回归学生的生活世界既是当下课改倡导的一种理想境界,也是学生实际发展的必然趋势,课堂教学的生活化走向盖源于此。我认为,小学社会教学只有切实把握“三重三实”策略,亦即重经验唤醒,再现学生生活实景,重探究引领,激活学教实态;重氛围营造和情境创设,关注学生发展实情,才有可能实现真正意义上的课堂教学的生活化。一、重经验唤醒,再现学生生活实景《品德与社会课程标准》明确指出:“儿童的生活是课程的基础”,“现实生活对学生品德的形成和社会性发展具有特殊的价值”。所以,我们的课堂教学就应该尽可能多地贴近学生的生活世界,在近乎自然的状态下,唤醒学生色彩斑斓的生活经历,实现学生生活的“实景再现”。这种自然再现,其实也是课堂教 Return to the student’s life world is not only an ideal state advocated by current curriculum reform, but also an inevitable trend of students’ actual development. I think social education in primary schools should only be based on the tactics of “three stresses and three realizations”, that is, to revalue experiences and reappear the real life of students’ lives, so as to explore the leading and activate the reality of teaching and learning; to create and situate heavy atmosphere and focus on the development of students It is possible to realize the real life of classroom teaching. First, re-awakening experience, reproduce the real life of students “Moral and social curriculum standards” clearly states: “children’s life is the basis of the curriculum,” “real life on the formation of students and social development has a special character.” Therefore, our classroom teaching should be as close as possible to the students ’living world. In a near-natural state, we should arouse the students’ colorful life experience and realize the “real scene reproduction” of student life. This natural reproduction, in fact, is also classroom teaching