标  题: 辛苦一学期的结果
时  间: Thu Dec 21 07:57:02 2006
点  击: 289




三门课都拿A了，这下终于可以轻松一把

记得刚开学的时候，我们系今年6个新同学在一起聊这个学期的课程，我说我之前这方面的
知识什么都没有学过，他们都安慰我说没有关系的，只要很努力就可以了，我说如果我真
的一点兴趣都没有怎么办呢，其中一个同学的话我记忆犹新“Just pretend to be....”
。

其实也谈不上假装喜欢了，虽然我之后不会做argument，rhetoric方面的研究，但是毕竟
那个是我们系专攻的强项，所以通过一个学期的浅尝，也知道了不少东西，这倒也是有好
处的。


然后得到了这个学期我自己的教学评语，很长，如下



CLASSROOM OBSERVATION OF MS. ×× FU’S TEACHING PERFORMANCE
Course: Public Speaking
Where: CL-317
When: 27 November 2006
Date of this Write-Up: 20 December 2006
Class size: 19, all present

As Ms. ×× Fu’s instructor in the Department of Communication’s
Practicum course for first-year teaching assistants and teaching fellows, I
observed her classroom performance.

The room was a good match for the small class size, though, as a Pitt
Nationality Room, ironically Japanese not Ms. Fu’s native Chinese, it had
some problems, especially weak lighting at the podium and at the
blackboard, which can easily cause eyestrain or viewer fatigue among
students. She easily would overcome this through, instinctively, I think,
walking out to where the class was seated or otherwise remaining very
animated throughout her class.

She arrived promptly at 10:56. She stood still, quiet, and poised at the
fairly large podium while she read over her material prior to presenting.
The students sauntered in, talking a bit among themselves softly.  One of
them said to me, quite seriously, of Ms. Fu, yet out of earshot of her,
“she’s a good teacher.”

Ms. Fu looked up at the class confidently and kindly, before circulating an
attendance sheet.  She clapped to bring the class to order and the students
immediately fell silent.  She introduced me, explaining, in terms that the
students could understand, that I have “come to visit to see how the class
is going.”

To break the ice after the Thanksgiving break, she briefly discussed her
holiday activities, in order to bridge the cultural distance by creating
common ground. She mentioned she visited Lake Erie and shopped in Ross
Township, commenting, “my schedule was full of fun,” underscored by the
maxim, “work hard, play hard,” which ideally helped demarcate the present
hard work environment from the playtime of vacation.

She then oriented the class to where they were in the semester.  They had
already completed the required three speeches, and would now move toward a
concluding groupwork exercise and preparation for either a paper analyzing
one of five famous speeches (two by Roosevelt, and the others by JFK, MLK
Jr., and former Texas U.S. Representative Barbara Jordan) or a paper-based
test.

She then handed out “the evaluation cards with my comments” regarding the
last speech they gave, made bit difficult because, as I learned from
sitting in class before it started, several of the women students had
radically changed their hairstyles for the holidays, and Ms. Fu could not
immediately recognize a few.  She handled the slight confusion without any
visible sign of embarrassment, thoroughly maintaining her composure, as
would a much more experienced teacher.

The comments were written by hand, in Ms. Fu’s meticulous writing, and thus
had a much more personal feel than if they were computer-generated type.
The students took a moment to read and absorb these, before she went on.

She passed out the guidelines for writing the paper and taking the test,
before going over them methodically, and answering questions like, “How
many references should be cited?”  Ans. “5 or more.”  She then concluded
the segment with a call for questions and then briefly went over the
groupwork guideline sheet.

With “now let’s go back to the textbook,” she launched into a presentation
on “Methods of Persuasion.”  Rather than hold forth, she started off with
some questions for the class to think about: 1) “What makes a speech
persuasive?”; 2) “How do listeners accept or reject a speaker?”; and 3)
“How can a speaker act to motivate listeners?”  She repeated these and gave
them a moment to ponder their answers.

