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內容簡介

The secret of success is not what they taught you in school. What matters most is not IQ, not a business school degree, not even technical know-how or years of expertise. The single most important factor in job performance and advancement is emotional intelligence. Emotional intelligence is actually a set of skills that anyone can acquire, and in this practical guide, Daniel Goleman identifies them, explains their performance, and shows how they can be fostered. For leaders, emotional intelligence is 90 percent of what sets stars apart from the mediocre. As Goleman documents, it's the essential ingredient for reaching and staying at the top of any field, even in high-tech careers. And organizations that learn to operate in emotionally intelligent ways are the companies that will remain vital and dynamic in the competitive marketplace of today-and the future. Comprehensively researched, crisply written, and packed with fascinating case histories of triumphs, disasters, and dramatic turnarounds, Working with Emotional Intelligence may be the most important business book you'll ever read.

作者簡介

Psychologist Daniel Goleman was born on March 7, 1946 in Stockton, California. He earned a Ph.D. from Harvard. Goleman wrote his first book, "The Meditative Mind" after studying ancient psychology systems and meditation practices in India and Sri Lanka. Goleman wrote about psychology and related fields for the New York Times for 12 years beginning in 1984. In 1993 he co-founded the Collaborative for Academic, Social, and Emotional Learning. He is also a co-chairman of The Consortium for Research on Emotional Intelligence in Organizations and a member of the Mind and Life Institute's board of directors. Goleman has written several popular books, including "Emotional Intelligence," "Social Intelligence," and "Ecological Intelligence." He received a Career Achievement award for journalism from the American Psychological Association and was elected a Fellow of the American Association for the Advancement of Science to recognize his efforts to communicate the behavioral sciences to the public.

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就告訴我瞭，好不令我欽佩——”說時站起，雙手抱拳，嚮著二僧深深打瞭一躬。兩個和尚慌不迭左右閃身讓開。“太子萬不可如此，摺煞和尚瞭。”一時雙雙迴揖，纔自行落座。三太子原有很多話要說，尤其對於這個無葉和尚單身力抗清軍，身陷大獄，幾乎喪命的可歌可泣事跡，心存萬分欽佩感激，再者猛大師的守正不阿，毀寺全節，該是何等胸襟抱負，諸如此類皆非眼前片言數語可以交待。隻是眼前卻不是說話時候。葉老居士嚮著二僧點頭道：“雲闆聲響，想是敵人再一次進攻來瞭。”“無妨事——”猛大師說：“對方改瞭陣勢，各位在這裏大約也可看知一二。”恃立窗前的弟子，隨即將臨江一麵的湘簾高高捲起，啓開窗扉，至此前眺，大江一麵礙於山峰形勢，雖不能盡收眼底，卻也看個大概。當下即由三太子帶頭，各人步嚮窗邊——本日天晴氣朗，素日鎖山雲霧，俱為天風吹開，鞦光晨藹裏大江一麵盡收眼底。居高臨下，隻見近處江麵上點綴著敵人來犯的大舉陣勢，鐵甲船殼與敵人侍列戰士鎧甲刀戈，交映齣一片眩目光彩，其勢雄偉，不可輕視。“阿彌陀佛——”忍大師手捏胸前佛珠說：“好一

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小小一本書，30都貴呀

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③我們的教師為瞭控製課堂，總擔心秩序失控而嚴格紀律，導緻緊張有餘而輕鬆不足。輕鬆的氛圍，使學生沒有思想顧忌，沒有思想負擔，提問可以自由發言，討論可以暢所欲言，迴答不用擔心受怕，辯論不用針鋒相對。同學們的任何猜想、幻想、設想都受到尊重、都盡可能讓他們自己做解釋，在聆聽中交流想法、

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⑤教學生抓重點.教學難免有意外，課堂難免有突變，應對教學意外、課堂突變的本領，就是我們通常說的駕馭課堂、駕馭學生的能力。對教師來說，讓意外乾擾教學、影響教學是無能，把意外變成生成，促進教學、改進教學是藝術。生成相對於教學預設而言，分有意生成、無意生成兩種類型；問題生成、疑問生成、答案生成、靈感生成、思維生成、模式生成六種形式。生成的重點在問題生成、靈感生成。教學機智顯亮點.隨機應變的纔智與機敏，最能贏得學生欽佩和行贊嘆的亮點。教學機智的類型分為教師教的機智、學生學的機智，師生互動的機智，學生探究的機智。機智常常錶現在應對質疑的解答，麵對難題的措施，發現問題的敏銳，解決問題的靈活。

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特彆適閤工作中的人使用。

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