本文聚焦小学思政课堂面临的“教与学”双重困境, 基于习近平总书记关于“讲好故事”的重要论述, 提出“故事思政”课堂模式的实践路径。研究通过构建“小故事大思政”校本课程与“四微” (微故事预学、微情境移情、微体验建构、微践行固化) 融合的育人闭环, 从资源开发、教学流程、教学形式、评价体系四个维度探索模式构建, 并结合“红色基因代代传”“身边的美德”“传统节日里的智慧”等实践案例, 分析该模式在学生核心素养提升、教师专业发展、家校社协同及社会辐射等方面的成效。同时, 针对故事资源更新、教师能力不均衡、评价科学性不足等挑战, 提出动态资源开发、教师专业支持、评价体系完善及家校社深度协同的优化路径, 为小学思政课堂改革提供可推广的实践范式, 助力立德树人根本任务落地。

This study addresses the dual challenges of teaching and learning in primary school ideological education classrooms. Drawing on President Xi Jinping' s important discourse on “telling compelling stories, ” we propose a practical path for implementing the “Story-based Ideological Education” model. The research establishes an educational closed-loop integrating the school-based curriculum of “small stories, big ideological education” with the “Four Micros” (micro-story preview, micro-situation empathy cultivation, micro- experience construction, micro-practice consolidation) . We explore the model' s development from four dimensions: resource development, instructional processes, teaching formats, and evaluation systems. Through case studies including “Passing Down Red Genes from Generation to Generation, ” “Virtues Around Us, ” and “Wisdom in Traditional Festivals, ” we analyze its effectiveness in enhancing students ' core competencies, teachers' professional growth, home-school-community collaboration, and expanding social outreach. Additionally, aiming at challenges including story resource updates, uneven teacher capabilities, and insufficiently scientific evaluations, we propose optimization paths: Dynamic resource development, teacher professional support, improved evaluation systems, and deepened home-school-community collaboration. This study provides a replicable model for reforming primary school ideological education classrooms, contributing to the fundamental mission of fostering virtue through education.