She then solicited answers from her students, who readily and eagerly
complied, in a tone that suggested the deep respect in which they held
their teacher. “By being passionate... somebody qualified... if they do
good research... can back up statements with facts and statistics...
presents in an organized fashion... strong delivery...  hand outs and
visual aids,” came the stream of responses, each of Ms. Fu wrote on the
board in a clear script, happily tilting upward. She then distilled down
the “raw data” supplied by the students to the “four keywords” of
“Credibility,” Evidence,” “Reasoning,” and “Emotion.”

She continued on, using her textbook as the backbone of her presentation,
while peppering in references to current pop culture, like comedy news
anchor Jon Stewart, talk show diva Oprah Winfrey, and best selling novelist
Stephen King.  The students were delighted, for example, when Ms. Fu
informed them that in China Winfrey is dubbed “the Queen of Talk Shows,”
and that many anchorwomen want to be like her!

As the class was heading into the home stretch, she broke the
present-and-discuss rhythm she had set up, by having student volunteers
read paragraphs concerning anti-bacterial products, poverty destroys the
soul, and a Massachusetts businessman’s pitch to a Colorado audience. After
each was read, Ms. Fu prompted the class for what they thought the authors
did establish competency, like mentioning research or experience, or
through the tactic of verbally establishing common ground.

With time running out, she quickly explained the final examples and wrapped
up the last section she presented neatly before dismissing the class, at
10:50 with “I think maybe time is up,” with a compelling sense of
disappointment at having so much more to say and wanting to say it to these
students.

As I left the room, my overall impression was that Ms. Fu is a natural
teacher, insofar as she is highly conscious of the communicative aspects of
the role.  Her words are carefully chosen; she does not rush in getting
them out and speaks very distinctly, with but a very mild accent in her
Chinese native tongue.  Indeed, I am astonished that she has attained such
ease with the language, such articulation in it, without ever having lived
in an English-speaking country before last August.  What sets her apart
from many of her native English speaking peers, is her earnestness in being
understood and understanding what she hears.  Every gesture, every facial
expression reinforces her message.  She really led the class with her
intense focus and presence of mind in sharp contrast to so many beginning
teachers who have a tendency to stray or to lose focus, with the upshot
that the class leads the teacher in meandering and too often unproductive
directions.

The students in Ms. Fu’s class clearly wanted to learn and had clearly come
to appreciate her honesty, forthrightness, and abundant bonhomie.   Hers
was simply a marvelous performance for any teaching fellow, not just first
semester ones.  I was thoroughly impressed.

I expect great things, in the future, pedagogically from Ms. Fu.  She
deftly internationalizes the course content of an offering that has far too
long been US-centric, and does so in a convincing and appealing way that
maximizes student learning outcomes.  I look forward to her further
developing instructional innovations and new course content, both of which
promise to benefit our undergraduate curriculum and our students immensely.

