新一轮课程改革要求教师角色应该由知识的直接传授者转变为儿童活动的支持者、合作者和指导者。在小学品德课程资源整合的课堂教学中,教师在课前应该成为“淘金者”和设计师,筛选课程资源并进行精心设计;在课中应成为慧眼识金的“伯乐”和与学生平等相处的学习合作伙伴;在课后应成为理性冷静的评论家和连接课内外的“搭桥者”。如此来培养品德良好、乐于探究和热爱生活的儿童。 The new round of curriculum reform requires that the teacher’s role should be transformed from immediate instructor of knowledge to supporter, collaborator and mentor for children’s activities. In the classroom teaching of integration of primary morality curriculum resources, teachers should become “gold rushrs” and designers before class, screening curriculum resources and designing elaborately; in class, they should become “Bole” and Be a learning partner on an equal footing with students; be a calm, calm critic, and a “bridgeman” in and out of class. In this way, we should cultivate children who are well-behaved and willing to explore and love life.