“传统教育以灌输为主,教师提出的道德要求往往比较概念化,学生感受不到道德教育与他们自身需要之间的联系,这种距离感也使得道德教育流于表面,不能真正走进儿童的内心。因此,情境教育主张缩短心理距离,道德教育通过儿童可以感知的真切的方式融入他们的生活中。”这是李吉林老师对影响道德教育成效内因的剖析。我们根据她的“儿童可以感知的真切的方式”的思路,进行了多年的“行为训练”实践。“行为训练课”是李老师首创的德育特色课程,通过模拟生活的情境,例如在教室里模拟家庭、商店、剧院、交通道口的情境,引导学生体验与他们息息相关的道德行为,让他们在“做中 ”Traditional education to instill the main moral requirements of teachers are often more conceptual, students can not feel the moral education and their own needs of the link between the sense of distance also makes moral education on the surface, can not really go into children Therefore, situational education advocates shortening psychological distance, and moral education integrates into their life through the real way children can perceive. “This is Li JiLin’s analysis of the internal factors that affect the effectiveness of moral education. We have conducted many years of ”behavioral training“ based on her thinking of ”the real way children can perceive.“ ”Behavior Training Course “ is a moral education curriculum initiated by Professor Li. By simulating life situations, such as simulating the situations of families, shops, theaters and traffic junctions in the classroom, students are guided to experience the moral behaviors that are closely related to them, In ”doing