Respectfully submitted,

××Zboray
（title等内容略去）

标  题: 结课了，给大家看照片
时  间: Sat Dec  9 11:59:40 2006
点  击: 511



好了，今天终于把这个学期的课上完了，还抓紧时间完成了我的teaching portfolio，老

板甚是满意，呵呵

我的结束语就几句话，我说，和你们一起度过的这个学期很快乐，你们是我在美国的第一

批学生，不管怎样，总觉得你们教给我的始终比我教给你们的多，谢谢你们，我会想念你

们的

说到最后声音有点抖，不过学生都很配合，鼓掌，然后我们一起拍了照片，有学生来问我

学期末论文的事情，最后一个学生抱抱我，说goodbye，I'll miss you。。。挺感动的



先给大家看看我班上的帅哥美女，不过比例太不均衡了，只有3个男生，顺便大家猜猜哪个

是上次在我面前哭的

虽然PEA极力怂恿我贴上有我站在中间的那张照片，我还是恪守原则，网上不露脸，大家想

看的，等明年咯，呵呵








然后这个是昨天早上在家里窗口拍的楼下的雪





这个是我的床，还有书架的某一层，左半边都是教课用的课本和参考资料，不过现在又多

了一些了








补上两张感恩节在伊利湖边上看到的景象，雾气弥漫，湿润清冷








然后是我现在的桌面





最后这个是很有压力的东西，找到了吗？我们系今年新出炉的研究生招生手册上media st

udy方向介绍的部分

标  题: 皮肤和头发
时  间: Tue Dec  5 07:33:56 2006
点  击: 299



最近发现偶的白皮越来越白了


其实到美国来之后，买衣服的时候总是觉得耳根少了点什么，今天才反映过来，原来是因
为再也没有人夸我皮肤白了，嘻嘻，都不能yy一下了

身材于我如浮云，只想作个匀称的胖mm，可是竟然都没有人理我的白皮了，小郁闷。。。
。。店员帮我选颜色的时候只是说你的皮肤衬着衣服的颜色很好看


另外头发呼啦啦得长，我知道这是怎么回事

有句话说得太对了，“人闲长指甲，心闲长头发”，不过事实上，偶心里还是很有困惑的
，就不晓得为什么头发还是以惊人的速度向地面靠拢了，估计明年回去的时候，某人们根
本不会觉得我曾经剪了头发

