First, the background of comprehensive practical activities
The emergence of comprehensive practical activities not only meets the needs of students' personality development, but also meets the needs of social development. Every student's personality development is unique and specific. Every student has his own needs, interests and specialties, and has his own cognitive style and learning style. Comprehensive practical activities create space for the full development of each student's personality. The rapid development of today's society has produced a series of new problems, such as environmental problems, moral problems, international understanding problems, information technology problems and so on. These problems are interdisciplinary in nature, and comprehensive practical activities provide students with opportunities to participate in, explore and understand these new social problems.
The emergence of comprehensive practical activities not only inherits the excellent tradition of basic education in China, but also embodies the inherent requirements of current quality education. After the promulgation of the Compulsory Education Law, the curriculum system of basic education actively advocated the activity curriculum, but because there was no corresponding curriculum guiding outline, the activity curriculum encountered many problems in its implementation. The comprehensive practical activities offered in this curriculum reform are the inheritance, development and standardization of activity courses. At present, the whole country is actively promoting quality education focusing on innovative spirit and practical ability, and the curriculum system of basic education is in urgent need of reform and innovation. Setting up comprehensive practical activities is an important measure to meet this demand.
Second, the nature of comprehensive practical activities
Comprehensive practical activity is a practical course based on students' direct experience, closely connecting with students' own life and social life, and embodying the comprehensive application of knowledge. In the new curriculum system of basic education, comprehensive practical activities have their unique functions and values. Compared with other courses, comprehensive practical activities have the following characteristics:
practicability
Comprehensive practical activities are mainly carried out in the form of activities, which emphasize students' personal experience and require students to actively participate in various activities, and find problems, solve problems, experience life, feel life and develop practical ability in a series of activities such as hands-on, investigation, experiment, exploration, design, creation, imagination, reflection and experience.
(2) Openness
Comprehensive practical activities are oriented to the development of each student's personality, respect the special needs of each student's development, and its curriculum objectives are open. Comprehensive practical activities are oriented to students' whole life world, and its course content is open. Comprehensive practical activities emphasize the process of personalized learning activities, and pay attention to the colorful learning experience and personalized creative performance obtained by students in this process. The way and process of learning activities, evaluation and results are all open.
(3) autonomy
Comprehensive practical activities respect students' hobbies and pay attention to students' autonomy. Students choose their own learning objectives, contents, methods and instructors, and decide the form of the results of the activities themselves. Tutors only give them the necessary guidance and do not cover all the activities of students.
Generative
Comprehensive practical activities are courses that are gradually constructed and generated by both teachers and students in the process of activities, rather than courses designed in advance according to predetermined goals. With the continuous development of practical activities, students' understanding and experience are deepening, and creative sparks are constantly generated. New activity goals and themes will be constantly generated, and the curriculum form of comprehensive practical activities will be constantly improved.
Third, the basic concept of comprehensive practical activities
The development and implementation of comprehensive practical activity curriculum is based on the following basic concepts:
(1) Adhere to students' independent choice and active participation, and cultivate students' innovative spirit and practical ability.
The development and implementation of comprehensive practical activities should be based on students' direct experience, with students' needs, motivations and interests as the core, give full play to students' initiative and enthusiasm, encourage students to choose the theme of activities independently, actively carry out activities, and develop innovative spirit and practical ability in activities.
(B) for students to complete the field of life, to provide students with an open space for personality development.
The development and implementation of comprehensive practical activities should overcome the tendency that the current basic education curriculum is divorced from students' own life and social life, face students' complete life field, guide students to real social life, promote the connection between students and life, and provide an open space for students' personality development.
(3) Pay attention to students' personal experience and active practice, and promote the change of learning style.
The development and implementation of comprehensive practical activities emphasize that students are willing to explore, practice diligently and be brave in practice, pay attention to students' feelings and experiences in the process of practical learning activities, and require students to go beyond simply accepting learning, experience the practical process and experience practical activities personally, and realize the change of learning methods.
Fourth, the goal of comprehensive practical activities.
The overall goal of comprehensive practical activities is to close the relationship between students and life, promote students' overall understanding and experience of nature, society and self-relationship, and develop students' innovative ability, practical ability and good personality quality.
Verb (abbreviation of verb) synthesizes the content of practical activities.
Comprehensive practical activities are courses formulated by the state and developed by local governments and schools according to actual conditions.
