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构建高效课堂离不开学生自主学习能力的提升,离不开学生基于生活兴趣的自主探索和发现,更离不开学生在实践中的亲历亲为。但由于各种条件的限制,在思想品德课教学中,学生很难真正走向趣味无穷、精彩纷呈的实际生活。为弥补上述不足,广大思想品德教师在教学中时常采用创设情境的方式引导学生走向生活实际,启迪学生心灵,点燃学生思维,激发学生情感,使学生在模拟的情境中感受思想品德课的生活价值、情感追求。但如何导演好模拟的生活情境,怎样让
Building an effective classroom is inseparable from the improvement of students’ autonomous learning ability, which can not be separated from students’ independent exploration and discovery based on their interest in life, but also inseparable from the students’ personal experiences in practice. However, due to various conditions, it is very difficult for students to really move toward the fun-filled and vivid real life in the teaching of ideology and morality. In order to make up for the above shortcomings, most ideological and moral teachers in teaching often use the way of creating situations to guide students to practice life, enlighten students’ minds, ignite students’ thinking and stimulate students’ emotions, so that students can experience the value of life in ideological and moral lessons in simulated situations Emotional pursuit. But how to direct a good simulated life situation, how to make