标  题: 忆2004年11月29日，小鱼和韬玉的双钢K448
时  间: Thu Nov 16 03:55:26 2006
点  击: 255


【 以下文字转载自 Piano 讨论区 】
【 原文由 foxtaugh 所发表 】



　　中科院有这么两个组织，一个是博士合唱团，一个是古典乐队（一群搞科研的是凑不

成交响乐团了）。他们每周都会组织一些讲座、欣赏会，这个月是莫扎特诞辰250周年纪念

，于是搞了一系列与莫扎特有关的讲座，请我讲一期钢琴奏鸣曲赏析。于是进入疯狂的准

备中，曲子琢磨了半天，最终挑选了那首K448。

　　2'- 6 - #4~~~~~32 6 -

　　当熟悉的乐音响起，我思绪又飞回了两年前的力行馆。

　　那是04年下半年那个学期林泉最大的音乐会，也是04级进来后的第一场大音乐会，亮

相的新人中就有后来成为第四任会长（现在也已经是“前会长”了）的刘笑吟。节目有个

特点，就是“双钢常常有，那天特别多”，整个下半场全是双钢，而且每首都有历任会长

压阵。相对最不成功的当属我和易芳馨的《黄河》，当然这个责任在我身上，很少找她练

，自己练得也不多，这种不认真的态度正在深刻反省中。剩下的就都是亮点了。张哲淳和

于婉卿的圣-桑《第二钢琴协奏曲》配合的叫做天衣无缝，范老师就坐我旁边，听得如痴如

醉，至今我都想再听一遍。小鱼和韬玉就更猛了，全曲演绎K448，后又返场弹了一个乐章

的四手联弹，是K381。

　　我认为我们这帮子弹钢琴的人里面，在古典乐派方面造诣最深的就两人，小鱼和韬玉

。想到小鱼就是巴赫，就是莫扎特，而想到韬玉就是贝多芬，她们俩没出现之前，南大的

钢琴界基本就全是弹浪漫主义以后的作品。00、01级的那几大强人，王哲那个时候在抓《

革命》促生产后期开始搞谐谑曲；谈仲超在强攻李斯特，最终胜利拿下《钟》《匈狂二》

《匈狂六》，同期还拿下了肖邦的《叙事曲》乃至拉二，堪称神人；姚犁弹的比较多的有

《爱之梦》、肖邦的《谐谑曲》和某首《练习曲》（降A调的）；杨振弹肖邦的圆舞曲，还

有个《阿拉伯风》；02级的里面，张哲淳也是全神贯注弹肖邦和李斯特；于婉卿肖邦弹得

多一些，尤其是圆舞曲；陈成弹中国曲子；孙隽就是专门搞夜曲的；易芳馨早期还弹李斯

特，后来演出任务太重，专攻黄河去了。总之，小鱼和韬玉来了以后，可以说把我们南大

钢琴带进十七十八世纪，填补了这一方面的空白，同时也带来了德奥乐派。她们俩经常弹

一些莫扎特、贝多芬的大曲子，而且经常三个乐章一起上，尤其是韬玉，第一次亮相的时

候背谱演奏三个乐章的《热情》（貌似是的），令人极大的惊叹。

　　那天弹K448，是音乐会的高潮。古典主义的音乐典雅而沉稳，一上来三个八度的齐奏

，没有丝毫偏差，然后连续十六分音符的交替呈示，流畅而悠扬。就这样一直下来，连弹

半个小时，配合得十分默契，一点瑕疵都没有。为什么说这个不简单？因为K448是为数不

多的纯粹的双钢琴曲，大多数所谓的双钢琴都是钢琴协奏曲的改编版本，一钢旋律二钢伴

奏，相对很好配合。而K448中，旋律不停交替，甚至共同演奏旋律，不合练个七八次笃定

要砸。那段时候记得小鱼经常跑到浦口来，把琴拖到走廊上合练，把金师傅都引上来了。



　　说回到现在，我只能空口在这向大家放ppt，放音乐，说一大通理论，顶多跑到钢琴上

按几段关键部分，却分外怀念起小鱼和韬玉。我恨不得有那天演出的录像，然后给他们放

，看我们南京大学的钢琴家们是怎么弹K448的。

　　现在我也有琴弹，偶尔也演演，但是种什么感觉？孤独的感觉。我拿一把钥匙，从大

礼堂的后门走进一片漆黑阴森空旷的礼堂，打开微弱的灯光，弹出的琴声全带着回音；我

想起曾经多么痛恨南大琴房的隔音效果，不过我好想弹完之后能听到隔壁有人弹《匈牙利

狂想曲》，跑去一看是张哲淳，然后在听他弹的时候又听到对面有人《幻想即兴曲》，跑

去一看是杨音斐，然后串一圈下来又看到包善东，或者是裘实在那搞爵士，还会有徐东在

教课，还有人怯生生地跑进来“同学好像是我的时间”……我现在只是听自己的回声，弹

了半小时就不想弹了，把灯关了，在一片漆黑中锁上礼堂的后门。是种什么感觉？孤独的

感觉。

　　还是你们最伟大啊，不管你们现在都上哪去了，每当琴声响起，我都会想起你们每一

个人弹琴的样子。其实我们当年在南大，练出了很多经典的曲子，但很多我们就只听过一

次，演出过一次，就再也没听过了。比如张哲淳的《匈牙利狂想曲第二首》、谈仲超的《

匈牙利狂想曲第六首》、姚犁的《谐谑曲》、还有上述的圣桑《第二钢琴协奏曲》以及K4

48，我就听过一次，也许这辈子就听这么一次了，那是多么的可惜。也许当时我们自己也

不珍惜，练好了，演过了，就放了，以后也许练不出来了或者练出来也没人听了，这些当

时都没想到过。

　　写到这，人困了，笔也钝了。想到的只有在美国的小鱼、姚犁、张哲淳，在上海的邵

向峰、杨振、谈仲超，在厦门的王哲……耳机里面还是那首神奇的K448，虽然弹琴的人In

grid Haebler和 Ludwig Hoffmann，但我仍然觉得那是来自2004年11月29日那晚的南京浦

口力行馆多功能厅，来自小鱼和韬玉。

标  题: 做一点史料整理工作
时  间: Tue Oct 31 04:26:50 2006
点  击: 181

【 以下文字转载自 Piano 讨论区 】
【 原文由 concertofish 所发表 】



版二，扭转版风应自此始啊。。。。



有多少人知道我们“林泉”的来历呢？我觉得这段话非常有启发意义，理当为修身
养性之鉴。


选自《林泉高致》一书《山水训》篇，画与音通，越发觉得这个名字好了！！！





