随着教学形式的变革,传统课堂小结常被教师所忽略,但实际上,课堂小结应成为新的教学生长点。本文以人教版“计划生育的基本国策”内容为例,对思想品德课堂小结常用方式及教师行为作一梳理。一、问题质疑式小结:善于倾听,催生表达,灵性点拨【含义简说】问题质疑式小结,即学生通过质疑,在互动、对话中对所学内容进行思考、加工,形成有价值的问题与解答,实现知识内化、方法选择、情感共鸣的动态生成。【教学课例】导入环节小结,教师预设:根据学生对视频的点评加以总结,自然过渡到本课内容。动 With the change of teaching forms, the traditional classroom summary is often overlooked by teachers, but in fact, the classroom summary should become a new teaching growth point. This paper takes the PEP “the basic national policy of family planning ” as an example to sort out the commonly used methods and teachers’ behaviors of the ideological and moral lessons in the classroom. First, the question question summary: good at listening, giving birth to express, spiritual call [Meaning] Jane said the question summary, that is, students through questioning, interactive, dialogue on the content of thinking, processing, the formation of valuable problems and Answer, to achieve knowledge internalization, choice of methods, the dynamic generation of emotional resonance. [Lesson examples] Import link summary, teacher preset: According to the students’ comments on the video to be summarized, the natural transition to the content of this lesson. move