第一篇：優(yōu)秀女校長(zhǎng)事跡演講--紅燭的情懷

材料，為了節(jié)省運(yùn)費(fèi)，他們搭了一家工廠的順路車，等人家的貨卸完送他們回校卸貨時(shí)，已是晚上十點(diǎn)鐘了！

就這樣，經(jīng)過(guò)四年的時(shí)間，原先的垃圾場(chǎng)變成了柳樹成蔭的綠化帶，原先的臭水塘變成了荷花盛開的清水池，原先坑坑洼洼的荒地變成了綠草萋萋的足球場(chǎng)……

人們常說(shuō)“人和萬(wàn)事興”“天時(shí)不如地利，地利不如人和”，徐校長(zhǎng)深深懂得，教育管理要以人為本！她努力營(yíng)造優(yōu)良的人文環(huán)境，激發(fā)教師的工作熱情。

高橋地處江北，要讓青年教師尤其是外地教師安心留在高橋工作，談何容易！徐校長(zhǎng)覺(jué)得，只有留住了心才能真正留住人。于是，她盡一切可能給教師提供施展才華的機(jī)會(huì)，同時(shí)，努力改善教職工的生活條件，幫他們解決實(shí)際困難。青年教師朱彩云，是ＸＸ縣(學(xué)生無(wú)憂網(wǎng))從陜西引進(jìn)的外語(yǔ)教師，她愛人原來(lái)在大港中學(xué)教英語(yǔ)，到了婚齡卻苦于沒(méi)有房子結(jié)婚，小兩口非常著急，徐校長(zhǎng)了解了這一情況后，毅然決定讓出兩間辦公室，并親自出面為他們裝修，這對(duì)青年夫婦感動(dòng)得不知說(shuō)什么是好。第二年，男方主動(dòng)申請(qǐng)從大港中學(xué)調(diào)到了高橋中學(xué)工作。

1998年，在徐校長(zhǎng)的多方努力下，橋中的教師安居工程樓建成了，又一大批教師解決了住房問(wèn)題。

人心齊，泰山移。面對(duì)學(xué)校和黨組織的關(guān)心，面對(duì)高橋人民的期望，面對(duì)莘莘學(xué)子的求知熱情，在徐校長(zhǎng)奮斗精神的鼓舞下，高橋中學(xué)的教師開始奮發(fā)了！同樣的教師，同樣的生源，當(dāng)年的中考，高橋中學(xué)就打了個(gè)漂亮的翻身仗，一舉進(jìn)入了ＸＸ縣的上游學(xué)校行列。望著中考的成績(jī)統(tǒng)計(jì)表，徐校長(zhǎng)流下了幸福的熱淚。

滔滔長(zhǎng)江水，滾滾向東流。徐校長(zhǎng)沒(méi)有陶醉在一次的成功之中，她清醒地認(rèn)識(shí)到，高橋這個(gè)江北的沙洲，經(jīng)濟(jì)發(fā)展落后的根源就在于人才的匱乏，要改變家鄉(xiāng)貧窮落后的面貌，必須要加快教育的發(fā)展，不斷提高學(xué)校的教育教學(xué)質(zhì)量。

這四年多來(lái)，為了工作，徐校長(zhǎng)沒(méi)有睡過(guò)一個(gè)安穩(wěn)覺(jué)；為了工作，她沒(méi)時(shí)間顧及自己的家庭，常常是先生把午飯做好了送到學(xué)校；為了工作，她沒(méi)時(shí)間過(guò)問(wèn)自己唯一的女兒，當(dāng)年，她送走一屆屆學(xué)生時(shí)，她自己的女兒卻沒(méi)能考上一所如愿的大學(xué)，如今，女兒即將畢業(yè)，作為母親的她又無(wú)暇去為女兒落實(shí)工作。每當(dāng)談起這些，徐校長(zhǎng)總是覺(jué)得十分內(nèi)疚，她欠家庭，欠女兒太多太多了！

有人說(shuō)，教師是蠟燭，燃燒自己，照亮別人。是啊，ＸＸＸ校長(zhǎng)不正是一支烈烈燃燒的紅燭嗎？“把熱心獻(xiàn)給教師，把愛心獻(xiàn)給學(xué)生，把忠心獻(xiàn)給事業(yè)”——這就是一名優(yōu)秀的女共產(chǎn)黨員、一位優(yōu)秀的女校長(zhǎng)、一支默默燃燒的“紅燭”的情懷！

第二篇：哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文2011

哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文（組圖）作者：涂攀

2011年5月哈佛大學(xué)迎來(lái)了第360屆畢業(yè)典禮。哈佛大學(xué)女校長(zhǎng)福斯特（Drew Gilpin Faust，1947

年9月18日－，美國(guó)歷史學(xué)家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學(xué)歷史上第一位女校長(zhǎng)，也是自1672年以來(lái)第一位沒(méi)有哈佛學(xué)習(xí)經(jīng)歷的哈佛校長(zhǎng)。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學(xué) Concord Academy，后就讀于位于賓州費(fèi)城郊外的一所女子文理學(xué)院 Bryn Mawr College；文理學(xué)院畢業(yè)后福斯特進(jìn)入賓夕法利亞大學(xué)攻讀歷史學(xué)碩士，攻讀歷史碩士學(xué)位，1975年獲得了賓大美洲文明專業(yè)的博士學(xué)位，同年起留校擔(dān)任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學(xué)，她獲任歷史學(xué)系教授。福斯特是一位研究美國(guó)南方戰(zhàn)前歷史和美國(guó)內(nèi)戰(zhàn)歷史的專家，在美國(guó)內(nèi)戰(zhàn)時(shí)期反映南方陣營(yíng)思想的意識(shí)形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關(guān)書籍，其中最著名的一本《創(chuàng)造之母：美國(guó)內(nèi)戰(zhàn)南方蓄奴州婦女》在1997年獲得美國(guó)歷史學(xué)會(huì)美國(guó)題材非小說(shuō)類最佳著作獎(jiǎng)。

2001年，福斯特進(jìn)入哈佛大學(xué)，并擔(dān)任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長(zhǎng)，該學(xué)院的前身是拉德克利夫?qū)W院。2007年就任哈佛大學(xué)校長(zhǎng)。

