The curriculum experiment of comprehensive practical activities in primary schools in our school began under the background of starting the new curriculum experiment. Comprehensive practical activity course is a new compulsory course in this curriculum reform. It is a textbook without teaching reference. Curriculum resources should be jointly developed by teachers and students, and how to implement it depends on teachers to explore. We learn by doing, cross the river by feeling the stones, and start in difficulties. Looking back on the difficult exploration process now, the ups and downs are among them. If our school's comprehensive practical activities have achieved initial results, I think it mainly benefits from the exploration and practice in the following aspects:
First, special lectures, subject website theory first
How to make teachers quickly familiar with the "new" curriculum of comprehensive practical activities and understand that it is very different from traditional Chinese and mathematics subjects, first of all, teachers are required to seriously study the theory, raise their awareness ideologically, and understand the concept, nature, characteristics, objectives, contents, principles, evaluation and management of the comprehensive practical activities curriculum in primary schools. In view of this, at the beginning of last semester, we gave a special lecture on "Oasis of Students' Growth in Comprehensive Practical Activities" to all teachers in the school, and made careful arrangements for the teaching implementation of comprehensive practical activities, which made teachers have a systematic understanding and understanding of this course, and also organized teachers to seriously study the guiding outline of comprehensive practical activities, laying a theoretical foundation for this work. The school also organized teachers to log on to the "Special Website of Comprehensive Practical Activities in Primary and Secondary Schools" to timely capture the new theories and trends in the research and development of comprehensive practical activities, learn excellent cases from them, learn from successful experiences, and provide help for students' independent activities, teachers' learning and implementation of comprehensive practical activities.
Second, the combination of school-based, integrated and innovative positive actions
(A) the integration of school characteristics, innovative practice.
In order to have vitality and outstanding characteristics, comprehensive practice course must be combined with school-based curriculum and school characteristics. Therefore, another major feature of comprehensive practical activities in our school is to formulate an activity design that highlights the characteristics of the school.
Computer-aided teaching is the teaching feature of our school. Our school invested a lot of money, created two standardized multimedia classrooms, and opened the campus network. Computers entered the classrooms and realized "class-to-class communication". When implementing comprehensive practical activity teaching, teachers consciously integrate computer teaching with comprehensive practical activity teaching to connect the classroom world with the network world. For example, in the multimedia network classroom, the fifth-grade students are clicking the mouse under the guidance of the teacher, opening it and entering Vienna. "Accompanied by soothing and gentle music and beautiful and clear multimedia images, the teacher led the students into the" Music City of Vienna "to learn about Austria's picturesque geographical environment and appreciate the endless Vienna forest and the outstanding blue Danube. Pay tribute to the realistic statues of musicians; Listen to masterpieces by musicians such as Bach, Mozart and Chopin; Strolling in the resplendent vienna state opera; Indulge in the grand, elegant and warm Vienna New Year concert ... and then let the students exchange their overall impression of the music city.
Appreciate the charm of famous chrysanthemums in China, appreciate the poetic beauty of their beautiful names, and feel the joy and excitement of naming chrysanthemums. ...
Thinking jumps in clicking, emotion sublimates in appreciation, and personality flies in communication, unrestrained. The online classroom across China and foreign countries has become a paradise for students' comprehensive practical activities, and it is also a paradise for flying their individuality and galloping their imagination.
(two) combined with school-based teaching materials, to carry out a variety of activities.
Our school organized teachers to use holidays to compile a series of school-based textbooks for enlightenment. The textbooks of these six schools have selected some masterpieces that have been passed down through the ages, so that children can accumulate these ancient poems at the best age of memory, cultivate their sensitivity, understanding and imagination to language, help them thicken and refresh their life background, improve their cultural taste and enhance their national pride and pride. We also carried out a series of comprehensive practical activities around school-based textbooks: "Saint Amethyst Reading Competition" for Grade One; Grade two "Small Idiom Extract Card Appraisal"; The third grade "Disciples Rules" performed on the back; Fourth grade "Fun Tour Ancient Poetry Garden"; Fifth grade "Bookmark aphorism"; Sixth grade "New Singing of Ancient Poetry" and so on. In these students' favorite activities of reading, reciting, painting, performing, writing and singing, students felt the profound ancient culture of the Chinese nation, accumulated the forms of ancient literature from it and were influenced by thoughts. More importantly, colorful activities give students the opportunity to exercise their abilities, show their personalities and recall colorful childhood experiences. The teachers were deeply impressed by the comprehensive quality of students in practical activities.
