“活教育”不仅要求教师关注课堂,更要向课外拓展,充分发挥“前置性作业”的价值。教师在小学品德教学中要践行陈鹤琴的“活教育”理论,优化“前置性作业”的设计,就要追本溯源,作业内容生活化;手脑兼动,作业形式综合化;寓学于乐,作业路径游戏化;推陈出新,作业导向全优化。 “Live Education ” not only requires teachers to pay attention to the classroom, but also to develop extracurricular activities, give full play to “preposition ” value. When teachers practice Chen Heqin’s theory of “living education” and optimize the design of “preposition work” in the teaching of morality in primary school, teachers should trace their origin and work contents to life; ; Learn from fun, homework path gamification; innovation, homework full optimization.