建构主义教学理论认为,学生的知识意义建构不是由老师的传授获得的,而是学生借助一定的学习材料、学习工具,在学习伙伴的帮助下获得的。初中思想品德教学的有效性保证,主要在于学生自身的学习兴趣和主动学习知识的能力。通过有效的课堂教学,使学生原有的同化知识平衡打破,通过顺应后形成新的平衡图式。这就是建构主义理论对有效性的解释。要想提高思想品德课堂教学的有效性,就应从态度、模式、方法等方面进行研究,实施最 Constructivism teaching theory holds that the construction of students’ sense of knowledge is not obtained from the teacher’s teaching but rather through the use of certain learning materials and learning tools by the students with the help of their learning partners. The validity assurance of junior high school ideological and moral education mainly lies in the students’ own learning interest and the ability to learn knowledge voluntarily. Through effective classroom teaching, students can break the balance of assimilation knowledge and form a new equilibrium schema through conformity. This is the constructive theory of the validity of the explanation. In order to improve the effectiveness of classroom teaching of ideological and moral character, we should study and implement from the aspects of attitude, mode and method