(C) around the local characteristics, to carry out a series of activities
On the basis of making full use of the school's existing equipment, we will strengthen long-term contact with local enterprises and institutions and other activity bases, open up off-campus activity bases, give play to the advantages of community education, and strengthen the ties between schools, families and society.
In March, in order to let students deeply experience the greatness of maternal love and the hardship of mother's pregnancy in October, on the occasion of Women's Day on March 8, the school launched the "Egg Care Experience Activity". Every student should be a "hen mother" for a week, write an egg-care diary and a grateful letter to his mother, and strive to be an "egg-care hero". From the experience of egg care, they can feel that it is not easy for their mothers to raise themselves, understand the truth of filial piety and respect for their elders, and promote communication and learn to be grateful through interaction with their mothers.
In April, in order to cooperate with the implementation of the plan of "seeing the new look of hometown, finding celebrities in hometown and being small celebrities on campus", the teacher led the students to carry out a variety of extracurricular practical exploration activities.
1. Visit Su Qing Group, a famous enterprise in Jiangsu Province; 2. Pay tribute to Zhang Dalie Memorial Hall, hometown name; 3. Investigate Fubei River, a famous river in my hometown; 4. Interview with Mr. Qian Renzu, a famous "paper-cut artist" in his hometown; 5. Be a little celebrity on campus. I am a little "little star" and other activities. These activities bring endless fun to students and cultivate their innovative spirit, cooperative spirit and practical ability.
Part II: Comprehensive practical activities in primary school year.
Since the establishment of the school, we have worked hard to implement the new curriculum reform, actively carried out comprehensive practical activities courses, and led students to go to society, pay attention to nature and experience life. The school pays attention to cultivating students' sustainable development ability of caring for others, society, ecological environment, the earth and themselves, which promotes the improvement of students' ideological quality of loving nature, life, hometown, society and the motherland, encourages the correct formation of students' emotions, attitudes and values, calls on and urges students to actively participate in social practice, bravely assume social responsibilities and obligations, and cultivate the spirit of self-development and cooperation.
According to the curriculum objectives established at the three levels of school, teachers and students, in order to embody the school-based concept, our school has established three sub-objectives of man and nature, man and life, and man and society respectively in grades one to six, and at the same time, it has made a lot of useful attempts in curriculum content, organizational form and evaluation mechanism, and achieved fruitful results.
This paper reports on the comprehensive practical activities of our school in XX years.
First, carry out the spirit of the new curriculum reform, combine the characteristics of the subject, use the favorable resources of our school, lead students out of school, carry out diversified comprehensive practical activities, stimulate students' interest in learning, and comprehensively improve students' quality.
The new curriculum reform plan lists the comprehensive practical activity course as a compulsory course, which is an important measure of teaching reform. Through the design and implementation of the comprehensive practical activity course, students' learning style has been changed, and their practical ability and innovative spirit have been cultivated. Students' patriotic spirit of caring for society, national destiny and actively participating in social practice has comprehensively improved students' comprehensive practical ability, innovative spirit and inquiry ability, and met the requirements of every student's lifelong development. On this basis, our school closely combines the comprehensive practical activity course with various cultural courses, which not only stimulates students' interest in learning, but also lays a solid foundation for improving the quality of cultural courses.
Our school moved the science class to our cognitive park. Make full use of the rich resources of cognitive park, broaden students' horizons, stimulate students' interest, and cultivate students' spirit of loving science from primary school. Whether it's spring, summer, autumn and winter, whether it's hot summer or frozen winter, our school always insists that every Friday afternoon, the science teacher leads the students of two classes to visit and study in the cognitive park. Looking at the students' excited expressions after knowing all kinds of plants under the guidance of teachers, teachers can't help but feel happy for these children: a seed that loves science has taken root in the innocent hearts of children!