2011年福斯特就任哈佛大學(xué)校長(zhǎng)屆滿四年，四年也是本科生完成學(xué)業(yè)的時(shí)間跨度，所以Class of 2011對(duì)于福斯特來(lái)說(shuō)，有著不一樣的意義。在這篇演講中談到了她這四年的心路歷程，同時(shí)對(duì)美國(guó)教育的未來(lái)發(fā)展提出了自己的觀點(diǎn)，其中多次提到中國(guó)的教育發(fā)展。

Commencement Address Tercentenary Theatre, Cambridge, MA May 26, 2011

Distinguished guests.Harvard faculty, alumni, students, staff, friends.As we celebrate the Class of 2011 and welcome them to our alumni ranks, I feel a special sense of connection to those who just received their “first degrees,” to use the words with which I officially greeted them this morning.I began as president when they arrived as freshmen, and we have shared the past four years here together.Four world-changing years.From the global financial crisis, to a historic presidential election, to the popular uprisings of the Arab Spring — not to mention earthquakes, tsunamis and tornadoes.The choices and circumstances these new alumni face are likely to be quite different from the ones they expected when they moved into Harvard Yard in September 2007.And I hope and trust that they too are transformed — shaped by all they have learned and experienced as Harvard College undergraduates.Their departure marks a milestone for me as well.One that prompts me, as Harvard enters its 375th year, to reflect on what these four years have meant for universities, and what universities must do in this time of worldwide challenges when knowledge is becoming ever more vital to our economies, our societies and to us all.Education has never mattered more to individual lives.In the midst of the Great Recession, the unemployment rate for college graduates in the United States was less than half that for those with just a high school diploma.Those with bachelor degrees earn half again as much as high school graduates.Doctoral or professional degrees nearly double, on average, earnings again.And education of course brings far more than economic benefits.We believe that the graduates of institutions like Harvard are instilled with analytic and creative habits of mind, with a capacity for judgment and discernment that can guide them through a lifetime that promises an abundance of change.But education is not just about individuals.Education has never mattered more to human progress and the common good.Much of what we have undertaken at Harvard in these past four years reflects our fundamental sense of that responsibility: to educate individuals who will understand the difference between information and wisdom, who will pose the questions, and create the knowledge that can address the world’s problems, who can situate today’s realities in the context of the past even as we prepare for the future.Yet universities have been deeply affected, as events have reshaped the educational landscape in the United States and abroad.The cost of higher education has become the source of even greater anxiety for American families.At a time when college matters more than ever, it seems increasingly less affordable.Access to higher education is a national priority, and at Harvard we have significantly enhanced our financial aid policies to make sure that Harvard is attainable for talented students regardless of their financial circumstances.This is fundamental to sustaining Harvard’s excellence.More than 60% of undergraduates received financial aid from Harvard this year;their families paid an average of $11,500 for tuition and room and board.The composition of our student body has changed as a result, and we have reached out to students who previously would not have imagined they could attend.This past year, for example, nearly 20% of the freshman class came from families with incomes below $60,000.We want to attract and invest in the most talented students, those likely to take fullest advantage of their experience at Harvard College.（一名頭頂阿拉伯-英語(yǔ)詞典的阿拉伯學(xué)生）

Our graduate and professional schools recognize a similar imperative and seek to ensure that graduates are able to choose careers based on their aspirations rather than on the need to repay educational debt.The Kennedy School, for example, has made increasing financial aid its highest priority;Harvard Medical School’s enhanced financial aid policies now assist over 70% of its student body.Like American families, institutions of higher education face intensified financial challenges as well.At our distinguished public universities, pressures on state funding threaten fundamental purposes.The governor of Pennsylvania, for example, proposes cutting state appropriations for higher education by half.Leaders of the University of California system warned last week of a possible tuition increase of 32% in response to reduced state support.Some in Congress are threatening to reduce aid for needy students, and to constrain the federal funding that fuels scientific research at Harvard and at America’s other distinguished universities.By contrast, support for higher education and research is exploding in other parts of the globe.In China, for example, undergraduate student numbers have more than quadrupled in little over a decade;India has more than doubled its college attendance rate and plans to do so again by 2020.Higher education, these nations recognize, is a critical part of building their futures.As battles rage in Washington over national priorities and deficit reduction, we need to make that case for America as well.Universities are an essential part of the solution—providing economic opportunity and mobility, producing discoveries that build prosperity, create jobs and improve human lives.And American higher education—in its dedication to knowledge in breadth and depth, beyond instrumental or narrow technical focus — has proved a generator of imagination, wisdom and creativity, the capacities that serve as foundations for building our common future.When I met last year with university presidents in China, they wanted to talk not about science or technology, where we all know they have such strength, but instead about the liberal arts and how to introduce them in their country.They believed those principles of broad learning had yielded the most highly regarded educational system in the world.This year, Tsinghua University in Beijing introduced a new required course called “Moral Reasoning and Critical Thinking.” It is modeled on Professor Michael Sandel’s famous Harvard undergraduate class, “Justice,” and he lectured in that course last week.This is a time for us to convince Americans of what these Chinese educational leaders affirmed to me: that we in the United States have developed a model of higher education that is unsurpassed in its achievements and distinction, in the knowledge it has created and in the students it has produced.It must be both supported and adapted to help secure the future in which our children and their children will live.（這位老先生George Barner 是哈佛在世的最老的校友之一，1929屆畢業(yè)生。按推算，老先生已經(jīng)90歲以上高齡）

That future encompasses a second powerful force shaping higher education.When Thomas Friedman famously proclaimed that the world was “flat” in 2005, he drew attention to the ways in which ideas and economies no longer respect boundaries;knowledge, he emphasized, is global.Yet societies, cultures and beliefs vary in ways that affect us ever more deeply.If the world is flat, it is far from homogeneous.Universities must embrace the breadth of ideas and opportunities unfolding across the world, and at the same time advance understanding of the differences among distinctive cultures, histories and languages.（另一位年逾古稀的哈佛校友Donald Brown；1930屆畢業(yè)生）

I am repeatedly struck when I meet with undergraduates at the intensity of their interest in language courses, which at Harvard now include nearly 80 languages.These undergraduates understand the kind of world they will live in, and they want to be prepared.One member of the class of 2011, who will be a Marshall scholar next year, told me about how she took up the study of Chinese at Harvard and when she traveled abroad recognized how speaking the language transformed her relationship to those she met.“When you learn a language,” she said, “you get goggles.My Chinese goggles.You have different kinds of conversations with people in their own language … we’re going to grow up in the world together in countries with such intertwined futures.We are,” she concluded, “an international generation.”

