Pursuing the effectiveness of classroom teaching is a hot topic in current teaching, and it is also an important goal in the teaching of Morality and Life. So what? Let morality and life go hand in hand. First, the life-oriented teaching content is the starting point and destination of moral education. The formation of students' moral character stems from their experience, understanding and perception of life. Teachers must cherish the value of colorful children's life to the formation of children's moral character and social development. Therefore, in order to make moral and life teaching alive, the choice of teaching content must be close to children's real life, let life enter the classroom, and then move from the classroom to life, and guide children's development in life with correct values. Let good moral reason guide students' life, and let good moral emotion nourish students' life. The textbook Morality and Life has obvious characteristics in being close to children's life. The whole set of teaching materials takes children's life as the main line, according to children's personal life, family life, school life and hometown (community) life as the main line, constantly expanding children and the motherland, children and the world, and designing the system structure of teaching materials. From the unit theme to the activity theme, each theme in the textbook is a reproduction and promotion of children's real life, which is very beneficial to teaching. This feature of textbooks provides a broader space for teachers' teaching, enabling teachers to make full use of local and local teaching resources and enrich classroom teaching. Therefore, in classroom teaching, teachers should be good at dealing with teaching materials creatively, using teaching materials flexibly and proceeding from students' reality. First, combine the original materials in the textbook with the fresh materials in children's real life to narrow the distance between the teaching content and the students; The second is to contact the local actual situation and the children's real life, supplement the local living materials, and make the teaching content close to the students' life. For example, when Mr. Xu Lin taught "I like beautiful environment", he grasped the characteristics of the theme that I like beautiful environment, that is, the environment is closely related to students' lives and is familiar to students. Therefore, before class, students are required to return to life to observe, collect, investigate, analyze and experience, and collect some pictures of a beautiful environment and some information about the seriousness of environmental pollution. In class, students can compare, imagine and discuss how to change and protect our environment, and turn waste into treasure through their own processing and careful creation, so as to better improve our environment. Another example is that when teaching "making friends with sincerity", xu teacher takes the story of Doudou as the breakthrough point, and tells the story of lying in daily life and study through the storytelling activities of the story king, so that students can experience the real harm of lying in speaking, listening and discussing. In this way, through a series of teaching activities from life to classroom and then from classroom to life, the content of teaching materials is combined with children's real life, and the teaching effect is effectively improved. Second, teaching activities are the source of children's understanding, the foundation of children's development and the intermediary between teaching and learning. Children are naturally playful and active, and it is their nature to like activities. The course goal of Morality and Life is mainly achieved through various teaching activities under the guidance of teachers. Therefore, the teaching of morality and life should be positive. The activity characteristics of the textbook Morality and Life are very prominent. The teaching content and presentation form of the textbook emphasize students' participation in teaching activities, and pay attention to allowing students to gain experience through various forms of activities and improve their moral consciousness. This feature of teaching materials also puts forward higher requirements for teachers' teaching. It is necessary to change the didactic and Chinese teaching methods in the past, and organize various activities such as feeling experience activities, games and entertainment activities, simulated operation activities, hands-on production activities, performance appreciation activities, discussion and exchange activities, and works display activities. Let students learn in play, learn in play and create new emotions in activities. For example, when Mr. Xu Lin was teaching "I like a beautiful environment", when designing one of the links of turning waste into treasure, the teacher did not give students a way to learn from their existing life experience, observe the similarities between existing waste products and daily life, and what methods should be used to create new items. How to achieve this goal, teachers give students enough time and space for learning activities, give full play to their imagination, boldly design and create, and achieve the expected results through the process of preparing students before class, demonstrating teachers in class, freely creating, showing students, evaluating students, expressing students and guiding teachers. Know that waste is not waste, but cherish; We should have the consciousness of protecting the environment from childhood, not pollute the environment, and create our beautiful world with our heart. For another example, when designing to draw the most beautiful living environment in your heart with colorful colors, let students show the beauty they see, hear and feel in nature in different ways they like. Therefore, some students draw beautiful pictures with colored strokes, and then show their works, so that each student has ample opportunities to experience success and happiness in the activities, and at the same time cultivate students' ability to appreciate and create beauty, which effectively improves the effectiveness of moral education. For example, in the class of "Making Friends with Sincerity", xu teacher recreated the story of a child holding an empty flowerpot, planting flowers, offering flowers, and the words of the king through children's performances. At this time, the teacher asked why the king gave Xiongri a thumbs up. The students saw Xiongri's honesty in not changing seeds from the performance and experienced the honest behavior that everyone praised. The honest children were happier. Third, the opening of teaching time and space, British scholar mcpherson pointed out: If any moral education course is confined to the classroom and does not point to social reality, it is not moral education in essence, but non-moral education. The so-called openness of teaching time and space means that the teaching content should be extended from textbooks to all meaningful and interesting topics for children, and the classroom should be extended to the living space of children such as families and communities. To make the teaching of morality and life open, at least it should be reflected in the following two aspects: first, teaching activities extend from the classroom to the society, strengthen the connection between teaching and social life in many ways, and create conditions for students to contact social life extensively in an appropriate way as far as possible; Second, teaching activities are combined with other disciplines and educational activities to promote each other and share resources. The textbook Morality and Life provides a very broad open space for students' study and teachers' teaching. There are contents in the textbook that can guide teachers and students to fully develop their ideas through various forms, such as using a lot of ellipsis and hints to tell everyone what you think; Teachers' teaching books also design a large number of open activities for teachers to choose from. All these provide reference for teachers to organize and carry out extended teaching activities, and ensure the openness of teachers' teaching. For example, when Xu Lin was teaching "I like a beautiful environment", he asked the teacher to lead the way and make a demonstration first, so as to actively let students guess while watching, thus stimulating students' interest, developing their intelligence and arousing their thinking. In the activity, the teacher doesn't ask the students to work in groups, so students can freely divide into groups according to their own preparations and ideas. Teachers also participate in students' group activities in time, be good helpers of students, solve the difficulties encountered by students, and adjust students to carry out activities in cooperation and mutual assistance at any time. It not only embodies the cooperation of students, but also makes classroom teaching activities open to some extent. In short, only by taking children's life background as the main line, colorful life reality as the content, children's favorite activities in real life as the carrier and children's life world as the teaching space can we truly realize the educational concept of moral cultivation returning to life and effectively improve the effectiveness of moral and life teaching.

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