First, inspire and induce, and recall life. In classroom teaching, teachers can choose life scenes, create classroom atmosphere, seize the appropriate opportunity to make students "angry with each other", ask questions, stimulate students' interest, enthusiasm and thirst for knowledge, inspire students' association, analysis and induction, and induce students' emotional and aesthetic interests. Teachers can use multimedia and other means to "lead out" the fragments of life that students have long forgotten, so that students can have something to say and feel, so that teaching is no longer empty and boring, and teaching and learning are naturally integrated into life. Unconsciously, students are educated in the aftertaste of life. Case When I was teaching "Being the Master of Emotions", I listed some common ways to deal with emotions that can't attract people's attention. For example, some students didn't do well in the exam, and when they got angry, they called names, threw textbooks and sprinkled them; Some parents hit their children and smash things when they lose their temper, but after that, their mood changes. Then ask: (1) Do you think they can control their emotions? (2) Do you think their way is desirable? Students will naturally draw the conclusion that they can't control their emotions from life examples, and then analyze the reasons that are not desirable, so as to draw the correct conclusion: learn to control their emotions.

Second, create situations and experience life. Ideological morality is not only a pure theory, but also a person's ideological tendency and behavior habits. Therefore, we must rely on the actual life experience, so that life experience can be sublimated into students' conscious pursuit. In teaching, teachers must optimize the situation, take the optimized situation as the space, take the creation of the situation as the main line, and create a situational atmosphere in the classroom according to the characteristics of teaching materials, teaching methods and specific learning conditions, so that teaching activities can be branded with life, "classroom life" and "classroom life" can be combined, and classroom teaching can be organically combined with real life. While teaching box Growing with Responsibility, I told my classmates the story of a self-reliant student with family difficulties: a classmate stayed with us every day, her father died of illness when she was very young, and her mother was seriously ill and paralyzed in bed three years ago. But it was this classmate who bravely "shouldered" this family. She gets up early every day, cooks for her mother first, then gives her medicine, and then goes to school, but she is never late. Go home to cook at noon and help my mother do some housework. Every night, when the classmates are doing their homework, watching TV and sleeping, this classmate is busy helping his mother wipe her body and clean the clothes she has changed. Her academic performance is among the best in her class. Such a home, such a classmate, why can it be like this? I read and talk, and the whole class is quiet. Some students bowed their heads and wiped their tears, and everyone was "immersed". In the process of listening to the true stories of their classmates, they are determined to learn from this female classmate, consciously establish a sense of responsibility for the family, and learn to stand on their own two feet.

Third, take part in activities and explore life. Mr. Tao Xingzhi believes that education and life are the same process, education is included in life, and education must be combined with life to play its role. The new curriculum reform pays special attention to guiding students to learn in practice and grow up in inquiry, making learning an active and personalized process under the guidance of teachers. In addition, from the particularity of subject teaching, the formation and development of ideology and morality require students to think independently and be good at exploring life, and social norms can only be truly internalized through students' practical activities. Therefore, teachers should carefully design some classroom practice activities close to students' real life in classroom teaching, encourage and organize students to actively participate, so that students can explore independently in practice activities and learn happily in activities.