In these past four years, Harvard has reached into the world, and the world has reached into Harvard as never before.I have traveled as Harvard president on five continents.I have met with thousands of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in China.Our new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement abroad.We have over the past several years launched the university-wide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource Center.Undergraduate experiences abroad have more than doubled since 2003.Design School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in Fiji.Here in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international component.And we benefit from an increasingly international faculty and student body — 20% of our degree students overall.But it is not just knowledge that knows no boundaries.The world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our community.Universities are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to therapeutics.To borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical knowledge.And we increasingly understand how to bring the elements of knowledge-creation together by crossing intellectual and disciplinary boundaries just as we cross international ones.I speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most accomplished senior faculty members.The new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from post-earthquake response in Haiti and Chile to reducing cardiovascular disease in the developing world.We have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related activities.Similarly, the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look comprehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental regulation.This brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important part.Students and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis vaccine.Our undergraduates have invented a soccer ball that can generate enough power to light villages;Business School students are launching more and more start-ups;Medical School experiments have reversed the signs of aging — in mice at least.The Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the Ed.L.D.— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s schools.New ideas and new ways of enabling those ideas to reach a wider world.That is the essence of what we are about.And we as an institution have some new ideas about how we do our own work as well.We have innovated after 350 years with governance, expanding and enhancing the Corporation.We are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and teach.We are in the second successful year of a new undergraduate curriculum.We created a new School of Engineering and Applied Sciences.We are exploring new ways of teaching, with new technologies and new partners.We are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative learning.In the fall we will open a new Innovation Lab, to foster team-based invention that connects students across disciplines and with local entrepreneurs.Perhaps every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like these.But both the depth of the challenges we face and the power of knowledge — and thus of universities--to address them is unprecedented.Harvard must embrace this responsibility, for it is accountable to you, its alumni, and to the wider world.Universities are among humanity’s greatest innovations and among humanity’s greatest innovators.Through universities we find a better future, where our graduates and their children and the greater global community may lead lives of peace, prosperity and purpose in the centuries to come.Thank you very much.互聯(lián)網(wǎng)界的讀者文摘

第三篇：哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文

哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文

Universities nurture the hopes of the world: in solving challenges that cross borders;in unlocking and harnessing new knowledge;in building cultural and political understanding;and in modeling environments that promote dialogue and debate...The ideal and breadth of liberal education that embraces the humanities and arts as well as the social and natural sciences is at the core of

Harvard’s philosophy.2011年5月哈佛大學(xué)迎來(lái)了第360屆畢業(yè)典禮。哈佛大學(xué)女校長(zhǎng)福斯特（Drew Gilpin Faust，1947年9月18日－，美國(guó)歷史學(xué)家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學(xué)歷史上第一位女校長(zhǎng)，也是自1672年以來(lái)第一位沒(méi)有哈佛學(xué)習(xí)經(jīng)歷的哈佛校長(zhǎng)。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學(xué) Concord Academy，后就讀于位于賓州費(fèi)城郊外的一所女子文理學(xué)院 Bryn Mawr College；文理學(xué)院畢業(yè)后福斯特進(jìn)入賓夕法利亞大學(xué)攻讀歷史學(xué)碩士，攻讀歷史碩士學(xué)位，1975年獲得了賓大美洲文明專業(yè)的博士學(xué)位，同年起留校擔(dān)任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學(xué)，她獲任歷史學(xué)系教授。福斯特是一位研究美國(guó)南方戰(zhàn)前歷史和美國(guó)內(nèi)戰(zhàn)歷史的專家，在美國(guó)內(nèi)戰(zhàn)時(shí)期反映南方陣營(yíng)思想的意識(shí)形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關(guān)書籍，其中最著名的一本《創(chuàng)造之母：美國(guó)內(nèi)戰(zhàn)南方蓄奴州婦女》在1997年獲得美國(guó)歷史學(xué)會(huì)美國(guó)題材非小說(shuō)類最佳著

作獎(jiǎng)。

2001年，福斯特進(jìn)入哈佛大學(xué)，并擔(dān)任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長(zhǎng)，該學(xué)院的前身是拉德克利夫?qū)W院。2007年就任哈佛大學(xué)校長(zhǎng)。

2011年福斯特就任哈佛大學(xué)校長(zhǎng)屆滿四年，四年也是本科生完成學(xué)業(yè)的時(shí)間跨度，所以Class of 2011對(duì)于福斯特來(lái)說(shuō)，有著不一樣的意義。在這篇演講中談到了她這四年的心路歷程，同時(shí)對(duì)美國(guó)教育的未來(lái)發(fā)展提出了自己的觀點(diǎn)，其中多次提到中國(guó)的教育發(fā)展。Commencement Address

