38 A Story of Young Hillary Rodhams Family Education39 Why People Work40 A Long March to CreativityPART FIVE TAKING RESPONSIBILITIES ANDSHOULDERING MISSIONS

章節(jié)摘錄

　　The runner set out with the letter. At first, he ran well; but then he heard an animalin front of him. He could not see it, but it was a big animal. It made a lot of noise. He ranback and went up a tree. He waited there for a long time until he could not hear the animal.Then he came down the tree. But he could not find the letter; it was lost.　　He remembered the ship, which was going on its way down the river. He ran throughthe forest and looked for the letter. There was not much time. He must find the letterquickly. At last he saw it on the ground under a tree.　　The runner caught the ship, and the ship took the letter down to the sea. There it wasput into a bag with some other letters, and the bag was put into a bigger ship. On the nextday it set out on its long journey over the sea, and in about a month it got to London.　　When the bags of letters were taken off the ship, something broke. Some of the bagsfell into the water. A man went down under the water to find the bags. He found them all.　　Some men opened the bags and looked at the letters inside. The letters were wet, butthese men were able to read the names on the letters. They did this kind of work all theirlives. They knew their work. Susans letter went on its way with the others.　　The bags of letters were put into a train. At the end of that journey they were all takenout, and seven of them were put into a fast train to Newton. Susan lived at Newton. Thetrain ran quickly through the night.　　In a part of the train next to the bags, two men waited. At the right time they beganthe work which they were going to do. They made a big hole in the wooden wall, and gotthrough the hole to the bags of letters. Some of these letters had money in them, and thethieves knew about it. They wanted the money.

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