我与陆锋磊老师不曾相识。读罢他的成长经历,我以为,陆老师成功演绎了一位语文教师成长“修炼”旋律的三重变奏。第一重变奏是他从陶醉于课堂上的自我表现,到开始关注语文课的价值。初入教师行列,陆老师沉浸于学生赞赏的“秋士高韵”之中,然而学生却说:“常常迷失在课堂的诗意里,三年来却发现读写能力没有提升。”没能让学生享受到成功,引发了他深 I did not know Mr. Lu Fenglei. After reading his growing experience, I thought that Teacher Lu successfully demonstrated the triple variation of the growth of a Chinese teacher and the practice of melody. The first variation is his self-expression from reveling in the classroom, to begin to pay attention to the value of Chinese class. Into the ranks of teachers, Lu teachers immersed in the students praise “Autumn Rich”, but students say: “often lost in the poem in the classroom, but found that literacy in three years did not improve. ” No Let students enjoy the success, triggered him deep