思想品德是讲情的学科,课程标准不仅将情感态度价值观目标摆在首位,而且明确要注重学生情感体验。故,为学生情感体验的达成而教学已成为教师共识。然而,在实践中却发现,学生情与教材情相偏离,情感体验游离于教学目标之外,出现此情非彼情的误区,影响学科情的传达。事实上,教材是学科知的载体,更是学科情的载体,情感被形式化后凝结在教材中,如何有效提取教材及知识体系中隐含的 Ideological and moral character is the discipline of speaking. Curriculum standards not only set the goal of emotional attitudes and values ​​in the first place, but also explicitly focus on the emotional experience of students. Therefore, the teaching of the achievement of students’ emotional experience has become the consensus of teachers. However, in practice, however, it has been found that students’ feelings and teaching materials deviate from each other, emotion experience is free from teaching objectives, and this misunderstanding occurs, which affects the communication of the academic situation. In fact, the textbook is the carrier of subject knowledge, but also the carrier of subject matter. After the emotion is formalized and condensed in the textbook, how to effectively extract the implicit