在多年品德教研工作中,我发现在《品德与生活》《品德与社会》课堂中,有大量鲜活的教学资源,它们是零碎的、粗糙的、隐蔽的、稍纵即逝的,很难被老师们察觉。那么,教师应如何及时精确地去捕捉与利用这些教学契机,促进问题的有效生成呢?一、妙用学生提出的质疑学生作为课堂上生成的课程资源,常常是可遇不可求的,教师要善于开发利用,紧紧抓住其中的教学契机,及时判断 During many years of teaching and researching on morality and morality, I found that there are a large number of fresh teaching resources in the classroom of “Morality and Life” and “Morality and Society”. They are fragmentary, rough, hidden and fleeting, so hard to find Spotted by the teachers. Then, how should teachers timely and accurately capture and use these teaching opportunities to promote the effective production of the problem? First, magical students raised the challenge of students as a classroom generated curriculum resources, often can not be met, the teacher should be good at Development and utilization, firmly grasp the teaching opportunities, timely judgment