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.

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."

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.

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.

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