在新一轮课改背景下,“互动”效果的好坏,直接关系到课堂能否实现高效。然而在农村思想品德的教学实践中,由于受到环境、条件、课程资源、学生教师主观性等多方面因素的影响,互动式学习的推进有一定的难度。我们常常会见到两个极端:要么一潭死水,毫无生机,“互动”演变为教师的独角戏;要么吵吵闹闹,杂乱无章,繁华过后,一无所获。殊不知:“互动”也是需要经营的。 In the new round of curriculum reform background, “interactive ” effect is good or bad, is directly related to the classroom can achieve high efficiency. However, in the teaching practice of rural ideology and morality, due to many factors such as environment, conditions, curriculum resources, subjectivity of students and teachers, the promotion of interactive learning is somewhat difficult. We often see two extremes: either a pool of stagnant water, vitality, “interactive ” evolved into the teacher's one-man show; or noisy, disorganized, bustling, nothing. As everyone knows: “Interactive ” also need to operate.