These are the first time I've seen this program.
"Comprehensive practical activities" is a compulsory subject in primary and secondary schools, and is also a new course established in the new round of curriculum reform. As a Nanjing basic education curriculum reform experimental research base and Nanjing excellent teaching and research base school Nanhu three primary schools, now has formed a "comprehensive practical activities" characteristics of the educational brand, the implementation of the curriculum and research through the "three realms".
The first realm: approaching the comprehensive practical activities - the flute heard the new willow, spring color has not seen.
The theme of our research is learning and action. Comprehensive practice activities advocate "doing middle school", we are learning, research, research in action. Through the "case study" to explore the general implementation process of integrated practical activities: the establishment of the subject, the development of the program, the experience of the activities, the stage of exchange, summarize the exchange.
1, establish the subject. Establishment of the subject is the first step in the development of research-based learning, it must really come from the interests and needs of students. Usually, you can first set a **** the same theme, under this theme by the students according to their own preferences to set their own topics. For example: nature, society, ideology and morality, information technology education and other areas of the **** the same topic set for the "bird mystery", in the explanation of the theme, the students according to their own interests and needs in the theme of their own topic, appeared in the ostrich and hummingbird, why birds fly, bird reproduction, parrot pachyderm, why they can talk, Endangered Birds, Relationship between Birds and Humans, and Birds as Capable Workers in Various Trades, among other topics. It is also possible for students to design their own topics from the beginning, i.e., as long as they reflect the interests and needs of each student, the choice of topics is entirely up to the students. Students set the following topics: the dangers of white pollution, talk about Nanjing's real estate snacks, why layoffs, etc., from which we feel that the children's thinking is colorful, their sense of discovery is also inherent, as long as we give free space for them to take this curiosity, exploration to discover, will be able to form a huge learning momentum, in the acquisition of new knowledge at the same time, to develop the habit of discovering problems in real life. The habit of discovering problems in real life while acquiring new knowledge.
2, the development of the subject program. In the desire for knowledge, curiosity driven research study, there should be a certain depth and breadth. Students can predict the solution to the problem of the way out, anticipate the ways and means of investigation, which requires the development of research programs before the study. Such as the following program:
Students in the process of formulating the program not only exercise their own logical thinking ability, but also appreciate the advantages of collaboration, for the cultivation of the spirit of cooperation among each other has played a subtle role.
3, investigation and collection of information. In the investigation stage of the subject, the problem as an outline, that is, the problem throughout the whole process of investigation. It is a prerequisite to stimulate students' curiosity, but also a prerequisite for students to understand and absorb knowledge. As the educator Schwab pointed out: if students are to learn the scientific method, what better way to learn than to actively engage in the process of inquiry? Students establish their own topics, incorporating their own emotions. For example, in the investigation of the topic of bird reproduction, students from the bird is how to reproduce the problem, one by one, the investigation of the bird's courtship - bird laying - bird eggs - bird eggs hatch - feeding chicks, such a series of questions always maintain the students' emotional attitude towards the problem
This is a guarantee that the research study will continue and be effective.
4, generalization and processing information. Research study is open, non-standard answers, through the students' investigation, research, collection, analysis, can draw their own conclusions. This conclusion is not a direct inheritance from the previous, and does not necessarily require complete scientific, as long as the students can logically express their own views, it should be recognized. Of course, this link is a stage for students' self-expression, and there are many ways to present the conclusions: running a tabloid, debating, organizing an exhibition, writing a survey report ...... By presenting the results, students generate a sense of accomplishment. Experience the joy of success. At the same time, students should be guided to summarize the gains and losses, reflect on the whole process of the activity, accumulate learning strategies, and trigger new thinking, in order to promote the proficiency of students' learning experience and the structuring of knowledge.
The second realm: into the comprehensive practical activities - the victory of the day to find the fragrance of Surabaya, boundless light a new moment.
In the implementation of the new curriculum, we are both actors and reflectors, reflecting on the gains and losses in the study, summarizing the comprehensive practical activities with our school characteristics of the implementation of the model: a practical life, the second is the integration of activities, and the third is the extension of the discipline.