In order to improve children's self-discipline ability, cultivate good behavior habits and healthy lifestyles, and cherish life and health, we specially contacted vegetable farmers near the school to lead students to visit and study.
Second, pay attention to the hot spots of social life, be close to the actual life of students, guide students to carry out research-based learning, go to the society, and carry out beneficial social investigation activities, so that the knowledge of cultural courses can be applied beneficially.
Students live in the real world, in society and in the world. Education needs to make students have a strong sense of reality and life. The acquisition and experience of this sense of reality and life is the direct purpose of its existence and life. In the process of dealing with the relationship with nature and society, they gradually realize the value and significance of their existence, which requires students to study life and the world by themselves. In order to help students realize this expectation, our school pays attention to guiding students to dig materials from life practice and put forward research topics with practical social significance to explore and solve some specific problems in comprehensive practical activities.
The fifth-grade students in our school, under the leadership of the class teacher, asked the students to make a statistical survey of their village in their spare time, combined with the tabular statistical knowledge they had learned in mathematics, summarized it in the form of a written report, and put forward their own opinions on the vegetables planted by vegetable farmers, so that the students could have a more specific understanding of the rapid development of rural areas in the past two years. In the course of the activity, it not only improves students' imagination and ability to explore problems, but also stimulates students' love for their hometown. Students also use the opportunity of surfing the Internet to get the latest information.
Part III: Summary of comprehensive practical activities.
First, the generation of the theme
The survey shows that more than 90% school-age children in China don't like to take part in sports. They don't like to play, they can't play, let alone play creatively. Overweight, obesity, myopia and other phenomena are widespread. In my spare time and holidays, I am keen on watching Korean dramas and playing video games online, preferring to read comic books and pocket books, and have a bad tendency of being introverted, unsociable and disharmonious with my classmates around me. Traditional games are mostly group activities, which are very exercisable and interesting. Game rules can subconsciously educate students how to get along with their partners. Therefore, it is necessary to return traditional games to children's life, make up for the shortcomings of family education and school education, correct the misunderstanding of students' interpersonal communication, develop good healthy behaviors and lifestyles, and promote the harmonious development of students' body and mind.
Traditional games are a wonderful flower in rural curriculum resources, with rich cultural connotations. Paying attention to the exploration, protection, development and utilization of this local resource will greatly enrich the educational content of schools, broaden students' life horizons, close the relationship between schools, families and communities, coordinate the educational gap between urban and rural areas, promote the inheritance and development of rural intangible cultural heritage, and inject new connotations into the construction of new socialist countryside.
Second, the implementation of activities
1, "Listening to Mom's Past Stories"
In order to let traditional games enter students' field of vision and make them feel fun, we must dig and sort out curriculum resources with local flavor.
First of all, through books, movies, internet and other modern media, collect and sort out the traditional games that have disappeared from students' field of vision, such as rolling the hoop, jumping with rubber bands, playing the top, throwing sandbags, hopscotch, playing diagonal chess, lion dancing, dragon boat rowing, dragon boat racing and monkey boxing. Cultivate students' ability to collect and process information through activities such as data, drawing schematic diagrams and writing reading notes. Secondly, interview people of different ages and regions to understand the types and ways of playing traditional games in different times and environments. Students draw up an interview outline, write interview notes, arrange game methods and feel the development and progress of society. Third, invite relevant experts to make a report on sports, hygiene and health knowledge to understand the healthy value of games; Tell the history of the origin, development, change and decline of the game (for example, football originated from Cuju in the Song Dynasty, and martial arts originated from Hua Tuo's Five Birds Play), so that students can be educated by traditional culture, write their feelings after listening to it by interviewing young reporters, and enhance their national pride and self-confidence. Finally, according to experts' reports, through consulting materials, investigation and interview, the cultural connotation of traditional games, competitive spirit of modern sports and health knowledge were comprehensively studied, and a special issue on Olympic knowledge and a class meeting on disease prevention were held to further make games enter students' lives.
