Teaching context is a bridge for students to understand social life and transform knowledge into virtue; situational teaching is an important means of implementing students’ core competency. We should skillfully use real-life situations, fully mobilise students’ enthusiasm and subjectivity, promote the transfer of students’ knowledge to real situations, guide students to be good at solving problems in real situations, cultivate students’ ability to think and learn to apply, and thus cultivate students’ core literacy.

活动情境是学生认识社会的桥梁，是“知”转化为“德”的桥梁。在广州斐特思初中品格教育课堂，老师用生活中的情境，充分调动学生的积极性和主体性，促进学生向真实情境迁移，发展学生在真实情境中解决问题的能力，培养学生学会思考、学以致用，以此来形成学生的核心品格素养。

Teachers carefully design activities based on the psychological structure of "activity-experience-insight" and the character development process, aiming to activate, sublimate, internalise, and further develop immediate emotions. For example, in a character education class with the theme of "respect," the teacher designs a scenario of life situations that reflect "respect" as a "Flying Chess" game. Students play the game in groups, pass through various levels. For example, if there is no teacher in the classroom and you walk into this teacher's classroom and pick up a classmate's iPad and use it, etc. Please use your actions to be "respectful" in this situation. When they completed the assigned "respect" tasks, they experienced "why respect is important" and "how to respect oneself and others."

老师根据“活动—体验—感悟”的品格养成心路历程，精心设计活动，抓住即时情感的激活、升华、内化和再发展。例如，在以“尊重”为主题的品格教育课上，老师把体现尊重”的生活情境设计成 “飞行棋”游戏，学生们以小组形式玩游戏，对情境做出真实的反应，如“没有老师在教室，你走进去这个老师的学科教室，拿起同学的iPad就用了起来·····”,请用你的行动在这个情境中做到“尊重”。一路冲关，完成制定的“尊重”任务，在趣味的互动中体验到“为什么要尊重”以及“如何做到尊重自己和他人。”

In the "Tolerance" theme of character education, the teacher observed the real-life behaviour of the sixth-grade children and designed the situation as "Tolerance Discussion Cards”: When you see a new student in our class eating alone in the canteen. When boys are playing soccer and a girl wants to join in. When you and your classmates are playing different sports in the boarding department's evening programme.

学生抽取到“讨论卡”后，在开展“宽容”主题的品格教育时，老师将观察到的六年级孩子真实的生活表现设计成“宽容讨论卡”，供同学们讨论。A当你看到班级新生一个人在餐厅吃饭时；B当男生在踢足球，一个女生想要加入时；C当寄宿部晚间活动，你和同学的爱好的运动不一样时。

Students choose the "Discussion Card", actively thinking in the context of the activity, actively discussing in small groups, and weighing the discussion of this "do" and "say" to each other in the end good or bad? Collide with the spark of thought, activate the students' inner feelings, reflect on their own encounter with these situations how to do, and finally come up with a common practice, and then through role-play interpretation of the situation. When explaining "Why did we choose to do this?" When explaining "Why did we choose to do this?", students also showed real positive energy, indicating that they had consciously internalised the character of "tolerance" in the activity of interpretation, and at the same time, effectively solved the problems they encountered in these situations in their lives.

根据情境思考，学生们积极进行小组讨论，在讨论中权衡这样“做”与“说”到底是否合适。碰撞出思想火花，激活学生的内在情感，反思自己遇到这些情况时会怎么做，最后得出大家认同的做法，再通过角色扮演沉淀内化。同学在解释“为什么我们选择这么做”时，也表现出真实的正能量，说明在尽情的表演中也自然内化了“宽容”的品格，同时也圆满地解决了他们生活中遇到的这些真实问题。

The realm of knowledge, internalised in the heart, strengthened in thought, externalised in action, so that the students character really get to grow.

境化于知，内化于心，强化于思，外化于行，让学生品格真正获得成长。