1, life practice type. Colorful world of life contains rich educational resources, the new curriculum to open up the "comprehensive practical activities" in the field, breaking the boundaries of the world of students' books and the world of life, for close contact between students and life, students and society set up a bridge. For example, "The Story of a Cup of Milk" is a self-developed program whose resources come from the students' life world. Centering on the activity theme of "The Story of a Cup of Milk", students are divided into the following groups: "Cows Produce Milk", "Milk Processing", "Milk Selling ", "milk delivery workers", "milk drinking survey", "milk knowledge group" six research groups to carry out research, they actively participate in the activities, first-hand experience of the They actively participated in the activities and experienced, experienced and felt life. Although "The Story of a Cup of Milk" is a "small" topic in life, it has a lot of space for exploration, involving nature, culture, science and technology, etc. It is like a drop of water reflecting the colorfulness of life. It is like a door that opens a channel for students to recognize society.
2, activities integrated. Comprehensive practical activities emphasize students' personal experience, requiring students to actively participate in the activities, in the "do", "inspection", "investigation", "Inquiry" and a series of activities to discover and solve problems, experience and feel life. Teachers are more likely to provide assistance, guidance, and even collaborative research to develop with students. We integrate the traditional and special activities of the school to form a comprehensive practical activity with rich content and various forms. For example, the pioneer team carries out a special activity - "experience education", guiding students to carry out practical activities from various aspects of family life, school life, social life and nature, from which they can gain a feeling, understand a truth, develop a quality and learn a skill. The students are guided to carry out practical activities from all aspects of family life, school life, social life and nature. Students' participation is broad and active, and every child can have a successful experience accordingly.
3, discipline extension. Comprehensive practical activities and various disciplines form an organic whole, the two have their relative independence, and there is a close connection. Specifically, comprehensive practical activities and various disciplinary areas of the following three aspects of the link: first. Knowledge in the field of discipline can be extended, integrated, reorganization and enhancement of comprehensive practical activities; second, comprehensive practical activities found in the problem, the knowledge gained skills can be expanded and deepened in the teaching of various disciplines; third, in some cases, the comprehensive practical activities can also be taught with certain disciplines through. For example, to learn the fourth grade math "statistics" lesson, students to "understand ourselves" as the research topic, independent choice of statistical strategies, self-conduct statistical activities. The children experienced the whole process of statistics. They went through the whole process of statistics, from collecting data to organizing data, drawing graphs and finally analyzing data. In the activity children learned vivid mathematical knowledge, but also in the activity to solve the problem, experience life, develop practical ability and comprehensive ability. For example, language teachers carried out the research of "marine fish family" and "freshwater fish family" in conjunction with the teaching of "The Underwater World"; English teachers carried out the thematic activity of "Being a Man of the World"; math teachers carried out the activity of "Being a Man of the World"; and math teachers carried out the activity of "Being a Man of the World". The English teacher carried out the theme of "being a man of the world"; the mathematics teacher carried out the "study of the RMB"; the class teacher combined with the class, organized the students to carry out the theme of "getting close to the elderly", which all achieved good teaching results, and reached the goal of the comprehensive practical activities course.
The third realm: out of the integrated practical activities - the mountains with the end of the plains, the river into the wilderness flow.
To bring the study of integrated practical activities to a new level. It is necessary to go beyond the curriculum itself and consider curriculum integration. Therefore, since 2005, the theme of our research is curriculum integration. In the process of implementing comprehensive practical activities, each activity needs to design the theme of the activity, and each theme design needs to think about the elements and areas of the activity. And theme identification is the theme design clue, including the core of students' practical development, centering on three logical clues: students' relationship with nature, students' relationship with others and society, and students' relationship with self. In order to promote targeted comprehensive practical activities in each class, based on the objectives of the low, middle and high school years, teachers and students through the argument, clear semester class research theme.
One is to integrate the designated areas. Comprehensive practical activities include the four designated areas of research-based learning, community service and social practice, labor and technology education, and information technology education, which are both the content of learning and the way of practice or activity. "The study of comprehensive practical activities in elementary school under the information technology environment is one of our "11th Five-Year Plan" national education technology research projects. Five-Year" National Education Technology Research Planning Project. This project focuses on the research of comprehensive practical activity mode and activity theme design in the information technology environment, utilizing information technology to build a comprehensive practical activity mode based on "exploration and experience". The project is based on the study of the design of activity themes in the information technology environment.
