今天是冬至。这是一个严寒的日子。就在这一天，我感受到了母爱似海，海纳百川。我还领悟到了父爱如天，天容万物。父母是海天，我就在其间。在我心中，冬至就是我的感恩节！

　　在初中英语教学中，自己不读、不写的老师怎么教得好英语读写呢？

　　老师自己不多读、不多写，又怎么能够教出多读、多写的学生来呢？

　　老师自己不多读、多写能奢谈什么读写策略吗？

　　发展读写策略的一个基本前提就是多读、多写。一方面，多读多写能够使发展读写策略成为自己的迫切需要。另一方面，发展读写策略又能够为多读多写提供强大的技能支撑。两者之间是相辅相成、相互促进的。

　　In middle school English teaching, how can a teacher teach reading and writing successfully when he or she does not read widely and fails to write regularly?

　　How can a teacher with very limited reading and writing expect his or her students to read widely and write regularly?

　　Can a teacher with very limited reading and writing have his or her expertise in English reading and writing strategies?

　　The prerequisite for developing English reading and writing strategies is the practice of reading widely and writing regularly. On the one hand, the practice of reading widely and writing regularly necessitates more and more efficient reading and writing strategies. On the other, the development of reading and writing strategies powerfully provides strong technical support for the practice of reading widely and writing regularly. As a matter of fact, reading and writing practice and the development of reading and writing strategies support each other and promote each other.

　　初中生正处于对世界、对自己充满探索的时期，因此在初中英语教学中，激励他们在探索中学习，在学习中探索应当是我们的基本选项。少一点机械性的反复操练，多一点探索性的创新学习应当成为初中英语教学的新常态。

　　教师的英语读写策略指导需要与学生的探索性创新学习相结合。

　　这是一项新任务。为了让我们教师自己能够胜任这项任务，我们也需要在探索中学习和在学习中探索。

　　Middle schoolers are experiencing a period full of exploration around the world and in themselves. So in middle school English teaching, the basic choice is for us to encourage them to study in exploration and to explore in study. Less mechanical drills in repetition and more creative study in exploration are expected to be widely adopted in middle school English teaching.

　　The teachers’ guidance in English reading and writing strategies needs to be connected with the students’ creative study in and for exploration.

　　This is a new task. Our competencies for this task can only be developed through the endeavor in studying in exploration and exploring in study.

　　从综合认知能力的各单项能力之间相互作用的角度看，语言、思维、感知、记忆之间的可逆性可以视为大脑中不同信息形态之间的转换，即从一种信息形态转换到另一种信息形态，如从记忆信息形态转换到语言信息形态，从感知信息形态转换到语言信息形态，等等。

《综合认知能力发展探究》课的信念与目标
(The belief and goal of the course “Exploring the Developing Integrated Cognitive Competence”)

我们的信念 (Our belief)：

　　创新是课程的灵魂 (Creativity is the soul of our course.)

我们的目标 (Our goal)

　　提高创新意识 (To raise creative awareness)

　　培育创新精神 (To cultivate creative spirit)

　　发展创新能力 (To develop creative ability)

　　收获创新成果 (To harvest creative fruits)

创造性思维：偶得两则

偶得之一：难易之辨

　　我突然冒出一个想法，就立即把它写下来：

　　“在创造性思维过程中，运用发散性思维容易，运用收敛性思维难。”

　　我感到这样说显得不合实际，于是改为：

　　“在创造性思维过程中，运用发散性思维难，运用收敛性思维更难。”

　　以上四行是比较了发散性思维(divergent thinking)和收敛性思维(convergent thinking)之后的两种说法。这两种说法的形成经历了创造性思维(creative thinking)与评析性思维(critical thinking)的运用，第一行和第二行记录了创造性思维的运用，第三行和第四行体现了评析性思维的运用。

偶得之二：瞬间的灵感与长期的深思

　　创造性思维是瞬间的灵感与长期的深思相结合的结晶。

　　瞬间的灵感源自长期的深思，而长期的深思寄托着瞬间的灵感。

　　由于在长期的深思过程中期待着的灵感的出现，长期的深思才有持久的动力。由于在瞬间的灵感的一刹那中品味着长期深思的甜美成果，瞬间的灵感才会显得更加珍贵。