2, "I am the master of my game"
To make traditional games popular among students, we should also let them know how to play and be good at it.
First of all, guide the students to count, sort out and classify the collected games. For example, jumping includes hopscotch, bungee jumping and skipping rope. According to students' physique and interests, form several groups freely to ensure everyone's participation. Secondly, parents and community members are invited to demonstrate and guide students to master the method of making game tools. As for playfulness, give full play to students' initiative and creativity, let them explore in the attempt, grow in the experience, get happiness in the game, feel happy in the participation, and learn to get along in cooperation. Thirdly, under the guidance of the teacher, we should unify the methods of making props and the rules of the game, and vigorously carry out the "Happy Ten Minutes" activity in our spare time so that students can play together. Train all employees and improve the training level of the game.
3. The Fruit of Midsummer
Let students play productively through various forms, play productively, and then love to play.
First, hold a traditional game competition to celebrate a traditional game festival. Students come up with their own ideas, plan and organize themselves, and everyone participates, changing the situation that only key players participated in sports games and art festivals in the past, so that everyone can get a stage to show in cooperative games and enjoy the fun of the games. Secondly, bring traditional games into the community, such as organizing a lion dance team in the community during the Spring Festival, walking on stilts to celebrate the New Year, and participating in the dragon boat race in the community during the Dragon Boat Festival. The school game festival can also take the form of parent-child games. Third, hold traditional games and modern sports knowledge contests, and dig deep into the cultural connotation of traditional games and the competitive spirit of modern sports.
4. "Hope"
In order to bring traditional games into children's lives, we should also give full play to students' innovative spirit and create innovative games, so that students can play with new ideas and sense of accomplishment.
Students' innovation can be to change the tools and manufacturing methods of games (for example, the gyro uses other materials instead of wood), or to change the gameplay of games (for example, kicking shuttlecock), or to combine several games to create new games (for example, combining rubber band jumping with songs), or to create unique types of games (for example, Olympic gymnastics, invisible rope skipping, etc.). ). Let traditional games exude the flavor of the times and really enter the hearts of students.
In addition, it is necessary to dig deep into the cultural connotation of traditional games, so that the game culture such as chess culture, martial arts culture and ball culture can form an independent comprehensive practical course.
Third, reflection activities.
1, teachers should have a strong sense of resources, be good at digging and sorting out the valuable curriculum resources of "traditional games", and carry out effective resource integration and curriculum development. With the awareness of resources, mountains and plains are all available materials, and the short sticks and stones in your hands can be used as tools to help students develop their intelligence and cultivate their sentiments.
2. We should vigorously strengthen the construction of school-based curriculum, make the research on "traditional games entering children's lives" serialized and systematic, and make school-based activities form characteristics. While carrying out activities, we should also introduce curriculum resources such as beautiful natural environment, rich local customs and talents with various skills into the classroom.
3. Parents and community members should be widely invited to participate in the activities. Schools should break through the closed mode of running schools, enhance the educational awareness of communities, actively strive for community support for school education, and inject vitality into the construction of new socialist countryside.
Chapter IV: Summary of comprehensive practical activities in primary schools.
The combination of primary school comprehensive practical activity curriculum and social life is not only the requirement of modern social development, but also the product under the guidance of modern educational thought. In order to spread and exchange human experience, we must closely link school education with social life. The purpose of comprehensive practical classroom teaching in primary schools is to let students participate in social life, enrich their own experience as much as possible, and infiltrate into the future unconsciously in modern times, thus changing the education indoctrination that was divorced from social life in the past.
"Returning to life and society" means insisting on students' independent choice and active exploration to create space for the full development of students' personality; Facing students' life world and social practice, helping students experience life and apply what they have learned; Promote students to fully understand and experience the internal relationship between self, society and nature, and seek the harmonious development of self, society and nature. Therefore, only when the comprehensive practical activity curriculum in primary schools returns to life and society, will there be the possibility of harmonious unity of knowledge and practice, and will the comprehensive practical activity curriculum in primary schools become a life curriculum that students like. Then, how can we make the comprehensive practical curriculum in primary schools return to life and society?