Tercentenary Theatre, Cambridge, MA May 26, 2011

Distinguished guests.Harvard faculty, alumni, students, staff, friends.As we celebrate the Class of 2011 and welcome them to our alumni ranks, I feel a special sense of connection to those who just received their “first degrees,” to use the words with which I officially greeted them this morning.I began as president when they arrived as freshmen, and we have shared the past four years here together.Four world-changing years.From the global financial crisis, to a historic presidential election, to the popular uprisings of the Arab Spring — not to mention earthquakes, tsunamis and tornadoes.The choices and circumstances these new alumni face are likely to be quite different from the ones they expected when they moved into Harvard Yard in September 2007.And I hope and trust that they too are transformed — shaped by all they have learned and experienced as Harvard College undergraduates.Their departure marks a milestone for me as well.One that prompts me, as Harvard enters its 375th year, to reflect on what these four years have meant for universities, and what universities must do in this time of worldwide challenges when knowledge is becoming ever more vital to our economies, our societies and to us all.Education has never mattered more to individual lives.In the midst of the Great Recession, the unemployment rate for college graduates in the United States was less than half that for those with just a high school diploma.Those with bachelor degrees earn half again as much as high school graduates.Doctoral or professional degrees nearly double, on average, earnings again.And education of course brings far more than economic benefits.We believe that the graduates of institutions like Harvard are instilled with analytic and creative habits of mind, with a capacity for judgment and discernment that can guide them through a lifetime that promises an abundance of change.But education is not just about individuals.Education has never mattered more to human progress and the common good.Much of what we have undertaken at Harvard in these past four years reflects our fundamental sense of that responsibility: to educate individuals who will understand the difference between information and wisdom, who will pose the questions, and create the knowledge that can address the world’s problems, who can situate today’s realities in the context of the past even as we prepare for the future.Yet universities have been deeply affected, as events have reshaped the educational landscape in the United States and abroad.The cost of higher education has become the source of even greater anxiety for American families.At a time when college matters more than ever, it seems increasingly less affordable.Access to higher education is a national priority, and at Harvard we have significantly enhanced our financial aid policies to make sure that Harvard is attainable for talented students regardless of their financial circumstances.This is fundamental to sustaining Harvard’s excellence.More than 60% of undergraduates received financial aid from Harvard this year;their families paid an average of $11,500 for tuition and room and board.The composition of our student body has changed as a result, and we have reached out to students who previously would not have imagined they could attend.This past year, for example, nearly 20% of the freshman class came from families with incomes below $60,000.We want to attract and invest in the most talented students, those likely to take fullest advantage of their experience at Harvard College.Our graduate and professional schools recognize a similar imperative and seek to ensure that graduates are able to choose careers based on their aspirations rather than on the need to repay educational debt.The Kennedy School, for example, has made increasing financial aid its highest priority;Harvard Medical School’s enhanced financial aid policies now assist over 70% of its student body.Like American families, institutions of higher education face intensified financial challenges as well.At our distinguished public universities, pressures on state funding threaten fundamental purposes.The governor of Pennsylvania, for example, proposes cutting state appropriations for higher education by half.Leaders of the University of California system warned last week of a possible tuition increase of 32% in response to reduced state support.Some in Congress are threatening to reduce aid for needy students, and to constrain the federal funding that fuels scientific research at Harvard and at America’s other distinguished universities.By contrast, support for higher education and research is exploding in other parts of the globe.In China, for example, undergraduate student numbers have more than quadrupled in little over a decade;India has more than doubled its college attendance rate and plans to do so again by 2020.Higher education, these nations recognize, is a critical part of building their futures.As battles rage in Washington over national priorities and deficit reduction, we need to make that case for America as well.Universities are an essential part of the solution—providing economic opportunity and mobility, producing discoveries that build prosperity, create jobs and improve human lives.And American higher education—in its dedication to knowledge in breadth and depth, beyond instrumental or narrow technical focus — has proved a generator of imagination, wisdom and creativity, the capacities that serve as foundations for building our common future.When I met last year with university presidents in China, they wanted to talk not about science or technology, where we all know they have such strength, but instead about the liberal arts and how to introduce them in their country.They believed those principles of broad learning had yielded the most highly regarded educational system in the world.This year, Tsinghua University in Beijing introduced a new required course called “Moral Reasoning and Critical Thinking.” It is modeled on Professor Michael Sandel’s famous Harvard undergraduate class, “Justice,” and he lectured in that course last week.This is a time for us to convince Americans of what these Chinese educational leaders affirmed to me: that we in the United States have developed a model of higher education that is unsurpassed in its achievements and distinction, in the knowledge it has created and in the students it has produced.It must be both supported and adapted to help secure the future in which our children and their children will live.That future encompasses a second powerful force shaping higher education.When Thomas Friedman famously proclaimed that the world was “flat” in 2005, he drew attention to the ways in which ideas and economies no longer respect boundaries;knowledge, he emphasized, is global.Yet societies, cultures and beliefs vary in ways that affect us ever more deeply.If the world is flat, it is far from homogeneous.Universities must embrace the breadth of ideas and opportunities unfolding across the world, and at the same time advance understanding of the differences among distinctive cultures, histories and languages.I am repeatedly struck when I meet with undergraduates at the intensity of their interest in language courses, which at Harvard now include nearly 80 languages.These undergraduates understand the kind of world they will live in, and they want to be prepared.One member of the class of 2011, who will be a Marshall scholar next year, told me about how she took up the study of Chinese at Harvard and when she traveled abroad recognized how speaking the language transformed her relationship to those she met.“When you learn a language,” she said, “you get goggles.My Chinese goggles.You have different kinds of conversations with people in their own language … we’re going to grow up in the world together in countries with such intertwined futures.We are,” she concluded, “an international generation.”

In these past four years, Harvard has reached into the world, and the world has reached into Harvard as never before.I have traveled as Harvard president on five continents.I have met with thousands of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in China.Our new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement abroad.We have over the past several years launched the university-wide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource Center.Undergraduate experiences abroad have more than doubled since 2003.Design School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in Fiji.Here in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international component.And we benefit from an increasingly international faculty and student body — 20% of our degree students overall.But it is not just knowledge that knows no boundaries.The world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our community.Universities are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to therapeutics.To borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical knowledge.And we increasingly understand how to bring the elements of knowledge-creation together by crossing intellectual and disciplinary boundaries just as we cross international ones.I speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most accomplished senior faculty members.The new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from post-earthquake response in Haiti and Chile to reducing cardiovascular disease in the developing world.We have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related activities.Similarly, the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look comprehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental regulation.This brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important part.Students and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis vaccine.Our undergraduates have invented a soccer ball that can generate enough power to light villages;Business School students are launching more and more start-ups;Medical School experiments have reversed the signs of aging — in mice at least.The Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the Ed.L.D.— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s schools.New ideas and new ways of enabling those ideas to reach a wider world.That is the essence of what we are about.And we as an institution have some new ideas about how we do our own work as well.We have innovated after 350 years with governance, expanding and enhancing the Corporation.We are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and teach.We are in the second successful year of a new undergraduate curriculum.We created a new School of Engineering and Applied Sciences.We are exploring new ways of teaching, with new technologies and new partners.We are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative learning.In the fall we will open a new Innovation Lab, to foster team-based invention that connects students across disciplines and with local entrepreneurs.Perhaps every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like these.But both the depth of the challenges we face and the power of knowledge — and thus of universities--to address them is unprecedented.Harvard must embrace this responsibility, for it is accountable to you, its alumni, and to the wider world.Universities are among humanity’s greatest innovations and among humanity’s greatest innovators.Through universities we find a better future, where our graduates and their children and the greater global community may lead lives of peace, prosperity and purpose in the centuries to come.Thank you very much.-Drew Gilpin Faust

