乡土者,家乡风土人情也。努力开发乡土课程资源,既符合“三贴近”教学原则,也可极大地调动学生课堂参与的热情,顺利达成三维教学目标。笔者曾赴长沙市望城六中开展“送课下乡”活动。在课堂教学活动中,我努力发掘当地乡土资源,精心设计教学环节,取得了较好的教学效果。下面,我以本次“送课下乡”示范课为例,谈谈对于开发利用乡土课程资源的一些体会和思考。 Local people, hometown customs also. Efforts to develop local curriculum resources, not only in line with “three close ” teaching principles, but also can greatly mobilize the enthusiasm of students involved in the classroom, successfully reached the goal of three-dimensional teaching. I went to Changsha City Wangcheng six to “send class to the countryside” activities. In the classroom teaching activities, I worked hard to find local native resources, elaborately designed the teaching links, and achieved good teaching results. Below, I take this “send class to the countryside ” demonstration class, for example, to talk about some experience and thinking for the development and utilization of local curriculum resources.