(A) the organizational clues of comprehensive practical activities
The selection and organization of the content of comprehensive practical activities take students as the core, mainly around three lines-
1. The relationship between students and nature.
2. The relationship between students and others and society.
3. The relationship between students and self.
(B) the scope of comprehensive practical activities
The scope of comprehensive practical activities includes the following aspects:
1. Inquiry learning. Inquiry learning refers to a learning activity in which students choose and determine research topics from nature, society and students' own lives according to their own interests and under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems. Research-based learning emphasizes that students enhance their awareness of inquiry and innovation through practice, learn scientific research methods, and develop their ability to comprehensively apply knowledge. Through research-based learning activities, students form an active, vivid and independent cooperative inquiry learning mode.
2. Community service and social practice. Community service and social practice is a learning field where students go out of the classroom and participate in community and social practice activities under the guidance of teachers. The purpose is to gain direct experience, develop practical ability and enhance social responsibility. Through the study in this field, we can enhance the close relationship between schools and society, constantly improve students' spiritual realm, moral awareness and ability, and make students' personality perfect.
3. Labor and technical education. Labor technology education is a learning field characterized by operational learning, which aims to enable students to gain positive labor experience and form good technical literacy. It emphasizes students' operational learning through the interaction between people and things, and emphasizes the combination of hands-on and brain. Through this field, students can understand the necessary general technology and professional division of labor, and form a preliminary technical awareness and technical practice ability.
4. Information technology education. Information technology is not only an important means to effectively implement comprehensive practical activities, but also an important content to explore comprehensive practical activities. The purpose of information technology education is to help students cultivate information literacy to meet the needs of the information age. This includes not only cultivating students' awareness and ability to use information technology, but also cultivating students' ability to reflect and distinguish massive information and forming a healthy and upward information ethics.
The above aspects are the designated areas of comprehensive practical activities. In addition to the above-mentioned designated areas, comprehensive practical activities also include a large number of non-designated areas, such as class team activities, traditional school activities (science and technology festivals, sports festivals, art festivals), and students' mental health activities. These activities can be combined with the designated fields of comprehensive practical activities, or they can be set separately, but the course objectives are the same. The designated field and the non-designated field complement each other, and together they form a comprehensive practical activity with rich content and various forms.
(C) the principle of selecting the content of comprehensive practical activities
The specific content of comprehensive practical activities is determined by local governments and schools according to the actual situation. The determination of the content of comprehensive practical activities should follow the following principles:
1. Respect every student's hobbies and specialties.
2. Reflect the characteristics of each school.
3. Reflect the characteristics of the community where each school is located.
4. Be good at guiding students to choose topics or questions from their daily lives.
(D) the relationship between comprehensive practical activities and various disciplines
There are three links between comprehensive practical activities and various disciplines: first, knowledge in disciplines can be extended, integrated, reorganized and promoted in comprehensive practical activities; Second, the problems found in comprehensive practical activities and the knowledge and skills gained can be expanded and deepened in the teaching of various disciplines; Third, in some cases, comprehensive practical activities can be combined with the teaching of certain subjects.
Six, the implementation of comprehensive practical activities
Comprehensive practical activities are developed and implemented by teachers and students. Teachers and students are the makers and implementers of activity plans. The effective implementation of comprehensive practical activities should follow the following principles:
(A) correctly handle the relationship between students' independent choice, active practice and teachers' effective guidance
Advocating students' independent topic selection and active practice is the key to implementing comprehensive practical activities. First, students should form a sense of problems and be good at finding the problems they are interested in from their daily life. Second, students should be good at choosing topics that interest them. Third, in the development stage of the project, a variety of organizational methods can be adopted, including: the way of individual independent inquiry; Ways of group cooperation and exploration; The way of classroom cooperation and inquiry; Cross-class and cross-grade cooperative inquiry mode; The way of school cooperation and inquiry; The way of cross-school cooperation and inquiry; Cross-regional and cross-border cooperation and exploration methods. Fourth, in the process of exploring topics, we should follow the principle of "experiencing practice and exploring deeply", advocate the learning method of personal experience, guide students to explore topics of interest continuously and deeply, and prevent dabbling.
Teachers should give effective guidance to students' activities. In terms of guidance content, the guidance of comprehensive practical activities is basically to create a situation for students to find problems, guide students to choose suitable research topics from the problem situation, and help students find suitable learning methods and exploration methods. In the way of guidance, comprehensive practical activities advocate group guidance and collaborative teaching. We can't give the guidance right of comprehensive practical activities only to teachers in a certain subject, or class teachers, or teachers who specialize in comprehensive practical activities. On the contrary, we should effectively concentrate the wisdom of all teachers and coordinate and guide the comprehensive practical activities.
In short, teachers can neither "teach" comprehensive practical activities, nor shirk the responsibility of guidance and indulge students, but should organically combine effective guidance with encouraging students to choose independently and practice actively.