美国心理学家罗杰斯说过:“凡是能影响个人行为的知识,是他自己发现和化为己有的知识。”笔者认为:学生品德发展的过程同样也是一个借助自己的智慧自主探索、不断构建的过程,是一个需要学生的理智和思维积极参与的过程。多年的教学实践告诉我们:学生自主参与学习机会的多少,直接影响着他们对道德认识理解的程度和道德内化的进程。但学生自主学习的意识和能力不是与生俱来的,而是在自主学习的实践活动中逐渐形成、发展起来的。小学生的知识、能力、心理等各方面都不够完善,主体性还比较弱,急 Rogers, an American psychologist, said: “All knowledge that affects the behavior of an individual is his own knowledge of discovering and turning himself into something.” The author believes that the process of developing a student’s morality is also an exploration by himself with his own wisdom, The process of continuous construction is a process that requires the active participation of students’ intellect and thinking. Years of teaching practice tells us: how many students participate in learning opportunities directly affects their understanding of moral understanding and the course of moral internalization. However, students’ self-learning awareness and ability are not born, but gradually formed and developed in the practice of self-regulated learning. Primary school students’ knowledge, abilities, psychology and other aspects are not perfect enough, subjectivity is still relatively weak, urgent