新课程标准提倡和鼓励教师依据课标精神打造创新、生活化、简约化、开放和高效的思品课堂,这就要求教师在遵循课程标准的前提下,以了解学生、吃透教材为基础,对教材进行理性裁剪和重组,对教学方法进行优化,对教学资源进行充分开发,甚至对教学内容和教学目的进行适当的调整。然而,在现实的思品课堂中,有的教师对教材生搬硬套,往往会为了各个教学子目标分设不同的活动或创设不同的情景,教师所设计的活动或情景一个接一个,学生在参与完一个活动后紧 The new curriculum standard advocates and encourages teachers to create an innovative, living, simplified, open and efficient thinking class based on the standard of the curriculum standard. This requires that teachers, on the premise of following the curriculum standards, understand the students and thoroughly understand the teaching material The material is rationally cut and reorganized, the teaching methods are optimized, the teaching resources are fully developed, and even the teaching contents and teaching purposes are properly adjusted. However, in the actual thinking class, some teachers apply rigid teaching materials, often for different teaching sub-goals set different activities or create different scenarios, teachers designed activities or scenarios one after another, students participate in a Tight after the event