1, the overall goal of the course: through the implementation of basic courses, focus on cultivating students' humanistic and scientific literacy, and understand some common sense of information technology, labor technology and inquiry activities; Help students have basic self-care ability, improve communication and cooperation ability, observation and analysis ability, practical ability, comprehensive application ability of knowledge and innovation ability; Master the methods of participating in social practice and problem research; Get the positive experience and rich experience of personally participating in comprehensive practical activities; Initially develop good personality qualities such as cooperation, sharing and initiative, and cultivate a positive attitude towards social life and interest in participating in comprehensive practical activities; Form a care for nature and a sense of responsibility for society and self, laying the foundation for career planning and life development.
2. Basic content of the course: The basic course is mainly composed of three parts: the designated field of comprehensive practical activities, the non-designated field of comprehensive practical activities and the subject field.
The main contents of the designated field of comprehensive practical activities include research-based learning, labor and technical education, community service and social practice, and information technology education.
The main contents of non-designated areas of comprehensive practical activities include class (group, team) activities, traditional activities in the base, exchange activities among students, and students' mental health activities.
The main contents in the field of discipline development include the extension, synthesis, reorganization, promotion and application of discipline knowledge in comprehensive practical activities.
Second, the specific content requirements of Weifang primary and secondary school comprehensive practice activity base curriculum
1, designated field for comprehensive practical activities
(1) inquiry learning
Objective: To help students learn the basic methods of inquiry learning, carry out research activities according to the basic steps and procedures required by inquiry learning, and cultivate the best ways and methods to constantly reflect, summarize and seek solutions to problems; Cultivate students' innovative spirit and practical ability, and cultivate students' ability to collect, process and use information; Diligent observation, good at finding problems, emphasizing the practical application of the knowledge and skills learned, and personally experiencing the inquiry activities; Know yourself, improve yourself, and enhance civic awareness and social responsibility.
Main study contents: nature protection, social care and self-improvement.
Nature conservation learning activities mainly require students to learn to use various tools to observe the natural environment, analyze and see through the problems behind various pollution situations, face the crisis of survival directly, and understand the importance of harmonious development between man and nature more deeply. Suggested courses: environmental pollution (water, air, noise, electromagnetism, white pollution, etc. ) and environmental protection, meteorological observation, astronomical observation, etc.
Social concern for learning activities mainly requires students to understand civic responsibility and public policies. Through research, learn the basic methods of collecting and processing information, improve the ability to find, identify and solve problems, and cultivate national pride and social responsibility. Suggested courses: Understand Weifang and the factors that affect the growth of teenagers (school environment, family, internet, books, movies, etc. ).
Self-improvement learning activities mainly require students to understand their interests, personalities and abilities, develop their specialties, show themselves, learn to appreciate, and cultivate a sound personality and healthy psychology; Improve safety awareness and help each other in emergencies and emergency rescue; Cultivate the idea of cherishing life, protecting oneself and caring for others; Learn to share and cooperate, learn to communicate and create a broader space for self-exploration and self-improvement. It is suggested to set up courses: outward bound training, disaster education (disaster pre-investigation, safety rescue, escape from danger), life accomplishment (costume culture, appreciation of famous songs, body etiquette, appreciation of artistic works, electronic organ or other musical instruments, and character building).
(2) Labor and technical education
Objective: To help students learn some basic life skills; Strengthen the consciousness of life subject and form a positive attitude towards life; Actively carry out technical practice and master some basic technical knowledge and skills necessary for modern production; Cultivate the interest and specialty of vocational skills learning, initially form the basic attitude of engaging in technical activities and learning, and cultivate the ability of future career planning.
Main study contents: Labor and technical education includes life, production and career planning. Production is divided into agriculture and handicrafts.
Life learning activities mainly require students to learn some basic life skills and improve their life ability. Establish correct labor values, form good labor quality, and experience the hardships of parents. Suggested courses: life skills (laundry, cooking, sewing, housekeeping) and common sense of financial management (happy financial management, reasonable consumption).
Production learning activities mainly require students to understand the growth habits of plants, observe the growth and changes of plants and experience the process and methods of research-based learning by planting various vegetables and cultivating biological tissues by themselves; Understand the characteristics and usage of common woodworking and hardware tools, train the design and hands-on ability and cultivate the sense of cooperation through self-measurement, material processing, model making and experimental adjustment. It is suggested to offer courses: practical experience in agriculture and animal husbandry (simple crop planting, breeding, daily pruning of fruit trees, daily management of flowers), and handicraft (kite making, model making, paper cutting, ceramic clay sculpture, modeling, cartoon plaster, Chinese knot, origami, etc.). ).
Vocational learning activities mainly require students to understand the performance of automobiles, household appliances and electronic machine tools; Understand the simple mechanical principle and the basic ideas and methods of design, learn to think from multiple angles and deepen the understanding of design; Promote self-understanding, tap their own advantages, and lay the foundation for future development. It is suggested to set up courses: automobile structure principle and simulated driving, electrician principle and circuit installation, creative production of machine tools, etc.
