新德育课程教材趋于开放,学生个性得到张扬,课堂活动丰富多彩。因此,品德课生成性大大增强,课堂的动态生成已成为新课程改革的热点之一。面对这一新课题,教师是以“预设”掩盖生成,一味“走教案”,还是敏锐地捕捉“生成性”的资源,使之成为新的课程资源?答案是显而易见的。这是 The new moral education curriculum materials tend to be open, student personality has been publicized, and classroom activities are rich and varied. Therefore, the generative nature of morality classes has been greatly enhanced, and the dynamic generation of classrooms has become one of the hot topics in the new curriculum reform. Faced with this new topic, teachers are obscured by “presupposition”, blindly “walking lesson plans,” or are they keen to capture “generative” resources and make them new curriculum resources? The answer is obvious. this is