第四篇：哈佛女校長(zhǎng)的演講感言

先到你想去的地方，然后再到你應(yīng)該去的地方

我把這個(gè)叫做職業(yè)選擇中的停車位理論，幾十年來(lái)我一直在和哈佛畢業(yè)的學(xué)生說(shuō)這些。不要因?yàn)槟阌X(jué)得會(huì)沒(méi)有停車位，就把車停在離目的地20個(gè)街區(qū)遠(yuǎn)的地方。先到你想去的地方，然后再到你應(yīng)該去的地方。

你們選擇了一條路，也就選擇了一份挑戰(zhàn)。你知道自己想要什么樣的生活，只是不知道該怎樣到達(dá)那兒。這是好事。

關(guān)注你的生活，思考怎樣才能把它過(guò)好，怎樣才能把事情做對(duì)：這些也許是教育給你最寶貴的東西。通識(shí)教育讓你自覺(jué)地生活，讓你在你所做的一切中尋找、定義價(jià)值。它也讓你成為一個(gè)自我的分析家和批評(píng)家，讓你從最高水平上掌握你生活的展示方式。從這個(gè)意義上講，博雅教育讓你自由。它們賦予你行動(dòng)、發(fā)現(xiàn)價(jià)值和作出選擇的能力。不要靜止不動(dòng)，要隨時(shí)準(zhǔn)備接受改變。牢記那些我們告訴你們的遠(yuǎn)大理想，就算你覺(jué)得它們永遠(yuǎn)不可能實(shí)現(xiàn)，也要記?。核鼈兛梢灾敢銈?，讓你們到達(dá)那個(gè)對(duì)自己和世界都有意義的彼岸。你們的未來(lái)在自己手中。

是的，大家有時(shí)候會(huì)這么做，但是中外教育是有差距的，需要我們?cè)诓町愔校龀稣_的抉擇，真的有些痛苦，這需要很大的決心和為此付出的代價(jià)。

第五篇：一位女校長(zhǎng)的開學(xué)演講火了

一位女校長(zhǎng)的開學(xué)演講火了！她的話，竟點(diǎn)醒不少成年人！2016-2-23 8:47:21

湖北隨州二中王桂蘭校長(zhǎng)在新年開學(xué)之際，給在校中學(xué)生們上了一場(chǎng)生動(dòng)的課，句句經(jīng)典。更令人注意的是，這次講話雖然是針對(duì)在校學(xué)生，但是內(nèi)容同樣也適用于每一個(gè)成年人，振聾發(fā)聵，瘋轉(zhuǎn)朋友圈！看看她到底說(shuō)了些啥？

不讀書、不吃苦，你要青春干嘛

老師們、同學(xué)們：

大家新年好！

按照慣例，新學(xué)期的第一講由我來(lái)給大家講點(diǎn)什么，以前給大家講的諸如《什么是你生命中的核桃》、《愛國(guó)請(qǐng)從改變自己做好自己開始》等等不知道大家是否還有印象，是否對(duì)大家有些啟示和影響。

今天，我要給大家講的主題是《不讀書、不吃苦，你要青春干嘛》。

短暫的寒假結(jié)束了，新的學(xué)期開始了?；貞浭畞?lái)天的假期，你是否有值得回味的事情和經(jīng)歷呢？

我想，不同的人肯定有不同的收獲和感受：

有的同學(xué)“收獲”的是胡吃海睡，做的是“低頭追劇”一族，并且生活的節(jié)奏全部被打亂——該睡的時(shí)候不睡，該起的時(shí)候不起，該吃的時(shí)候不吃；

而有的同學(xué)選擇了認(rèn)真完成寒假作業(yè)之余適當(dāng)放松；

有的同學(xué)選擇了放下包袱，在旅途中放松身心，增長(zhǎng)見識(shí)；

也有的同學(xué)撇開喧囂紛擾，選擇了一本好書，與偉大的心靈對(duì)話，讓自己的精神旅行；

有的同學(xué)會(huì)利用豐富的網(wǎng)絡(luò)資源來(lái)強(qiáng)化自己的薄弱學(xué)科，實(shí)現(xiàn)彎道超越；

還有的同學(xué)會(huì)和自己的良師益友促膝談心，獲取前進(jìn)的動(dòng)力，感悟人生的真諦！

規(guī)劃不同，過(guò)法不同，寒假對(duì)于我們的意義就不同。有的同學(xué)可能難以理解，假期有必要這么拼，這么苦，這么累嗎？我的回答是大有必要。

這就是今天我要告訴大家的，怕吃苦，苦一輩子，不怕苦，苦一陣子。

2015年熱播了一部電視劇，叫《羋月傳》。羋月作為一個(gè)女人吃了多少的苦頭，付出了多大的代價(jià)才登上權(quán)力之巔，奠定秦國(guó)一統(tǒng)六合的基業(yè)！而作為主演，孫儷成為“熒屏霸主”何嘗不是如此呢？

孫儷面對(duì)媒體采訪時(shí)這樣說(shuō)道：“除了《玉觀音》后歇了三個(gè)月，十年來(lái)，我?guī)缀踉贈(zèng)]有休息過(guò)一天，這比小時(shí)候練舞，比在部隊(duì)里種地、趕豬、掏陰溝要累得多?！?/p>

她十年的付出，換來(lái)的是身價(jià)暴漲。拍攝《玉觀音》時(shí)，片酬為5000元一集，《甄嬛傳》時(shí)30萬(wàn)一集，《羋月傳》時(shí)片酬漲到了85萬(wàn)……出道10年，身價(jià)暴漲了170倍。需要知道的是，這十年孫儷沒(méi)休息過(guò)一天。

在完全可以拼“顏值”的時(shí)代，孫儷卻在拼實(shí)力，拼吃苦精神。人生有兩條道路可以選擇：要么像孫儷那樣吃苦十年，精彩五十年；要么安逸十年，吃苦五十年。

現(xiàn)在有些同學(xué)談到讀書，談到吃苦，猶如談虎色變，避之唯恐不及。

一幫不學(xué)無(wú)術(shù)的女孩聚在一起，號(hào)稱所謂的姐妹，以為有了姐妹就有了全世界。她們?cè)谝黄鹆暮贸缘?、聊穿的、聊化妝品、想的是網(wǎng)上購(gòu)物、刷微信、刷微博，追韓??；

而一幫無(wú)所事事的男孩聚在一起，號(hào)稱所謂的哥們，以為有了哥們就有了天下。他們?cè)谝黄鹛诱n、抽煙、打撲克、玩游戲、看玄幻甚至約架……以為這就是瘋狂，這就是該有的青春。

