最近在县级现场会上听了两节小学五年级德育课,内容都是让学生学习有关与人“友好合作”的知识教学(课题——团结友爱)。两位教师在教学设计中都能够从学生的已有生活经验出发,大胆创编教材内容,设计出了多个蕴含“团结合作才能解决问题”的学习活动。活动设计形式很新颖,内容也很有教育意义。遗憾的是,两位教师的设计仅仅停留在使学生“感悟”每项活动“需要”合作才能完成上,却没有让学生进而“明确”每项合作活动所反映的 At the county-level live conference recently, I heard two fifth-grade moral education classes in primary schools, all of which are for students to learn about the subject of “friendly cooperation” (topic - unity and friendship). Both teachers can start from the students’ existing life experience in teaching design, boldly create the teaching materials, and design a number of learning activities containing “unity and cooperation to solve problems”. The design of activities is very new in form and the content is very educational. Unfortunately, the design of the two teachers only stay in the cooperation of each activity “need ” of the students to complete, but does not let the students and then “clear ” reflected in each cooperation activities