一提及《文化生活》,很多同仁估计会皱眉烦心,因为它的教材知识结构不明确,知识点之间联系模糊,教学内容还离不开历史、语文、艺术、哲学,乃至伦理道德等诸多文化知识的支撑……这些都让学生怕学和教师怕教,导致课堂苍白无力、乏味空洞。在新一轮的《文化生活》教学中,笔者通过探索和尝试,发现课堂之“趣”能让其富有生机与活力,使学生学有所得,学有所悟。那么,何为“趣”?一般说来,我们很难对“趣”的内在生动 When it comes to “cultural life,” many colleagues estimate that they will be scared and worried because of the unclear structure of their knowledge of teaching materials and the vague links between knowledge points. The content of teaching is inseparable from history, language, art, philosophy and even ethics Cultural knowledge support ... These are all for fear of students and teachers afraid of teaching, resulting in pale and weak classroom, boring empty. In the new round of “cultural life” teaching, through exploring and trying out, the author discovers that the “fun” in the classroom can make it full of vitality and vitality, enabling students to learn something and realize enlightenment. So, what is “fun”? In general, it is hard for us to be intrinsically vivid to “fun”