他們看不起那些不會(huì)化妝、不會(huì)打扮、一天到晚只知道讀書的好學(xué)生，還罵那些好學(xué)生是書呆子，罵他們傻，只知道讀書。殊不知，兩三年后，好學(xué)生上一本，上211，上985，甚至上清華北大，而他們卻要考慮去三本，去高職高專甚至考慮要不要南下打工。

有的人可能會(huì)說(shuō)，讀書有什么用，現(xiàn)在好多沒(méi)讀大學(xué)的也混得非常好。其實(shí)，你們忘記了一個(gè)詞語(yǔ)，這個(gè)詞語(yǔ)叫做比例。而那些占極小比例的沒(méi)讀書就成功的人，那是他們自身具備了成功的一些素質(zhì)，而你們是否具備呢？

每個(gè)不想念書的學(xué)生，都會(huì)不約而同地找一個(gè)不讀書就能成功的案例來(lái)作為他放縱的最后心理安慰。那么我很遺憾地告訴你們，這是改革開放三十多年后的中國(guó)，這里再也沒(méi)有素質(zhì)低下而鉆了政策的空子就能一夜暴富的奇跡。這里優(yōu)勝劣汰，這里適者生存。

叛逆和瘋狂的青春當(dāng)然可以，但幾年的放縱，換來(lái)的可能就是一生的卑微和底層！

有一段父子之間經(jīng)典的對(duì)話，告訴了我們努力讀書和不讀書的大不同。

兒子剛上學(xué)不久就問(wèn)當(dāng)農(nóng)民的父親，人為什么要讀書。父親說(shuō)，一棵小樹長(zhǎng)1年的話，只能用來(lái)做籬笆，或當(dāng)柴燒。10年的樹可以做檁條。20年的樹用處就大了，可以做粱，可以做柱子，可以做家具；一個(gè)小孩子如果不上學(xué)，他7歲就可以放羊，長(zhǎng)大了能放一大群羊，但他除了放羊，基本干不了別的。

如果小學(xué)畢業(yè)，在農(nóng)村他可以用一些新技術(shù)種地，在城市可以到建筑工地打工，做保安，也可以當(dāng)個(gè)小商小販，小學(xué)的知識(shí)夠用了；如果初中畢業(yè)，他就可以學(xué)習(xí)一些機(jī)械的操作了；如果高中畢業(yè)，他就可以學(xué)習(xí)很多機(jī)械的修理了；如果大學(xué)畢業(yè)，他就可以設(shè)計(jì)高樓大廈、鐵路橋梁了；如果他碩士博士畢業(yè)，他就可能發(fā)明創(chuàng)造出一些我們?cè)瓉?lái)沒(méi)有的東西。

“知道了嗎？”

兒子說(shuō)，知道了。

爸爸又問(wèn)：放羊、種地、當(dāng)保安，丟人不丟人？

兒子說(shuō)，丟人。

爸爸說(shuō)：兒子，不丟人。他們不偷不搶，干活賺錢，養(yǎng)活自己的孩子和父母，一點(diǎn)也不丟人。

不是說(shuō)不上學(xué)，或上學(xué)少就沒(méi)用。就像一年的小樹一樣，有用，但用處不如大樹多。不讀書或讀書少也有用，但對(duì)社會(huì)的貢獻(xiàn)少，他們賺的錢就少。讀書多，花的錢也多，用的時(shí)間也多，但是貢獻(xiàn)大，自己賺的錢也多，地位就高。

那次談話給兒子留下了極深的印象，從此兒子在學(xué)習(xí)上不需要威逼更不需要利誘，就會(huì)做出最好的選擇。

馬云在《不吃苦，你要青春干嘛》這篇演講中這樣說(shuō)到，“當(dāng)你不去拼一份獎(jiǎng)學(xué)金，不去過(guò)沒(méi)試過(guò)的生活，整天掛著QQ，刷著微博，逛著淘寶，玩著網(wǎng)游，干著我80歲都能做的事，你要青春干嘛？”

恰同學(xué)少年的你們，在最能學(xué)習(xí)的時(shí)候你選擇戀愛，在最能吃苦的時(shí)候你選擇安逸，自恃年少，卻韶華傾負(fù)，卻不知道青春易逝，再無(wú)少年之時(shí)。

同學(xué)們，什么叫吃苦？

當(dāng)你抱怨自己已經(jīng)很辛苦的時(shí)候，請(qǐng)看看在西部的那些窮孩子，他們飯吃不飽，衣穿不暖，凍著腳丫，啃著窩窩頭的情形；請(qǐng)想一想幾十年如一日起早貪黑的我們的老師們；請(qǐng)你對(duì)比一下那些透支著體力卻依舊食不果腹的打工者！

在有空調(diào)的、有熱水喝的教室里學(xué)習(xí)能算吃苦？在有空調(diào)、能洗熱水澡的寢室里休息算是吃苦？有爸媽當(dāng)“太子伴讀”，衣來(lái)伸手飯來(lái)張口的你能算吃苦？

風(fēng)雨中這點(diǎn)痛算什么？你來(lái)這兒就是來(lái)刻苦學(xué)習(xí)的，就是來(lái)拼個(gè)好前程的，不是來(lái)荒廢時(shí)日揮灑青春的。

去年考上清華的張?zhí)鹆倩啬感?lái)看望老師的時(shí)候說(shuō)，沒(méi)有高中三年拼命的我，今天我怎么能夠和來(lái)自北上廣深的優(yōu)秀學(xué)生坐在同一間教室，聆聽中國(guó)最優(yōu)秀的教授講課；怎么能夠有資格和他們一道徜徉在水木清華園指點(diǎn)江山，激揚(yáng)文字，想來(lái)這三年的苦真沒(méi)有白吃，這三年的努力沒(méi)有白費(fèi)。

同學(xué)們，若想成為非常之人，必須學(xué)會(huì)吃非常之苦。要知道，青春最好的營(yíng)養(yǎng)就是刻苦！

著名作家龍應(yīng)臺(tái)在給兒子安德烈的一封信中這樣寫到：我要求你讀書用功，不是因?yàn)槲乙愀鷦e人比成就，而是因?yàn)?，我希望你將?lái)?yè)碛懈噙x擇的權(quán)利，選擇有意義、有時(shí)間的工作，而不是被迫謀生。