The second is the integration of designated areas and non-designated areas. The four designated areas are not the entire content of the comprehensive practical activities, in addition to the designated areas, comprehensive practical activities also include a large number of non-designated areas, such as team meetings, school traditional activities, special activities. Therefore, the school in the field of activities to make a wider range of expansion: in the Jiangxinzhou established a "comprehensive practical activities base", organizing students to participate in farm work, eat farm meals. In addition, the popularization of activities: in 2005, we launched the "Wisdom Project", boldly introduced chess into the classroom (comprehensive practical activities class), and determined the idea of chess activities under the leadership of comprehensive practical education. To create an atmosphere in which teachers and students like chess and are willing to study chess, our school has become a "National Chess Teaching and Research Experimental Base" school.
Third, the integration of designated areas and subject areas. The theme of our school-based teaching and research is "Harmonious Development of the True Color and Characteristics". Simply put, "color" refers to the characteristics of the discipline, "features" refers to the comprehensive practice. Our school has hosted the Nanjing "Harmonious Development of the True Colors and Characteristics" classroom teaching seminar to study the integration of mathematics, language, and comprehensive disciplines with comprehensive practical activities. For example, Ms. Wu Juan designed a comprehensive practical activity class based on the language subject according to the fourth unit of the eleventh book of oral communication "please be a tour guide".
This oral communication requires students to introduce their hometown's places of interest, distinctive folk customs, exotic plants and animals, and so on. The instructor let the students take this as a topic for research study one month before the lesson. In the lesson, the students were guided to discuss: to introduce Nanjing to others, what aspects can be introduced? The students talked about the characteristics of Nanjing in their eyes, and summarized the "specialties", "scenic spots" and "folklore" of Nanjing. Then the students were free to choose their own research topics according to their own interests, and finally decided on the topic groups. After the group is determined, the students according to their own research content and the existing research conditions, to develop a practical research plan, to carry out research activities.
For example, the students of the "specialty group" bought osmanthus ducks, rainbow tea to taste, to observe the rainbow stone, but also ran to the Yunjin Institute to visit. "Folklore group" students after research, the target in the network, libraries and the community of the elderly, listening to them tell the story of Mo Chou female, big foot horse mother ......
Real life is the source of the development of students' language literacy living water. The starting point and destination of students' language learning, and even all aspects of language learning are inseparable from social life. Therefore, the language integrated learning into the students' language learning, really make the language teaching alive. Comprehensive practice to the language learning flavor, the extension of language learning and the extension of life is equivalent, so that every aspect of language learning is closely linked to life. In life learning language, language, enrich knowledge, improve ability.
In 2004 and 2005, the Nanjing Municipal Bureau of Education and the Teaching and Research Department held on-site meetings and seminars in our school, which affirmed the leading role of our school in the implementation of the comprehensive practical activity program as a "Nanjing Experimental Research Base for Basic Education Curriculum Reform". Nanjing TV "Education Window" program to "explore the road of curriculum reform, realize the true meaning of curriculum reform" on the comprehensive practical activities carried out by our school was introduced. We insist on taking the road of "scientific research to develop the school and strengthen the school with characteristics", and lead the teachers to "embark on the happy road of engaging in teaching research". With scientific research to guide the work of the school, for the development of the school broke a new world.
"Curriculum reform" is a good opportunity to form the school's school characteristics. "Comprehensive practical activities" has become a major highlight of the curriculum reform, which should be the overall trend of the world's education reform, but also reflects the reality of China's education reform needs. We are pleased to see the impact of the implementation of integrated practical activities on the formation of our school characteristics: there have been Hong Kong, Vietnam, South Korea, educational delegations to visit the school, exchanges. It opens a window to our three small people with wider horizons and newer ideas.
"Research **** the same body", is a strong guarantee to enhance the level of teacher research. Comprehensive practical activities are both the highlights, but also difficult, it is difficult in the content of the uncertainty, the diversity of activities, a long period of periodicity, as well as the activities of the process of the teacher's level of specialization of the demanding nature. We advocate teachers' cooperative learning, participatory learning, research-based learning, promoting exchanges between teachers, teachers and students *** with the study, the formation of learning *** with the body, research *** with the body, growth *** with the body.
"Integrating educational resources" is an effective way to shape the overall image of the school. The development of comprehensive practical activities requires the support of the education administration, the cooperation of the community and family, and the leadership of experts, etc.. Schools should coordinate all aspects of the relationship, strive for human and material support, through the integration of educational resources, cohesion of the wisdom of many parties, to create school characteristics. As Yan Haichen students' father said, "Now appreciate the school's comprehensive practical activities can really exercise the child's hands-on, practical ability, will make the child lifelong benefit."