对于小学品德课教师的专业发展而言,回归生活是极富力量的抉择,它真实地影响着教师的教育教学实践以及对教育的理解。然而新课程改革十余年来,回归生活的教育教学实践并没有激发小学品德课教师专业发展的热情。从小学品德课教师的三种职业状态出发,厘清“生活”与“专业发展”之间的关系,将有助于小学品德课教师获得更多的专业自信。小学品德课教师应认识到,课堂所使用的生活经验应当是经过反思和价值澄清的;强调感性的“生活”并不意味着整体上降低了对教学的专业性要求;教师应设法在生活中增强专业执行力。 For the professional development of the teacher of moral character in elementary school, returning to life is the choice of extremely powerful force, which truly affects teachers’ teaching practice and understanding of education. However, in the more than ten years since the reform of the new curriculum, the education and teaching practice of returning to life did not have the enthusiasm to stimulate the professional development of teachers in moral education in primary schools. Starting from the three occupational states of teachers of moral education in primary schools, clarifying the relationship between “life ” and “professional development ” will help teachers of moral lessons in primary schools to gain more professional self-confidence. Teachers of elementary moral lessons should realize that the experience of life used in the classroom should be clarified through reflection and value. Emphasis on perceptual “life” does not mean that the overall professional requirements for teaching are reduced. Teachers should try Enhance professional execution in your life.