是啊，如果你優(yōu)秀，你便擁有了大把的選擇機(jī)會(huì)，否則你只能被迫謀生。

李嘉誠(chéng)也這樣說(shuō)：“讀書雖然不能給我們帶來(lái)更多的財(cái)富，但它可以給我們帶來(lái)更多機(jī)會(huì)?！?/p>

同學(xué)們，有機(jī)會(huì)，才會(huì)成功，才會(huì)有未來(lái)??！

可能有的同學(xué)會(huì)問(wèn)，我現(xiàn)在努力，還來(lái)得及嗎？我的回答是：“我說(shuō)來(lái)不及，你就不學(xué)了嗎？”我們應(yīng)該把重心從問(wèn)“來(lái)不來(lái)得及”轉(zhuǎn)到用功學(xué)習(xí)上來(lái)。有時(shí)候你想的越多，越什么事都干不成。認(rèn)準(zhǔn)目標(biāo)就靜下心來(lái)干，總會(huì)有結(jié)果。

所以接下來(lái)的時(shí)間，無(wú)論是高

一、高二的，還是高三的同學(xué)們，不要問(wèn)什么時(shí)間夠不夠，什么基礎(chǔ)行不行。這些都是次要的，最主要的你要從現(xiàn)在開始吃苦，開始用功。

40歲的柳傳志不問(wèn)來(lái)不來(lái)得及，最終他締造了聯(lián)想集團(tuán)；高考三次落榜的俞敏洪不問(wèn)來(lái)不來(lái)得及，最終考上北大并打造了“教育航母”——新東方；經(jīng)過(guò)兩次創(chuàng)業(yè)失敗的馬云不問(wèn)來(lái)不來(lái)得及，最終他書寫了電商傳奇，改變了世界。

親愛的同學(xué)們，如果老天善待你，給了你優(yōu)越的生活，請(qǐng)不要收斂了自己的斗志；如果老天對(duì)你百般設(shè)障，更請(qǐng)不要磨滅了對(duì)自己的信心和奮斗的勇氣。

當(dāng)你想要放棄了，一定要想想那些睡得比你晚、起得比你早、跑得比你賣力、天賦還比你高的牛人，他們?cè)缫言诔抗庵信芟蚰莻€(gè)你永遠(yuǎn)只能眺望的遠(yuǎn)方。

所以，請(qǐng)不要在最能吃苦的時(shí)候選擇安逸，沒(méi)有誰(shuí)的青春是在紅地毯上走過(guò)。既然夢(mèng)想成為那個(gè)別人無(wú)法企及的自我，就應(yīng)該選擇一條屬于自己的道路，付出別人無(wú)法企及的努力！

將來(lái)的你，一定會(huì)感謝現(xiàn)在拼命的自己！

最后希望大家新的一年奮力拼搏，不負(fù)春光，不負(fù)自己！同時(shí)也祝我們二中猴年吉祥、高考大捷！謝謝大家！

隨州二中校長(zhǎng) 王桂蘭

2016.2.15

聽聽校長(zhǎng)怎么說(shuō)，或許更有啟發(fā)！

以下是記者對(duì)王桂蘭校長(zhǎng)的采訪內(nèi)容：

湖北女校長(zhǎng)成網(wǎng)紅，她最擔(dān)心良苦用心養(yǎng)壯的是別人家的娃！

文|長(zhǎng)江日?qǐng)?bào)記者耿尕卓瑪

2月15日，新學(xué)期伊始，湖北隨州二中校長(zhǎng)王桂蘭在該校做了開學(xué)國(guó)旗下的第一次講話。長(zhǎng)報(bào)君昨天一推，24小時(shí)，就突破了20萬(wàn)閱讀，這位女校長(zhǎng)的講話火了！長(zhǎng)報(bào)君輾轉(zhuǎn)與這個(gè)在網(wǎng)絡(luò)上少有新聞的女校長(zhǎng)聯(lián)系上了。

春節(jié)前就開始醞釀的講話

長(zhǎng)報(bào)君：您知道自己的講話已經(jīng)火了嗎？

王桂蘭：知道了，因?yàn)樽罱拥搅颂嘈Ｓ押蜕碓谌珖?guó)各地過(guò)去學(xué)生的電話。除此之外，學(xué)生家長(zhǎng)、政府工作人員都有與我聯(lián)系的，表示從中受益。還有知名企業(yè)老總來(lái)電話，說(shuō)分發(fā)給員工學(xué)習(xí)，這是我遠(yuǎn)遠(yuǎn)沒(méi)有預(yù)料到的。

長(zhǎng)報(bào)君：這個(gè)講話是怎么在網(wǎng)上流傳的呢？

王桂蘭：在我的多次促成下，我們隨州二中有了自己的微信公眾平臺(tái)，我們會(huì)把我們定期舉辦的活動(dòng)內(nèi)容發(fā)布在上面，也包括我的一些講話。這其中就包括我這次開學(xué)的國(guó)旗下講話，我們微信號(hào)發(fā)了之后，首先是老師紛紛自發(fā)轉(zhuǎn)到了自己的朋友圈，接著家長(zhǎng)很大反響，跟著隨州網(wǎng)也轉(zhuǎn)載了，似乎就一步步在網(wǎng)上傳開。（注：目前，在隨州二中的官微中，講稿篇也突破10萬(wàn)+）

長(zhǎng)報(bào)君：為了這個(gè)講話，您準(zhǔn)備了多久？

王桂蘭：從春節(jié)放假前就開始醞釀了，真正形成是在初七晚上，當(dāng)天學(xué)生都下了晚自習(xí)，我才完成?？晌也恍⌒年P(guān)錯(cuò)頁(yè)面，把寫的東西刪的一點(diǎn)不剩。沒(méi)辦法，只能回家坐在床上重新回憶。

怕吃苦，苦一輩子，不怕苦，苦一陣子

長(zhǎng)報(bào)君：您的講話中很核心的一點(diǎn)是，怕吃苦，苦一輩子，不怕苦，苦一陣子。為什么要選擇這個(gè)點(diǎn)，與學(xué)生分享？

王桂蘭：在做校長(zhǎng)之前，我有20多年的從教經(jīng)歷。這些年，我的學(xué)生陸續(xù)回來(lái)參加班級(jí)的20年聚會(huì)，也邀請(qǐng)我去。在他們身上我發(fā)現(xiàn)，當(dāng)年不怎么努力的學(xué)生，生活水平還是要差些，那些愛學(xué)習(xí)的學(xué)生上了好大學(xué)，去了更高的平臺(tái)，辛苦得值。