    君子之所以爱夫山水者，其旨安在？丘园，养素所常处也；泉石，啸傲所常乐
也；渔樵，隐逸所常适也；猿鹤，飞鸣所常亲也。尘嚣缰锁，此人情所常厌也。烟
霞仙圣，此人情所常愿而不得见也。直以太平盛日，君亲之心两隆，苟洁一身出处，
节义斯系，岂仁人高蹈远引，为离世绝俗之行，而必与箕颖埒素黄绮同芳哉！白驹
之诗，紫芝之咏，皆不得已而长往者也。然则林泉之志，烟霞之侣，梦寐在焉，耳
目断绝，今得妙手郁然出之，不下堂筵，坐穷泉壑，猿声鸟啼依约在耳，山光水色
氵晃漾夺目，此岂不快人意，实获我心哉，此世之所以贵夫画山之本意也。不此之
主而轻心临之，岂不芜杂神观，溷浊清风也哉！画山水有体，铺舒为宏图而无馀，
消缩为小景而不少。看山水亦有体，以林泉之心临之则价高，以骄侈之目临之则价
低。
    山水，大物也。人之看者，须远而观之，方见得一障山川之形势气象。若士女
人物，小小之笔，即掌中几上，一展便见，一览便尽，此皆画之法也。
    世之笃论，谓山水有可行者，有可望者，有可游者，有可居者。画凡至此，皆
入妙品。但可行可望不如可居可游之为得，何者？观今山川，地占数百里，可游可
居之处十无三四，而必取可居可游之品。君子之所以渴慕林泉者，正谓此佳处故也。
故画者当以此意造，而鉴者又当以此意穷之，此之谓不失其本意。

标  题: ★5月19日周五鼓楼钢琴音乐会★
时  间: Thu May 18 01:11:20 2006
点  击: 428


非常非常感谢所有受到我的顶贴骚扰的朋友们
谢谢你们的支持和帮助




【 以下文字转载自 Piano 讨论区 】
【 原文由 concertofish 所发表 】






                 

                          林泉之夜钢琴音乐会


主    办：南京大学文化艺术教育中心

指导老师：范丽甍

时    间：5月19日（周五）晚7：00

地    点：田家炳楼一楼教工之家

主 持 人：温馨，赵建军



曲目及演奏者：


开场曲

莫扎特(W. A. Mozart, 1756－1791) 四手联弹奏鸣曲(Kv.381,第1乐章）
                                    ——杨音斐（生命科学学院）、于婉卿（物理系）


上半场

1.肖邦(F. F. Chopin, 1810－1849) 夜曲(Op.9-1)
                                    ——刘笑吟（商学院）

2.格里格(E.Grieg,1843－1907)     致春天(Op.43-No.6)
                                    ——林  旸（材料科学系）

3.韦伯(C. M. Webber, 1786－1826) 邀舞(Op.65)
                                    ——许  婉（新闻传播学院）

4.海顿(F. J. Haydn, 1732－1809)  f小调变奏曲(Hob.XVII/6)
                                    ——傅良瑜（信息管理系）

5.勃拉姆斯(J. Brahms, 1833－1897)间奏曲两首
                                    ——黄  睿（强化部）


下半场

6.莫扎特(W. A. Mozart, 1756－1791))
                       C大调第25钢琴协奏曲Kv.503（第3乐章）
                                   ——第  一  钢  琴：傅良瑜（信息管理系）
                                       第二钢琴代乐队：姚  犁（化学化工学院）

7.肖邦(F. F. Chopin, 1810－1849)
                       e小调第1钢琴协奏曲Op.11（第1乐章）
                                   ——第  一  钢  琴：张哲淳（物理系）
                                       第二钢琴代乐队：费  雪（中国科技大学生物系）




欢迎各位到时光临，一起欣赏这些动听的钢琴作品







--

every day
      every minute
            every second

标  题: 有感于潘卉jj的话,打开blog
时  间: Mon Feb 20 16:11:44 2006
点  击: 441




几天前,和潘卉jj散步聊天,她问我为什么把blog关上,我说心情不好就关了,接着就大大抒
发一通blog无用而且添乱的观点

jj笑说,你讲的都对,但是你知道你关了blog之后,那些关心你的人就会紧张起来,不知道你
究竟怎么了,比如我,就是这样

最近几天收拾我的信箱,发现前段时间收到过蛮多这样的信,问我为什么把blog关了,我一概
回复心情不好就关了,现在想想,这种回答太不成熟了,一个真正关心你在乎你的人会因为这
句话而疑惑你生活中的变化,就像我对我的好朋友关闭blog行为的不解一样,但是我在关心
别人在乎别人的同时却忘记也有那么一些朋友,是很希望看到blog打开的

潘卉jj说得很好,哪怕你不写,哪怕你清零,都要打开,让朋友觉得你还好好的


所以我就打开了blog,也许以后不会写什么,或者只是转载些东西,但开着总是好的