(3) Community service and social practice
Objective: to help students integrate into life, gain feelings and form a healthy and enterprising attitude towards life; Actively participate in social practice, enhance civic awareness and sense of responsibility; Expand knowledge, accumulate experience and improve the ability to adapt to society and innovation; Consciously serve the society and care for others and society; Be close to nature, cherish nature and know how to live in harmony with nature.
Suggested learning contents: social experience (entering famous enterprises, farmers, visiting troops), simulated community (simulated trial, law and society, business negotiation).
(4) information technology education
Objective: To help students learn to use computers to collect, analyze and process general information, and cultivate network morality and information literacy. Defend the network civilization and further understand the magical charm of information technology and the great changes it has brought to human life.
Main learning contents: skills improvement and information literacy.
Skills upgrading learning activities mainly require students to master simple computer virus prevention and control methods; Learn to write, debug and run simple computer programs, and understand the development and application of robots as academic frontiers; Learn more about the structure and function of computer through computer assembly. Suggested courses: computer virus prevention, intelligent robot, cost performance of computer assembly, etc.
Information literacy learning activities mainly require students to advocate green internet access, purify cyberspace, cultivate network ethics, defend network civilization and improve information literacy in the process of using computers. It is suggested to set up courses: defending network civilization and observing network morality.
2. Non-designated areas of comprehensive practical activities
Objective: To help students form good interpersonal skills, learn to cooperate and communicate, and improve the mental health index of individuals and groups; Enhance the sense of collective belonging and association; Stimulate the mind and form team cohesion; Learn life planning to stimulate creativity.
Main study contents: traditional educational activities and mental health.
Educational activities Traditional learning activities mainly require students to actively participate in collective activities, such as raising the national flag, class meetings and tug of war. Actively show your personality and expertise, stimulate your mind and cultivate team consciousness. Suggested courses: raising the national flag, theme class meeting, graduation ceremony.
Mental health learning activities mainly require students to actively communicate with others and develop good interpersonal skills; Learn to listen and respect and improve mental health. Suggested courses: mental health education (classroom for boys and girls, mental health care, psychological counseling, habit formation).
3. Discipline development field
Objective: To help students acquire the methods and skills of subject learning and experience the happiness brought by using subject knowledge to solve problems.
Main learning contents: knowledge expansion and knowledge application.
Knowledge expansion learning activities mainly require students to expand new learning areas, find new growth points and breakthrough points of problems, explore solutions to problems and build new knowledge systems and frameworks on the basis of existing subject knowledge, methods, viewpoints and ideas. Suggested courses: relaxation exercises after exercise, popular figures in historical dramas in Qing Dynasty, geographical knowledge on national flag, Happy English, symmetrical beauty in mathematics, humanistic style of animation in China, Japan and America, reading skills, mouse maze, bird incubation, fish body color changes in different environments, secrets in fish belly, listening to heartbeat, colorful soap bubbles, the power of a piece of paper, Cycas flowering, fire dragon writing, and making a fire in water.
Knowledge application learning activities mainly require students to capture life information, find problems, open the channel between textbooks and life, change new thinking perspectives and experience the power of knowledge. It is suggested to set up courses: mathematical problems in lottery, advertising and life, campus plane mapping, the influence of music on life, musical fairy tales, survival orientation in the wild, soilless cultivation of green space, plant grafting, gas stove energy saving, cocktail making, etc.
The implementation of the above-mentioned basic courses takes two forms: centralized activities and research group activities. There shall be no less than 15 courses in each centralized activity module. The activities of the research group mainly completed the determination of research topics and the formulation of research plans, and the specific research process was brought back to the original school to continue. The "Opinions" clarify that intensive use of comprehensive practical activities. Accordingly, students of Grade Two in Weifang City should concentrate on a week-long comprehensive practical activities at the base.
Third, the specific ways and principles of curriculum development in Weifang comprehensive practice base for primary and secondary schools.
The "Opinions" pointed out that the comprehensive practical activity curriculum has opened up a broad space and time for teachers and students to face life, nature and society. In order to effectively implement the basic curriculum content requirements such as the designated field of comprehensive practical activities, the non-designated field of comprehensive practical activities, and the subject field determined in the Opinions, and achieve the expected educational effect, the Opinions require all off-campus activity venues to pay close attention to the local culture, students' life reality, subject knowledge and modern scientific and technological common sense when developing and compiling specific educational and teaching materials in their own places; The Opinions require all practice bases to organize teachers to carry out "learning+training" activities before putting into curriculum development, so as to lay a theoretical foundation for curriculum development; The Opinions require all off-campus practice bases to actively provide opportunities for teachers to communicate with each other, promote in-depth dialogue among teachers, between teachers and students, between teachers and parents of students, and between teachers and people of insight in society, so as to realize brainstorming in the course compilation of development bases; The opinions require the practice base to seriously listen to and absorb the opinions of relevant experts on the curriculum concept, educational content and implementation strategy. On this basis, the Opinions require experts and teachers of all kinds of off-campus practice activities to design and develop base courses based on the actual situation of base resources, social development and students' own development needs, and according to the overall requirements of base course objectives and contents.
