首先,教师不能只重知识灌输而忽视品德教育。思想是行动的先导,解决了思想问题,往往能收到事半功倍的效果。一旦学生认识到学习思想政治对于他们实现伟大抱负和个人美好前途作用重大,就会把报效国家的责任和实现个人前途的愿望变成求知动机,变成学习的内驱动力。当前,很多学校为了升学率,教师为了评职称,采取简单粗暴的方法灌输知识,淡化了对学生能力、感情的培养和品德的教育,由此导致师生关系紧张恶化。而这一问题的症结在于升学率是考查学校、教育部门的唯一标准:而学校又把学生的文化成绩作为考核教师的唯一标准。使得作为一线的教师不得不围绕升学这根指挥棒转。我们的教师应该去功利化,以身作则,充分利用身边事例和乡土教材 First of all, teachers can not instill knowledge but neglect moral education. Ideology is the precursor of action. Solving the ideological problems often can achieve the result of multiplying things with less effort. Once students recognize that learning ideological and political work is of great importance to their prospects for achieving their great aspirations and their personal good, they will turn the responsibility of serving the country and the desire to realize their personal future into a motivation for seeking knowledge and become the internal driving force for learning. At present, in order to further their school enrollment rate, many teachers use simple and rude methods to instill knowledge and dilute the cultivation of their abilities, affection and morality, which leads to the worsening tensions between teachers and students. The crux of the problem is that the entrance rate is the only criterion for examining the schools and the education sector. The schools again regard the students’ cultural achievements as the sole criterion for examining teachers. As a front-line teacher had to go around this baton to go to school. Our teachers should be utilitarian, set an example, take full advantage of the surrounding examples and local teaching materials