First of all, we should choose topics close to life and cultivate students' rich emotions.
The comprehensive practice course in primary schools emphasizes meaningful learning, and pays attention to the combination of knowledge acquisition, skill mastery and emotional education, so as to cultivate sentiment and interest. Therefore, students' learning content mainly comes from their children's life experience. Choosing study topics based on the problems in daily life and establishing contact with the purpose of life are the driving force to maintain learning. Therefore, when choosing a study topic, we should make the course relevant to students' life and social reality, narrow the distance with students, build a bridge for students' integration of knowledge and practice, and enable them to communicate. For example, when teaching "Autumn in My Eyes" in the third grade, students can take a walk, have a look and find it, and truly feel the changes and breath of autumn, which is undoubtedly more convincing than the description in the book.
Secondly, we should pay attention to the diversity of life time and space to realize the needs of students to enjoy learning.
In order to return to life and society, students should not be confined to schools, but should be based on students' activities and exchanges, build a three-dimensional activity network of schools, families and society, and fully implement education. Guide students to go out of school to the society, carry out colorful activities in families and communities, observe life with their own eyes, feel life with their own hearts and study life in their own way. Therefore, the organizational form of activities should be tailored according to local conditions and effects, according to the characteristics of time and space, or the characteristics of classes or teams. It is necessary to satisfy students' nature through various life experience activities, so that students can get happiness and pleasure in the activities and develop at the same time. For example, when teaching "Me and Learning Tools" in the third grade, teachers can guide students to start with what they are familiar with, pay attention to the changes in social life, and experience the positive impact of social progress and development on people's lives. Through simple observation, investigation and practice, learn to discuss and cooperate, and improve the ability of investigation, inquiry and data collection. Enable students to understand the close relationship between the development of transportation and people's lives in autonomous learning.
Finally, we should give full play to the short-distance effect in time and implement teaching in students' lives.
As early as the 1920s and 1930s, the great people's educator Mr. Tao Xingzhi put forward the theory that life is education, and strongly advocated life teaching. He pointed out that the fundamental meaning of education is the change of life.
Summary of comprehensive practice in primary schools (II)? Life is always like this, that is, life always contains the meaning of education ",so that students can fully live a free life and get real education from a free life", and life is education, which is the content of education ". From this, he thinks that the process of life is the process of education, and education should be carried out in all kinds of life, from which we can see that he attaches great importance to students' personal experience, practice and creation in life and pays attention to the return of education to life. Therefore, integrating theory with practice is the biggest feature of comprehensive practice course in primary schools. Nowadays, the social phenomena in the world are ever-changing, and students live in a society full of all kinds of information. Appropriate introduction of some social hot issues will stimulate students' interest in learning and help them achieve their goals effectively.
It can be seen that in the comprehensive practice class of primary schools, only systematic knowledge teaching is not enough. All kinds of life events in school real life happen at any time. Therefore, teachers should pay attention to seize the opportunity, grasp the starting point and combination point of education, find the right time for students' thoughts and concrete expressions, and then combine the content of teaching materials with the actual situation of students to infiltrate purposefully, so that students can receive education anytime and anywhere, thus promoting the unity of life and science, life and development.
In a word, "the comprehensive practice course in primary schools returns to life and society" is based on the subjective thought of people-oriented and students-oriented; Based on the combination of inside and outside class, the class is linked with life and society, and the holistic thought of knowing and doing is advocated; Rational teaching concept based on students' practical thinking in social activities. It is to strive for the choice and implementation of teaching objectives and educational content to conform to students' life logic, to arrange open teaching of educational activities based on students' life experience and according to the inherent laws of students' physiological and psychological development. This teaching idea has been recognized by teachers and accepted by all students. Only in this way can the comprehensive practice course in primary schools truly become a real and effective life course that all students like. ?
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