The Opinions require the practice base to follow the following principles when developing courses.
Comprehensive principle. Emphasis is placed on interdisciplinary, cross-disciplinary and cross-professional infiltration, and attention is paid to the comprehensive application of knowledge, experience and skills.
Practical principle. Emphasize experiential education, so that students can get personal experience and direct experience in practice, develop practical consciousness and gain survival ability. Emphasis is placed on the age characteristics of primary and secondary school students, taking activities as the educational carrier, carrying out colorful and diverse practical activities, and striving to make students "live" and "move".
The principle of autonomy. Emphasize full respect for students' needs and interests. Students choose their own learning content, design their own problems, explore their own methods to solve problems, and decide the form of activity results, thus cultivating and developing students' subjective consciousness and inquiry ability.
The principle of selectivity. The base provides a variety of courses. Students can choose and practice courses independently according to their own needs, motivations and interests, and give full play to students' subjectivity.
Safety principle. To enhance safety awareness, it is necessary to give students necessary safety education and improve their self-protection ability. The base should ensure the personal safety of students in terms of equipment and facilities, curriculum development, organization and implementation.
Four, Weifang primary and secondary school comprehensive practice base curriculum evaluation methods
1, evaluation principle
The learning evaluation of basic courses focuses on the evaluation of students' research and exploration process and students' personal experience; It is important to discover and affirm students' potential, so that students can establish self-confidence, adjust their learning behaviors and methods, and improve their research and practical abilities. The diversification of re-evaluation includes the diversification of evaluation subject and evaluation method.
2. Contents and requirements of teacher evaluation
The evaluation content includes: course theme, course content, activity process, activity mode, activity effect, after-class reflection, etc.
The evaluation requirements include: a clear and specific explanation of the subject content of the course; The setting of curriculum objectives is reasonable and appropriate; The theme is novel, based on the long-term development of students. The course content fits students' life and meets their cognitive needs; Integrating subject resources and infiltrating foresight; According to local conditions, strong operability; Face the whole, pay attention to individuality and emphasize experience. The design of organizational activities is scientific and reasonable, with clear levels and prominent points; Students are active, in high spirits, dare to show themselves and participate extensively; Teachers can smile at students, prompt and prompt accurately in time, and the language is accurate, vivid and adaptable; Can make multiple positive comments on students, interact with students and have harmonious feelings. Activity mode can design flexible and diverse activity forms according to the characteristics of activity projects; Can design effective questions and organize students to study independently and explore practice. The results of the activities are diverse and novel; The activity conclusion is innovative and generative; It has long-term, lasting and effective late value. After class, teachers can make diagnostic reflection on the whole implementation process and adjust their strategies; Be able to analyze and reflect on the links and details and carry out "secondary development"; Be able to reflect on students' non-intellectual factors and carry out targeted design.
3. Requirements and methods of student evaluation.
The evaluation contents mainly include: attitude and habits of activities, learning ability and methods, research results, self-development, etc.
The evaluation requirements mainly include: attitude and habits of activities (seriously participate in each project or topic activity, keep records and complete the tasks undertaken; Take the initiative to put forward various ideas and suggestions; Don't be afraid of difficulties and hardships in activities, and develop good behavior. The above three aspects mainly examine the explicit behavior of students in the process of activities. Ability and methods (in-depth understanding of activities and research topics, active observation, active thinking, careful operation, good at cooperation and exchange in practice, and realize knowledge transfer; Actively learn basic life and survival skills; Dare to explore research activities) Results (After a complete study, the results can be expressed in various forms, including experimental reports, oral explanations, handmade works, multimedia courseware and so on. The inspection indicators mainly include the scientific and innovative nature of the results). Self-development (listen carefully to students' views and opinions, and actively and consciously contribute to the learning and research activities of classes and groups; Actively participate in various experiences, know and develop yourself; Take the initiative to show some aspects of personality).
The evaluation of students mainly adopts the combination of students' self-evaluation, mutual evaluation and evaluation by teachers and other personnel. In practice, students' self-evaluation should be given priority, supplemented by others' evaluation. The process evaluation is mainly based on documentary evaluation. Students check the progress of activities according to relevant requirements and make targeted self-improvement at any time. Achievement evaluation is an objective evaluation of students' achievements after completing a research topic or a job. In the specific operation, the process evaluation is the main one, supplemented by the result evaluation, and multiple choices are allowed.