随着课程改革的深入推进,教师的教学观念、教学方式也在不断发生着变化。但面对新背景下的品德教学,我们不难发现,有的品德课虽然表现形式新颖,但只是戴了一顶新理念的帽子而已,说教依旧;有的教学手段更先进,其本质却是效率低下,并远远脱离普通课堂教学实际;有的甚至认为个体的道德品质是天性使然,与开设品德课程无关。2011版《品德课程标准》明确指出,小学阶段是学生“形成道德情感、道德认识和道德判断能力,养成行为习惯的重要阶段”。所以,优化教学过程、提高品德教学实效,就成为我们亟待解决的问题。 With the deepening of curriculum reform, teachers’ teaching concepts and teaching methods are constantly changing. However, in the face of moral education in the new context, it is not hard to find that although some moral lessons are new in form, they just wear the hat of a new concept and persevere. Some of the teaching methods are more advanced and their essence is Inefficient, and far from the actual teaching of the ordinary classroom; some even think that the individual’s moral quality is natural, and has nothing to do moral lessons. 2011 version of “moral course standard” clearly pointed out that the primary stage is a student “form the moral emotion, moral understanding and moral judgment, an important stage to develop behavior ”. Therefore, to optimize the teaching process and improve the effectiveness of moral education has become an urgent problem for us.