“亲爱的孩子们：

我们将会奔向各自的那片碧海蓝天，

而这是远行前最后告别，

谢谢你们曾陪我走过的这一年，

我在这半途给你们祝福。”

7月3日，苏正民迎来了这一年支教生活的最后一节课。在离开凉山州越西县第二中学前，他给班里的孩子们写下了一封告别信，这是他对孩子们的祝福，也是对自己未来的期待。

On July 3rd, Su Zhengmin had his last class of the year as a volunteer teacher. Before leaving Yueshi County Second Middle School in Liangshan Prefecture, he wrote a farewell letter to the students in his class. It was his blessing to the children and his expectations for his own future.

2022年6月，一篇6000字的毕业论文火遍全网，致谢者苏正民从一个放羊娃“走出大凉山”成为一名大学生的故事，感动了众多网友。毕业后，苏正民决定回到家乡凉山支教，如今，一年期满，他也将回到学校，开始读研。

In June 2022, a 6,000-word graduation thesis written by Su Zhengmin went viral on the Internet. The acknowledgments section of the thesis told the story of how Su Zhengmin, a shepherd boy, "left Daliangshan" and became a university student. This story touched the hearts of many netizens. After graduation, Su Zhengmin decided to return to his hometown in Liangshan to teach, and now, after one year, he will return to school to pursue a master's degree.

一年的支教时间里，苏正民当初想带给孩子们的“东西”带到了吗？他又从中收获了些什么？一起来听听，苏正民这一年的支教故事。

Did Su Zhengmin succeed in bringing what he wanted to give the children during his year of teaching? What did he gain from this experience? Let's listen to Su Zhengmin's teaching story for the past year.

最后一课和两年之约

7月3日，苏正民和往日一样，来到自己任教的越西二中七年级10班和19班。这是苏老师的最后一课。

On July 3rd, just like any other day, Su Zhengmin went to teach his classes, Class 10 and Class 19 of the seventh grade at Yueshi Second Middle School.

去年8月，苏正民本科毕业后，作为中南财经政法大学研究生支教团的一员，回到了自己的家乡凉山州，在越西二中开启了为期一年的支教生活。

In August of the previous year, after graduating from undergraduate studies, Su Zhengmin returned to his hometown in Liangshan Prefecture as a member of the Central South University of Finance and Law's graduate student teaching team. He embarked on a one-year teaching journey at Yueshi Second Middle School.

“谢谢你们这一年让我收获了快乐，收获了那么多朋友，也让我坚定了自己的初心——回到家乡、建设家乡。”除了感谢，苏正民还在不断鼓励着孩子们，“对于大家来说，读书、知识是最好的一条路，但并不是每个人都擅长读书，所以一定要找到自己热爱和擅长的事情，并为之不断努力。”

"Thank you for bringing me joy this year, for giving me so many friends, and for strengthening my original intention—to return to my hometown and contribute to its development." In addition to expressing gratitude, Su Zhengmin constantly encouraged the children, saying, "For all of you, studying and gaining knowledge is the best path. However, not everyone is good at studying, so it's important to find something you love and excel in, and strive for it continuously."

得知苏老师即将离开，孩子们给他亲手做了许多礼物，也将内心最真挚纯朴的情感写成信，悄悄送给他。苏正民也和孩子们定下了“两年之约”，他们约定，两年后苏正民会回到越西二中参加孩子们的毕业典礼。

When the children learned that Mr. Su would be leaving, they made many gifts for him with their own hands and wrote heartfelt letters to express their emotions, which they secretly gave to him. Su Zhengmin also made a "two-year agreement" with the children, promising that he would return to Yueshi Second Middle School to attend their graduation ceremony in two years.

是朋友，也是老师

苏正民说，这一年是自己25年来最有意义的一年。而自己最大的收获，就是有了这群孩子，他们既是特别的朋友，也是老师。

Su Zhengmin said that this year was the most meaningful year of his 25 years of life. And his greatest gain was having this group of children, who are not only special friends but also his students.

在对孩子们的学业要求上，苏正民一直非常严格。在苏正民的帮助下，他所在的班级孩子成绩有了明显的提升，不少孩子也有了主动学习的积极性。

Su Zhengmin had always been very strict with the children's academic requirements. With his help, the students in his class showed significant improvement in their grades, and many of them became proactive in their studies.

作为从大山走出来的孩子，苏正民更能理解山里娃的想法和需求，“我一直在想办法打开他们的眼界，希望他们能用更广阔的视角认识世界。”

As a child who came out of the mountains, Su Zhengmin had a better understanding of the thoughts and needs of mountain children. "I have been trying to broaden their horizons, hoping that they can have a broader perspective of the world."

为此，他和母校中南财经政法大学沟通，带着孩子们体验“大学生活”；他还拜托自己在全国各地的优秀同学，给孩子们讲述他们的故事。日子久了，孩子们也逐渐发生改变，“他们的梦想也更加具象化，想当老师的变多了，还有想做律师的、做记者的，都有。”

To achieve this, he communicated with his alma mater, Central South University of Finance and Law, and arranged for the children to experience "university life." He also asked his outstanding classmates from various parts of the country to share their stories with the children. Over time, the children gradually changed. "Their dreams became more concrete. There are more who want to become teachers, as well as those who want to become lawyers or journalists."

孩子们的童真和单纯也让苏正民找到了内心的慰藉，“感觉自己心态发生了变化，变得更加简单纯粹。”同时，他也更加坚定了自己的初心——回到大山、建设大山。

The innocence and simplicity of the children also brought solace to Su Zhengmin's heart. "I feel that my mindset has changed, becoming simpler and purer." At the same time, he became more determined in his original intention—to return to the mountains and contribute to their development.

支教的思考：支教老师或更应关注思想引导

一年支教期里，苏正民也对自己的支教生活有着思考。在他看来，与专门的科任老师不同，支教老师或许更加应该注意对学生的思想引导。

During the year of teaching, Su Zhengmin reflected on his teaching experience. In his view, as a volunteer teacher, he should pay more attention to guiding students' thinking, unlike subject teachers who focus on specific subjects.

“现在不少学生对自主学习的内生动力不足，可能只关注眼前的既得利益，之后长期的优势他们很难理解到。”

"Nowadays, many students lack intrinsic motivation for independent learning. They may only focus on immediate benefits and have difficulty understanding the long-term advantages."

发现问题后，苏正民也在寻找着解决方法，“让他们视角打开，培养他们看世界的视角、对社会的认知等等，要将自己在外面看到的新的东西输入给他们，让他们也能感受到世界的精彩和多样。”

After identifying the problem, Su Zhengmin sought solutions. "I try to broaden their perspectives and cultivate their understanding of the world and society. I share with them new things I have seen outside and let them experience the wonders and diversity of the world."

一年期满，除了不舍，苏正民对这群孩子也有着担心，“我们支教的时间整体不算长，可能效果也不会特别明显，也会担心之后孩子们换了老师会不会不适应教学方式，会不会带来一些影响，经过这一年的相处与了解，我相信，他们大部分人还是能克服这些困难的。”

As the one-year teaching period came to an end, Su Zhengmin felt both reluctant to leave and worried about these children. "Our teaching period was not very long, and the effects may not be particularly evident. I also worry about whether the children will adapt to new teaching methods with a different teacher, and whether it will have any negative impact. But after a year of interaction and understanding, I believe that most of them will overcome these difficulties."