近年来,中学政治教师的教学理念以及教学行为随着新课程改革的深入在不断地优化,出现了许多可喜的现象:课堂上教师单极表演式的一言堂少了,师生间互动探究的气氛浓了;单纯的知识结论性教学明显少了,对知识的过程性展开明显多了;一切为了考试的教学应试性痕迹淡化了,教师们注重学生各方面能力素质培养的意识性不断增强等等。但是,也存在着教学中“停留在诠释教材知识内容上”的问题,主要体现在三个“缺乏”上:一是 In recent years, the teaching ideas and teaching behaviors of political teachers in secondary schools have been constantly optimized with the deepening of the new curriculum reform. Many encouraging phenomena have emerged. Classroom teacher unipolar performances have less words and no more room for interaction between teachers and students Concentrated; pure knowledge of conclusive teaching was significantly less, significantly more knowledge of the process; all for the test of teaching should be diluted traces, teachers pay attention to all aspects of the students ability to enhance the awareness of the growing and so on . However, there are also problems in teaching that “stay in the content of knowledge of textbooks”, mainly in three “lacking”: First,