国情是思想品德四大板块内容之一,是培养学生公民意识和正确“三观”的重要载体,是九年级教材的主体部分,在中考中所占比重较大。部分学生初中毕业后将走进社会,也需要对国情有所了解。可见,重视国情教学毋庸置疑,但也存在一些问题。如,就知识讲知识,照本宣科;教学资源陈旧,或限于教材素材,或从网上下载现成教案,或用多年以前的数据,导致学生对国情的认识常常是孤立的、静止的、片面的,影响教学实效。我们尝试在国情教学中渗透辩证 The national conditions are one of the four major components of ideological and moral qualities. It is an important carrier for cultivating students’ civic awareness and correctness of the “Three Outlooks.” It is the main part of the ninth grade textbooks, and accounts for a large proportion of senior high school entrance exams. Some students will enter the community after graduating from junior high school, but also need to understand the national conditions. Can be seen, pay attention to the teaching of the state no doubt, but there are also some problems. For example, knowledge about knowledge, or scripted materials, obsolete teaching resources, or limited teaching materials, or ready-made lesson plans downloaded from the Internet, or using data from many years ago led to students’ perceptions of their national conditions being often isolated, static and unilateral, affecting Teaching effectiveness. We try to penetrate dialectical teaching in the national conditions