刚从事思想品德教学时,我总有一种强烈的无力感——学科地位尴尬,遭遇师生冷眼;三维目标形同虚设,价值观构建效果苍白无力;课堂教学花样百出,学生却兴致索然。这种无力感使我常常恐惧和担忧,甚至开始对教学失去信心,将思想品德课定位为学生不喜欢的说教课,将自己定位为一名不起眼的副科教师。一次偶然的机会,笔者与一位 When I first started teaching ideology and morality, I always had a strong sense of powerlessness—their academic status was ambiguous, and the teachers and students were bored; the three-dimensional goals were in name only, and the value-building effect was pale; the classroom teaching was full of tricks, but the students were happier. This feeling of powerlessness made me often fearful and worried. I even started to lose confidence in teaching. I thought the ideological and moral class was a lesson that students did not like, and positioned myself as a humble assistant teacher. A chance, the author and a