这本书里的作文都是我们的学生在课堂上用半个小时或四十分钟当堂完成的。这些作文没有老师的再次创造，是孩子们的原创。这些作品里闪现着孩子们的灵性之光，这光在课堂上照亮了我们所有的老师——我们一直在践行的是我们以课堂为载体，调动各种各样的资源，或者是孩子已有的，或者是我们给予的新的资源，用柔和流动的方式，让思想与思想交汇。让我们与孩子一起实现灵思流转的过程。这些优秀的作文是怎样出现的？是得到作文技法的传授后按技法写出的？自古以来，中国的文化中就有关于"道"与"术"的争辩。究竟是"术"代表的方法可以让我们找到捷径，还是说"道"才是本质而不再需要"术"作外在的途径？因此，一定以"术"或者称之为"方法"的东西给予孩子搭建自己作品的积木，而一定以最终实现"道"也就是孩子自己的思想水平的提高作为我们的目标。条条大路通罗马，不片面地强调让人异化的"术"，更不是无条理无策略地追求"道"，这就是我们的优异特别之处。符合人性发展，符合不同年龄段不同性格孩子的学习规律，我们在亲身实践一条伟大的路，我们走得欣喜而满足。(The articles in it are all composed by our students in class in 30-40 minutes.They are completely original and have no signs of re-creation of teachers.In them glows children's intelligence, illuminating all teachers in class—we have been practicing the idea of that with class as the carrier, we need to mobilize all kinds of resources, either what children already have or new resources we give them, to make different minds meet in a gentle and flexible manner.Let's realize the process of flow of inspirational thinking together with children.How were the excellent articles composed?Were they composed with acquired writing skills?Since ancient times, there has been debates over "Tao" and "Shu" in Chinese culture.Is it the methods represented as "techniques" that can help us find the shortcut, or is the "Tao" the nature that will do without "Shu" as external approach?Therefore, our ultimate goal is to improve children's "Tao", or original thinking by giving them some "Shu", or "techniques", to construct their own works.All roads lead to Rome. Our excellence lies in neither partially emphasizing "Shu" that has an alienating effect, nor pursuing "Tao" regardless of methods and strategies.The great ideas we are practicing are in line with the development of human nature and learning patterns of children in different age groups, which makes us delighted and satisfied.)