八天假期在今天即将走向尾声，有不舍，有怀念，当然也有更多的憧憬。 昨晚十一点多忙完了该忙的东西，把《洛神》的最后两集也看完了，看到最后忍不住潸然泪下。好久好久没有这么感动过，而这部电视剧虽然我以前看过，然而重新再看时，感动仿如当初。一部剧，千层泪，万层思。看完这部电视剧，我的心态仿佛平稳了很多，心境也宁静了很多，突然想起《三国演义》的开头序：滚滚长江东逝水，浪花滔尽英雄；事非成败转头空，青山依旧在，几度夕阳红；白发渔樵江渚上，惯看秋月春风；一壶浊酒喜相逢，古今多少事，都付笑谈中。是的，很多东西都会随时间而流逝，我们何必过于执著而耿耿于怀？有时放开一点，不要太在意得失，或者我们会活得快乐一点。凡事斤斤计较，专门想着妒忌或者算计人家，到头来只会害人害己。
当大家都以为歌姬刘惜惜是个小心眼专门耍计谋的人时，只是甄宓慧眼识真人，只有她一直坚信刘惜惜并非是一个小人。当刘惜惜不惜得罪孟德夫人而为甄宓辩解时，甄宓明白自己对这位好朋友的信任是没错的。我依然记得甄宓事后到刘惜惜说的话：“刘姬果然并非人家传言的趋炎附势的小人，因为你的琴技和歌声如此出众，定必花了常人难以想像的时间和精力苦练才得此造诣，试问一个专注于自己爱好的人哪有这么多心思和别人尔虞我诈呢？”是的，当一个人专注于他的爱好，专注于他的理想，他就会忘乎许多名利得失，也没有心思去忌妒和算计别人。而恰恰相反，老是眼红别人，技不如人却不服气，反而在后面说三道四的人，永远也不可能达到理想的水平。看完这部电视，我更感觉到“态度决定一切”这个道理！这里的态度不仅是指你为学的态度，也指你“为人”的态度。为人不正，心存旁术，必定限制一个人的情商发展，造诣再高也高不了哪去。所以我特别佩服可以专注于自己学问的人。这里的“学问”既是指学术，也是指个人的情趣。当你全身心地投入你的宏伟蓝图的描绘中时，旁人的指指点点或者冷嘲热讽只会化作蓝图中的点点雨滴，虽然冰凉却很滋润，你也会一笑置之。
以前当自己被冤枉或者被人在背后说三道四时，我会很生气，而且会不停地辩解，这种状况在我第二次看这部电视剧时依然多少存在，然而当我看完《洛神》那一刻起，我的思想突然豁达了，我不会这样了。清者自清，浊者自浊。日久见人心，有些事情你做过没做过，是真是假，不是靠你三寸不烂之舌可以说得清的。你的为人如何，日子久了大家自然会看得清楚。虚伪的人可以装得了一时，装不了一世。而且很多时候，越是辩解，越是让人生疑，大家总是会想：“既然你没做，干吗这么紧张？”所以，有时候沉默是最好的解决办法。很多事情只要我们没有有愧于心，没有损害别人的利益，我们就没有义务向别人交待。与其花时间纠缠在这此是非纷争中，倒不如花多点时间专攻术业，发展兴趣。人生匆匆几十年，若都生活在是非辩解中，多不值得！
蔡少芬在剧中说得对：人生在世，岂能事事尽如人意？人生有很多的无奈，而承受无奈的不止你一人，既然我们不能改变无奈，就得改变我们的心境。争取在无奈中寻找对自己和对他人伤害最少或者最好的解决办法，方为上策。而若一味地沉溺于无奈中不能自拔，只会以悲剧结束自己的人生，这样是我们想看到的吗？所以凡事做好最坏的打算，即使事情不尽如人意甚至与我们的初衷背道而驰，我们也可以从容地面对。而这样的思想境界，不是在纸上说说就可以完成的，而是需要不停地接受磨练才可以达到。
百年之后，当我们蓦然回首，也许会真的发自内心地感慨：是非成败转头空，青山依旧在，几度夕阳红。古之多少事，都付笑谈中~~~~~~~
深圳大学 赖小琪
Topic（十月雅思作文预测题）:
Some children in rural places cannot have good schools and medical facilities. To improve this situation, some people suggest that new teachers and doctors should be sent to rural places for several years. Others, however, believe everyone has the free right to choose where to work. Discuss both views and give your own opinion.
In this day and age, along with the fast-paced development of our economy, schools are staffed with qualified teachers and equipped with advanced teaching and medical facilities in the city, especially in those metropolises. Nevertheless, in vast rural places, it is a different story. Most schools in rural places are poorly staffed and severely lack the necessary medical facilities, which poses a great threat to the healthy development of children. Therefore, some people think that new teachers and doctors should be sent to rural places for several years. But some believe it will intrude their right of freedom. Speaking for myself, I do not agree with the suggestion.
Needless to say, we need to advance the development of education in rural areas by allocating more competent teachers and updated medical facilities that can safeguard the health of students to a great extent. However, it is by no means to say that we should compel new teachers and doctors to rural schools regardless of their own will. As the opposition mentions in the topic, everyone has the right to choose where they want to work. If they incline to work in cities with competent qualification, we should unquestionably render them their desirable positions. If we force them to do what they do not want, I am afraid the effect may be vague or even converse. It in fact does no good to students at all.
From my perspective, now the lagging development of rural education should not be attributed to the government’s not forcing new teachers and doctors to work in rural areas, but should be attributed to the insufficient investment in rural education. As a saying goes, though used here might not be too appropriate, money can make the mare go. It does tell us a truth that if we invest enough in rural schools by building more good-looking or brand-new teaching buildings, purchasing more upgraded teaching and medical facilities, and more importantly, offering a decent pay to teachers and doctors, I believe there will be more and more teachers and doctors willing to help rural students achieve their goals. Otherwise, if we do not invest enough but merely “force” new teachers and doctors to work, we can never root out the problem radically.
To sum up, compelling new teachers and doctors to work in rural schools is not the fundamental way to tackle the issue of rural education. Only by investing sufficient funds into those rural schools can we anticipate the rising quality of education in rural areas. |