而現(xiàn)在我和多數(shù)老師的感覺(jué)是現(xiàn)在的學(xué)生普遍怕吃苦。比如，前段時(shí)間氣溫很低，很多學(xué)生喊苦。

長(zhǎng)報(bào)君：在您自己的學(xué)習(xí)經(jīng)歷中，是不是也是吃苦過(guò)來(lái)的？

王桂蘭：我是在小山村里成長(zhǎng)的，經(jīng)歷了很多，從廣水調(diào)來(lái)隨州，一步步走到現(xiàn)在。

作為我自己，既是教育工作者，也是家長(zhǎng)，我很清楚，人的一生奮斗都要吃苦，學(xué)生尤其高中的學(xué)生是最苦的，他們壓力確實(shí)大，所有時(shí)間都要用到了學(xué)習(xí)。

不講他們懂的語(yǔ)言怎么行？

長(zhǎng)報(bào)君：您的那種字字珠璣的講話風(fēng)格是怎么形成的？

王桂蘭：學(xué)校之前有些狀況，我是2013年“臨危受命”，來(lái)到隨州二中的。這所學(xué)校老師年紀(jì)整體偏大，我來(lái)后，開始引進(jìn)年輕教師。老教師們常常抱怨現(xiàn)在的學(xué)生怎么這樣那樣，我總告訴他們要俯下身子，研究學(xué)生，適應(yīng)學(xué)生，了解學(xué)生。

我很清楚，學(xué)生不喜歡空洞大道理，所以我的講話一定要基于他們聽得進(jìn)去，所以我要跟他們講故事，用他們能接受的人、事，比如電視劇《羋月傳》、馬云、柳傳志等等。

每次講話，我都力爭(zhēng)講到學(xué)生心里去。去年9月的開學(xué)第一講，正好趕上反法西斯戰(zhàn)爭(zhēng)勝利70周年閱兵式之后。怎么在這個(gè)時(shí)候真正激勵(lì)學(xué)生的愛國(guó)之心，我做了《愛國(guó)請(qǐng)從改變自己做好自己開始》的演講，我不希望學(xué)生茫然地參加這些愛國(guó)活動(dòng)，在和平年代90后孩子怎么愛國(guó)？我引用了那句，你所站立的地方，就是你的中國(guó)，你有光明，中國(guó)便不再黑暗。

長(zhǎng)報(bào)君：您在講話開頭有段對(duì)學(xué)生假期的描述，不只學(xué)生，連成人都深以為然，那確實(shí)是多數(shù)人比較放縱的假期生活。

王桂蘭：這段假期的描述其實(shí)都來(lái)自于我的生活。初六左右，我和一個(gè)朋友去汗蒸，期間我問(wèn)她春節(jié)過(guò)得怎么樣，她說(shuō)像打亂仗一樣，每天該吃飯的時(shí)候不吃，吃了一肚子亂七八糟的東西。她的話點(diǎn)醒了我，不只學(xué)生，其實(shí)大家的假期都是很散漫放縱的。

長(zhǎng)報(bào)君：從講話來(lái)看，您的閱讀涉獵范圍很廣？

王桂蘭：有些時(shí)間，我都會(huì)讀些東西。我為自己也定下一個(gè)計(jì)劃，不僅要教育學(xué)生，還要引導(dǎo)家長(zhǎng)?，F(xiàn)在，很多學(xué)生不上進(jìn)，是因?yàn)榧彝ヘ?zé)任沒(méi)擔(dān)起來(lái)，讓人很痛心。

看到什么好的東西，我都會(huì)記錄下來(lái)。我的電腦里有三個(gè)文件夾，不同的文件夾里是不同的內(nèi)容推薦給家長(zhǎng)、學(xué)生和老師。需要時(shí)，我就會(huì)從中調(diào)用。

打雞血是有必要的！

長(zhǎng)報(bào)君：您在講話中，提到學(xué)生稱姐妹、哥們的現(xiàn)象。

王桂蘭：現(xiàn)在，包括周邊一些學(xué)校，學(xué)生愛化妝，還公開地談戀愛。你說(shuō)他們懂感情似乎啥都不懂，說(shuō)不懂又好像啥都知道，過(guò)去學(xué)生談戀愛還躲藏，現(xiàn)在很多學(xué)生談戀愛不羞愧，很讓人頭疼。

長(zhǎng)報(bào)君：我注意到，自從您2013年到了隨州二中，學(xué)校開始有了成人禮，2014年的時(shí)候，1300名學(xué)生鞠躬謝父母。

王桂蘭：是的，這是我提倡并一手辦起來(lái)的。高三，到了學(xué)生最累最苦的時(shí)候，人在疲憊的時(shí)候是很需要激勵(lì)的。我想用這種方式，勵(lì)志一下，讓他們明確自己肩負(fù)的責(zé)任。活動(dòng)會(huì)鋪紅地毯，掛幕布，有大蛋糕，會(huì)讓孩子寫下20年后自己可能的樣子。我認(rèn)為，這種儀式感很必要，也是在為他們打造記憶故事。

長(zhǎng)報(bào)君：有觀點(diǎn)質(zhì)疑，在這種雞血刺激中成長(zhǎng)的孩子，以吃苦一陣子享福一輩子的觀念，將來(lái)很難成為社會(huì)的棟梁，您怎么看？

王桂蘭：教育孩子并不是靠一次講話就行的，也許過(guò)段時(shí)間，一陣風(fēng)過(guò)去，這些孩子就又忘了這個(gè)講話。但能影響一個(gè)月是一個(gè)月，我覺(jué)得，孩子是要不斷警醒的。

比如，小時(shí)候?qū)W走路，走偏了，家長(zhǎng)會(huì)把小孩步子擰回來(lái)，再走偏，就再擰正。這是一個(gè)一系列的過(guò)程，不是打了雞血就算了，也不是吃苦這么籠統(tǒng)的教育理念。

我現(xiàn)在最怕的是這次的講話養(yǎng)壯了別人的娃，沒(méi)滋養(yǎng)自己的娃。我知道包括襄陽(yáng)五中的一些周邊學(xué)校，都印發(fā)了我的講話給學(xué)生，人手一份。下周我們學(xué)校也會(huì)要學(xué)生讀這個(gè)講話，讓他們來(lái)講體會(huì)，下下周再請(qǐng)家長(zhǎng)來(lái)討論。