《义务教育思想品德课程标准》明确指出:“学生的学习内容应当是现实的、有意义的、富有挑战性的,这些内容要有利于学生主动地进行观察、猜想、验证、推理与交流等活动。内容的呈现应采用不同的表达方式,以满足多样化的学习需求。”问题是思维的开端,学习的起点。问题具有了挑战性,才能更好地调动学生的非智力因素,才会产生高质量的互动,学生的智慧和人格自然会在这个过程中形成。在思想品德教学中以问题的设计和解决为核心的课堂教学模式,其目的是启发学生产生疑问,积极思考,通过设置问题情境,提出问题、运用提问技巧引导学生去分析、判断和推理,调动和拓展学生的思维。 “Compulsory Education Ideological and Moral Standards Course” clearly states: “Students’ learning content should be realistic, meaningful and challenging, these elements should be conducive to students take the initiative to observe, guess, verify, reasoning and exchange, etc. Activities. Content should be presented in different ways to meet diverse learning needs. ”The problem is the beginning of thinking and the starting point of learning. The problem is challenging, to better mobilize the non-intelligence of students, will produce high-quality interaction, the students’ wisdom and personality will naturally form in the process. The purpose of this model is to inspire students to generate doubt and think positively. By setting problem situations, asking questions and using questioning techniques to guide students to analyze, judge and reason, to mobilize And expand student thinking.