教学既是一门科学,也是一门艺术。就思想政治课教学而言,如何将课讲“巧”讲“活”,就大有文章可做,笔者在长期的教学实践中致力于该方面的尝试,我的体会是: 巧布局 一堂课犹如一盘棋,一着不慎全盘皆输。课堂教学是一个有机的整体,教学中的各个环节彼此联系,相互影响,一堂成功的课首先得力于教师对教学过程的总体布局。在讲“商品的两个基本属性”时,在课前我做了这样的设计:以“人们为什么要购买商品”为发端,导入新课,引出商品的使用价值;以“商品逻辑抽象图”为导线,引导学生思考商品的定义,以“千差万别的商品为什么可以相互交换”为疑点,讲授商品的价值,以“任何商品的价值均无法自身体现”为诱饵,引导 Teaching is both a science and an art. As far as the teaching of ideological and political classes is concerned, there are many articles that can be used to describe the “skillfulness” of “living” and “living”. The author is committed to this aspect in long-term teaching practice. My experience is: Crafting a lesson Like a game of chess, all lose in an accident. Classroom teaching is an organic whole, and all links in teaching are related to each other and influence each other. A successful lesson is based on the teachers’ overall layout of the teaching process. When I talked about “the two basic attributes of commodities”, I did this design before class: I started with “why do people buy commodities?” and introduced new lessons, eliciting the use value of goods; To guide the students to think about the definition of commodities, and to categorize them as “Why can the goods be exchanged between different goods” as doubtful points, to teach the value of the goods, and to use “the value of any commodity cannot manifest itself” as bait and guide