作者写作思路：
1. 提出问题：教学是一门艺术，艺术和技术之间有什么区别？
2. 解决问题：阐明教师面临的种种困境，在这个过程中，methods和techniques会逐渐变好，老师的教学也在逐渐改善，但这不是根本的解决方法，根本在于教师内在的本质。
3. 解释“本质”才是教学的真谛，教师的人品/思维方式/本质才是将content和method最终呈现的根源。而教师们一直以来也都被忽视品格的培养。每个人人性中的特质，是教学和学习教学的出发点
作者写作偏好：
否定副词前置引导的倒装句，插入语，定语从句，排比句，同意句的不同写法，yet后面呈现核心观点。
学习心得：
作者的写作偏好增加了阅读难度，句与句之间的关系，词与词之间的对应，个人阅读时很绕，文中用了一些比较陌生的意向和语域，需要借助崔冕老师的讲解和再次梳理生词，打字摘抄文段来梳理脉络，如此学习的目的，是为了理解作者的写作手法和谋篇布局。
introduction的1-2页，介绍教学的本质是艺术，然后从教师熟悉和相信的方法和技能入手，说明教师可以一步步变得更好，然后再进一步说明关键是挖掘每一个教师内在的品质，这些品质是学习和运用方法和技能的关键。
我想到了柏拉图关于人的分类：铜，银，金。三类人在最初都是经过各种教育和锻炼，然后在逐渐发现自己的本质，从事适合自己的工作。比方说农民，工人，教师，政客，艺术家。国家开展教育改革，也许正是让国人更清楚的认识到人的不同和在自己擅长的领域里做到最好。奥运健儿们的能力不是常人能做到的，舞蹈家们的感染力也是其内在的禀赋。我并不擅长理性思维和逻辑思考，但是经过自己的学习和锻炼，我可以掌握基本原理以及进行初步的运用，拓展自己的可能性。知道自己的局限而又有意识地拓展，自我感觉，这样学习的内在动力就会更加强了。
New words:
Conscientious: careful to do everything that is your job or duty to dor认真的 ；勤勤恳恳的
Lurch: to walk or move suddenly in an uncontrolled or unsteady way; lurch forward/to/towards/into 尤指向前突然一蹿；突然急动
Justifiable: actions, reactions, decisions etc that are justifiable are acceptable because they are done for good reasons 有理由的；无可非议的；情有可原的
Implementation: the act of making something that has been officially decided to start to happen or be used 实施；执行；贯彻
Collegial: describe a work environment where responsibility and authority is shared equally by collegaues. （同事之间）观点和责任一致的，志同道合的
Inert: literary - not moving, or not having the strength or power to move 无生气的，呆滞的
Extrinsic: formal - coming from outside or not directly relating to something 外来的，外在的，外部的
Adjunct: something that is added or joined to something that is bigger or more important 附属物
Keywords:
subjects, methods, qualities of personality, teaching, frustration, learning, acquiring
Views:
[if !supportLists]l [endif]Most teachers forget that teaching is an art. Trained in the sciences and techniques of education, professional teachers are conscientious in applying the psychology and methods that they have learned.
[if !supportLists]l [endif]Even those who have enjoyed first-class professional preparation are faced with one of the greatest because earliest, challenges of teaching: they must improvise as best they can.
[if !supportLists]l [endif]Processes of learning lurch forward ← much repetition, some nervous invention, occasional losses of temper, general frustration
[if !supportLists]l [endif]They lick their wounds and gradually perfect their art.
[if !supportLists]l [endif]Even those many of us who teach more or less effectively are often overwhelmed by justifiable concern for our lesson plans and their implementation, by getting our students through our courses, and by negotiating the politics and administrative obligations that seem inherent in any calling as burdened with responsibilities as teaching.
[if !supportLists]l [endif]Yet rarely, if ever, are we led to reflect on those dimensions of character and mind: to help others acquire both the knowledge by which they can understand life in all its fullness and the dispositions by which they can live such a life; we animate inert knowledge with qualities of our own personality and spirit that affect, or ought to affect, our students.
[if !supportLists]l [endif]Hows and whats of instruction do not arise from within.
[if !supportLists]l [endif]The basic elements of teaching are qualities that come to inhere in us. They are ingredients of our own humanity, to which contents and methods are adjunct. We must draw them from ourselves, identity, develop, and then apply them.
[if !supportLists]l [endif]We don’t learn these qualities, we call them forth -and, by understanding them, we use them for the benefit of others.