"Comprehensive curriculum" is such a curriculum organization orientation, which consciously uses the knowledge view and methodology of two or more disciplines to examine and discuss a central theme or problem. Therefore, a comprehensive course refers to a course that breaks the knowledge field of traditional subject courses and combines two or more subject fields.

A comprehensive course based on disciplines.

Subject-based comprehensive curriculum (comprehensive subject curriculum) takes discipline or cultural knowledge as the basic point of curriculum integration, and the core of curriculum integration mainly comes from discipline. This comprehensive course attempts to break or surpass the inherent logic of each branch course and form a new logic that organically integrates the contents of different disciplines.

There are three main forms of comprehensive courses based on disciplines. The first is to integrate the contents of internal related disciplines to form a new discipline, which is called comprehensive curriculum. For example, zoology, botany, microbiology, physiology, anatomy and genetics are all integrated into biology. The second is a comprehensive course that combines the contents of several adjacent disciplines, which is called wide-area course. For example, the social studies course integrates the contents of history, geography, economy, sociology, politics, law and anthropology. The third kind is a course that takes problems as the core and combines several subjects, which is called core course. For example, courses with the theme of human survival, environmental protection, transportation, social organization and management, and entertainment and aesthetic activities are designed. The concrete practice of the core curriculum is: in a certain period, students' learning has a center, and all learning activities are carried out around this center, which is the core.

(B) comprehensive courses for the society

The comprehensive curriculum facing the society is the core of curriculum integration based on the problems in social life, and its purpose is to make learners adapt to or improve contemporary social life. The content of such courses mainly comes from the conditions and conditions of a certain society or the whole mankind. Students study the characteristics and problems of society (especially their own society), such as the function of schools, the main activities of social life, and the persistence of students and the whole mankind.

Comprehensive curriculum for children

Children-oriented comprehensive curriculum takes children's direct experience, children's needs and motivations, children's interests and psychological development as the core of curriculum integration, and its purpose is to promote children's experience growth and personality development.

Proposition point two comprehensive practical activities

(A) the concept of comprehensive practical activities

Comprehensive practical activity course is a practical course based on students' direct experience, closely linked with students' own life and social life, and reflecting the comprehensive application of knowledge. The goal of comprehensive practical activities is to close the relationship between students and life, promote students to fully understand and experience the internal relationship between nature, society and self, and develop students' innovative ability, practical ability and good personality quality. The course of comprehensive practical activities has the following characteristics:

First, practicality. Comprehensive practical activities are mainly carried out in the form of activities, emphasizing that students find problems, solve problems, experience life, feel life and develop practical and innovative ability in a series of activities such as doing, investigating, experimenting, designing, creating, reflecting and experiencing.

Second, openness. Openness mainly refers to curriculum objectives, curriculum content, learning activities and processes, evaluation and conclusion.

The fruits are all in bloom. Third, autonomy. Students choose their own learning objectives, contents, methods and instructors, and decide the form of the results of the activities themselves.

(B) the content of the course of comprehensive practical activities

Research study. It refers to the learning activities that 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.

Community service and social practice. Under the guidance of teachers, it is a learning field that goes out of the classroom and participates in community and social practice activities, with the aim of gaining direct experience, developing practical ability and enhancing social responsibility.

Labor and technical education. The purpose is to enable students to gain positive labor experience, form good technical literacy and realize various development.

Standard, a learning field characterized by operational learning. Information technology education. It is not only an important means to effectively implement the comprehensive practical activity curriculum, but also an important content of the exploration of the comprehensive practical activity curriculum. The purpose of information technology education is to help students cultivate information literacy to meet the needs of the information age. Including cultivating students' awareness and ability to use information technology, cultivating students' ability to reflect and distinguish a large amount of information, and forming a healthy information ethics.

(C) the implementation of comprehensive practical activities curriculum

The effective implementation of the course of comprehensive practical activities needs to follow the following principles:

First, correctly handle the relationship between students' independent choice, active practice and teachers' effective guidance.

Second, properly handle the relationship between the overall planning of comprehensive practical activities and the generative goals and themes in the specific development process of activities.

Third, the combination of centralized use and decentralized use in class hours.

Fourth, integrate the on-campus curriculum and off-campus curriculum.

Fifth, comprehensively design and implement four designated areas.

Sixth, organically combine information technology with the content and implementation process of comprehensive practical activities.

Teacher qualification examination column recommended for you: