Model essay on comprehensive practical activities in 2020 1
1. The design and implementation of the comprehensive practical activity course should conform to the basic characteristics of practicality, openness, generation, autonomy and comprehensiveness.
(1) practicality
Comprehensive practical activities are practical. Comprehensive practical activities develop and utilize curriculum resources based on students' real life and social practice, rather than constructing and implementing curriculum according to the logical order of subject knowledge. Comprehensive practical activities take activities as the main form, emphasize students' personal experience, and require students to actively participate in various activities, and find problems, solve problems, experience life and feel life in a series of activities such as "doing", "investigating", "experimenting" and "exploring", so as to develop practical ability and innovative ability.
Comprehensive practical activities reflect the autonomy and practicality of students' activities, guide students to carry out colorful practical learning activities, help students learn to discover, explore and practice, go beyond the study of single book knowledge, and guide students to consciously combine direct experiential learning with indirect experiential learning.
Practical learning is a basic learning method to adapt to comprehensive practical activities. Comprehensive practical activities emphasize that students expand classroom teaching space and teaching materials through various practical learning activities such as inquiry learning, social participation learning, experiential learning and operational learning, and change students' learning methods and lifestyles in education. Students' exploration and discovery, bold questioning, investigation and study, experimental demonstration, cooperation and exchange, social participation, community service and labor technology practice are important developmental educational activities.
Compared with other courses, the practical learning mode of comprehensive practical activities is not aimed at mastering systematic book knowledge, but at cultivating innovative spirit and practical ability. In subject courses, it is difficult for practice, operation and even practice to really surpass the inherent knowledge system of a specific subject, all for students to better understand and master the knowledge of subject courses and form basic skills to a certain extent. The practical learning of comprehensive practical activities is to close the relationship between students and life, students and society, and to develop students' comprehensive practical ability itself.
(2) Openness
Comprehensive practical activity is an open curriculum field, which is open. Comprehensive practical activities are oriented to the development of each student's personality and respect the special needs of each student's development. Its course objective, course content and activity mode are all open.
Comprehensive practical activities consider the real life needs and social needs of primary and secondary school students, based on the challenges and needs of the times for the quality development of primary and secondary school students, with the overall purpose of promoting the development of students' personality. The goal of comprehensive practical activities is highly targeted, aiming at the real life needs of students and the personality differences of primary and secondary school students, and meeting their comprehensive practical ability needs to integrate into the whole social life field.
In terms of content, comprehensive practical activities face the whole life world of students and change with the changes of students' lives, and its course content is open. Although the new curriculum standard stipulates that the contents of comprehensive practical activities include research-based learning, community service of social practice, labor and technology education, etc., the specific activities are varied for different regions, different schools, different classes and different students, and the specific theme of the activities is open, which changes with the community background, natural resources, students' needs and problems in real life. As long as it is related to students' real life, as long as it is an activity theme proposed or selected by students independently, it can be used as the content of students' comprehensive practical activities. This kind of openness in content is not available in any other course.
Comprehensive practical activities pay attention to students' colorful learning experience and personalized creative performance in the process of activities, and their activities and results are open. In the way and process of learning activities, students can adopt different ways according to the existing curriculum resources and their own experience. Project-based learning, social participatory learning, experiential learning and practical learning are all basic learning methods of comprehensive practical activities, while investigation, interview, investigation, experiment, production, labor and service are all basic activities in comprehensive practical activities. These activities and processes also vary from person to person, from situation to situation and from task to task. The implementation of the course of comprehensive practical activities does not force students to adopt any fixed activities and processes. Through this open activity process, students are encouraged to experience and develop innovative spirit.
(3) reproducibility
Comprehensive practical activities are generative. This is determined by the process orientation of comprehensive practical activities and the development of this course. Because the implementation process of comprehensive practical activity course emphasizes students' personal experience and experience of practical development, the curriculum value of comprehensive practical activity lies in the implementation process of the course. The process of students' participation in activities itself has been gradually developed in the process, and students' reflection on their experiences in the process is conducive to awakening their self-awareness and ability. If students are divorced from the activity process, it is difficult to cultivate students' innovative spirit, inquiry ability, social responsibility and comprehensive practical ability through comprehensive practical activities. Therefore, the curriculum value of comprehensive practical activities lies in students' continuous formation of good behavior consciousness, emotion, attitude and values, continuous construction of their own spiritual world and development of practical ability; The process of students' participation in comprehensive practical activities is the process of students' self-generation, and it is the dynamic embodiment of the curriculum value of comprehensive practical activities. If some knowledge, skills, emotional attitudes and values can also be conveyed to students through narration, then in the process of comprehensive practical activities, knowledge, skills, process methods, emotional attitudes and values can not be conveyed through narration, and students must be required to experience and understand in the process of activities in order to be continuously generated. Paying attention to the actual process means paying attention to students' self-generation and construction in the process of activities. This is also the unique value of comprehensive practical activity curriculum in the new round of basic education curriculum reform.
Judging from the design and implementation of comprehensive practical activity course, comprehensive practical activity has become a valuable course for students' development, which is constantly generated and created by teachers and students. The formation process of this course is dynamic. Every class and school has an overall plan for comprehensive practical activities, and every activity has been carefully designed before the start, which is the planner of comprehensive practical activities. However, the essential feature of comprehensive practical activities is generative, which means that every activity is an organic whole, not a mechanical assembly process according to a predetermined model. The theme, mode and process of comprehensive practical activities are determined or selected by students under the guidance of teachers, who find problems from their real life situations and put forward the theme of activities. In the process of activities, students collect information to solve problems from the situations and resources they can access, and independently make activity plans or activity plans. It is in the process of independently making activity plans that students gain practical experience and development. In the process of constantly generating new themes and full of interest, students' understanding of nature, society and self is deepened and their experiences are enriched, which is a concentrated expression of the generative nature of comprehensive practical activities. The overall planning and careful design of comprehensive practical activities is not to limit its generation, but to make it more directional and fruitful. Therefore, in the design and implementation of the course of comprehensive practical activities, we should give full play to the subjectivity of students and teachers and promote the dynamic generation and development of students' comprehensive literacy.
(4) autonomy
Comprehensive practical activities fully respect students' interests and hobbies, and open up a broad space for students to give full play to their autonomy. They choose their own learning objectives, contents and methods, as well as their tutors, and decide their own activity plans and presentation forms of activity results. The instructor just gives them the necessary guidance and doesn't care about the students' work.
The open fields, contents, methods and processes of comprehensive practical activities create conditions for students to exert their autonomy in learning.
(5) comprehensiveness
The goal, content and form of school-based curriculum should be organically combined to maximize the development and utilization of school educational resources. So as to immerse students in real life situations, mobilize students' various organs to participate in coordination, and promote the harmonious development of various qualities. First of all, the integration of activity goals includes not only emotional goals such as social consciousness and scientific spirit, but also ability goals such as collecting information and dealing with problems, as well as various knowledge goals; Secondly, the activities are comprehensive, focusing on the theme of the activities, including social, environmental, natural, agricultural, scientific and technological knowledge; Thirdly, the way of activities is all-round. According to the needs of the theme, take various forms of activities such as visiting, investigating, discussing and designing, explore independently and actively construct.
2. Ways to integrate the contents of various fields of comprehensive practical activities.
There are various ways to integrate the contents of various fields of comprehensive practical activities. Generally speaking, the following basic methods can be adopted:
(1) Cross-disciplinary comprehensive theme. Teachers with full participation can guide the whole class to propose and design cross-disciplinary comprehensive activity themes, and the whole class can participate in the study of activity themes together. Students are required to break down the theme of activities into research study, community service and social practice, labor and technical practice, and information technology will run through the whole process. The implementation of this multi-field comprehensive theme requires the joint efforts of teachers and students to design, allocate and implement activities in an orderly manner.
3. Teachers' guiding tasks
The effective guidance of teachers to students' comprehensive practical activities is the guarantee for the construction and practice of undergraduate education in this school. Our school mainly adopts the form of "teacher team" to form a teacher guidance group, which is called "T-T" system. The "T-T" system requires teachers with different academic backgrounds or curriculum backgrounds to form several teacher guidance groups to face the students in their respective classes.
Teachers' guiding tasks run through the whole process of students' comprehensive practical activities, including the guidance of determining the theme, project or topic of students' activities, the guidance during the activities and the guidance of summing up the communication stage.
(1) At the stage of determining the activity theme, project or topic, teachers should guide students to determine a reasonable activity theme, project or topic according to the culture, scientific knowledge base, hobbies, specific community background and natural conditions of students' lives.
In the case of students' first comprehensive practical activities, teachers can provide some useful activities themes, projects or topics for students to choose from. With the continuous development of students' ability, teachers should let students decide their own activities, themes or topics. After students initially choose or independently propose activities, topics or topics, teachers should guide students to demonstrate activities, topics or topics in order to determine reasonable and feasible activities, topics or topics.
When the theme, project or topic of the activity is determined, teachers should guide students to make reasonable and feasible activity plans and cultivate students' planning ability. Planning and designing activities is also a process of students' development.
(2) In the implementation stage, teachers should guide students to collect information. In view of students' actual and related curriculum resources, at the beginning of the activity, students can be given some basic training with examples to help them master the skills of using reference books (such as indexes, abstracts, encyclopedias, etc.). ), using audio-visual media, taking notes, conducting interviews, sorting out classified materials, etc. In the process of specific activities, students should be guided to collect factual materials purposefully and use methods such as investigation, observation, interview and measurement. It is necessary to guide students to write research diaries, record the research situation in time, and truly record their personal experiences, so as to provide a basis for future summary and evaluation. Guide students to form the ability to collect and process information.
In the process of implementation, teachers should keep abreast of students' activities and give guidance, explanation and supervision in a targeted manner. It is necessary to organize flexible and diverse exchange and discussion activities to promote students' self-education and help them maintain and further improve their enthusiasm for learning; Individual counseling should be given to groups with special difficulties, or necessary conditions should be created or research plans should be adjusted. In the process of implementation, teachers should realize the role transformation from knowledge imparting to organizers, instructors and participants of students' learning.
In the process of implementation, teachers should pay attention to the concern, understanding and participation of parents and relevant social parties, develop valuable educational resources inside and outside the school for the implementation of comprehensive practical activities, and provide good conditions for students to carry out activities. It is also necessary to guide students to pay attention to safety issues in activities, cultivate students' safety awareness and self-protection ability, and prevent accidents.
(3) In the activity summary stage, teachers should guide students to screen and sort out the information in the activity process, form a conclusion, guide students to write activity reports, and express and communicate in different ways. In the summary, students should be guided to sum up and reflect on the experience, experience and gains in the process of activities.
There is still a long way to go in Xiu Yuan, and I will go up and down. In the exploration of comprehensive practical activities, we will encourage ourselves by this.
Model essay on comprehensive practical activities in 2020 II
Recalling the dribs and drabs of this training and learning, I feel a lot. I summarize this training and learning as follows:
First, fully understand the curriculum of comprehensive practical activities.
What is the comprehensive practical activity curriculum?
The course of comprehensive practical activities emphasizes that students can enhance their awareness of exploration and innovation through practice, learn scientific research methods, develop their comprehensive application ability of knowledge, enhance the close relationship between schools and society, understand the necessary general technology and professional division of labor, form their initial technical ability and cultivate their sense of social responsibility.
(1) The course of comprehensive practical activities is an empirical course.
Comprehensive practice transcends discipline boundaries with strict knowledge system and skill system. It is a course that focuses on students' experience, social reality and social needs, integrates curriculum resources in the form of themes, and effectively cultivates and develops students' problem-solving ability, inquiry spirit and comprehensive practical ability.
(2) Comprehensive practical activity is a practical course.
The course of comprehensive practical activities focuses on students' diversified practical learning methods, changes students' single learning activities with knowledge imparting as the basic approach and knowledge achievement acquisition as the direct purpose, and emphasizes diversified practical learning such as inquiry, inspection, visit, inspection, operation, service, labor practice and technical practice. Students gain experience and experience through hands-on practice. Hands-on practice is the basic learning method of comprehensive practice. Therefore, the comprehensive practical activity course emphasizes students' personal experience and understanding of the actual activity process more than any other course.
(3) Comprehensive practical activity is a comprehensive course.
The course of comprehensive practical activities is a comprehensive course, and a subject may involve all kinds of knowledge of various disciplines. It emphasizes transcending the limitations of textbooks, classrooms and schools, extending to the natural environment, students' life fields and social activities in time and space, and making students close to nature. Contact with society and life.
(2) The curriculum of comprehensive practical activities is quite different from the subject textbooks.
The course of comprehensive practical activities is not a strict weaving of the knowledge system of a certain subject, but a framework for carrying out practical activities around many social life or natural themes. It is not a script for teachers to prepare lessons, but a practical entrance for students' social life. In a sense, the "teaching material" of the comprehensive practical activity course is not books, but life and practice. Starting from students' dominant position, starting from students' personal experience and direct practice, this is the general principle of compiling teaching materials for comprehensive practical activities.
(3) The comprehensive practical activity curriculum pays attention to both the activity process and the result. The practical value comprehensive practical activity course pays attention to students' spiritual growth, intangible attitudes, concepts, thinking methods and emotional development in the process, and realizes its value in the process, instead of determining students' grades mainly by the degree of knowledge and skills acquisition, and paying attention to results at the same time, so as not to let activities be aimless.
The second is to fully realize the self.
In the past, I always believed that I was qualified for teaching. However, when I came into contact with the study of comprehensive practical activities, I fully realized that I still had many shortcomings, and there were still many places to learn in my future work. With the development of the comprehensive practical activity course in the future, I will study and grow together with my classmates.
Third, the future work direction is clear.
Before taking part in the comprehensive practical activity course training, I didn't fully understand the comprehensive practical activity course, confused it with other subjects, and took the comprehensive practical activity course like other courses, but the results were not great. Participated in the training of the comprehensive practical activity course, and really understood what the comprehensive practical activity course was and what it should be like in the future work.
In short, this comprehensive practical activity class has benefited me a lot, and it will be a new starting point for my future work.
Model essay on the experience of comprehensive practical activities in 2020 3
The comprehensive practical activity class provides a more relaxed and free space for the formation of students' innovative quality. Students are always in the dominant position, finding problems by themselves, designing schemes by themselves, collecting data by themselves and solving problems by themselves. In this process, students' imagination and creativity can be brought into full play. They keep discovering and thinking. Starting from changing students' learning style, we follow the research procedure of "asking questions, collecting data, forming explanations and summarizing results", emphasizing the connection and comprehensive application of knowledge, focusing on the process and emphasizing openness.
I carefully made a semester's curriculum plan, prepared lessons carefully, and collected students' activity materials, striving to face all students, respect each student's personality differences, and let each student develop. The activity fully embodies the principles of participation, selectivity, research, comprehensiveness and innovation.
Participation-everyone can participate in activities and everyone will gain something;
Autonomy-requires that the program design, process operation and result summary of the activity should be completed by students under the guidance of teachers;
Research-encourage inquiry learning in activities and cultivate students' hands-on operation ability and research consciousness;
Comprehensive-pay attention to the integration of disciplines and cultivate students' comprehensive quality;
Innovation-in activities, cultivate students' innovative consciousness and ability;
Seriality-carry out a series of activities around the theme, so that each activity forms a relatively complete system.
Specific implementation scheme:
Student-oriented, focusing on the natural problems, social problems, self-problems and cultural problems faced by students in school life, social life and family life, emphasizing the implementation of comprehensive practice courses, emphasizing the integration with students' social practice, labor technology education and information technology education, reflecting the comprehensiveness of the activity theme.
1, strengthen learning, update ideas and raise awareness.
Comprehensive practical activity course is a brand-new course in this curriculum reform, and it is also a difficult point in this new curriculum reform. How to break through this difficulty: First, teachers should seriously study the theory, improve their understanding ideologically, and understand the concept, nature, characteristics, objectives, contents, principles, evaluation and management of the curriculum of comprehensive practical activities in primary schools.
2. Actively explore and enrich comprehensive practical activities.
The course of comprehensive practical activities is a brand-new course, which has more room for innovation on the educational platform of the new curriculum reform. Such as paying attention to nature and studying nature; Follow your parents for a day and experience their hardships and so on. Combine subject teaching and expand after-school background information. Make full use of the school's existing equipment, open up extracurricular activities bases, and strengthen the connection between school, family and society. Such as participating in community service and social practice, and broadening the channels of comprehensive practical activities.
3, put it into practice, let students integrate into the comprehensive curriculum.
Students are most interested in activities, in which they can exercise their hands-on ability, operation ability and cooperation ability. Therefore, we organized various practical activities such as "community residents' health habits survey" and "self-made New Year gifts" in combination with the age characteristics of junior three students.
The success lies in:
1, which aroused students' great enthusiasm for comprehensive practice.
2. A variety of activities have been carried out to exercise students' ability.
Disadvantages are:
1. In the face of this course, I deeply realize the deficiency of my knowledge reserve and need to constantly recharge myself in my daily life and study.
2. For comprehensive practical activities, it is not enough for students to have enthusiasm, but also to have a better spirit of active learning, active discovery and active research.
I didn't make full use of the resources around me. I want to win the support and help of my parents and seek the help of other relevant people in future activities.
2020 comprehensive practice experience model essay 4 pages.
Comprehensive practical activities mainly refer to a new course based on students' interests and direct experience, with various realistic, comprehensive and practical problems closely related to students' study life and social life as the content, with research-oriented learning as the leading learning method, and with the main purpose of cultivating students' innovative spirit, practical ability and comprehensive application of knowledge.
This semester's comprehensive practical activities are colorful and fruitful, such as public service advertisements, reciting ancient poems, approaching Qu Yuan and our class. Through practical activities such as cooperation, investigation, collection, interview, social investigation, analysis and research, and writing special reports, students can enter the social classroom to understand the present situation and development trend of the school and society and the surrounding living environment. Exercise the quality of being brave in participation and practice, enhance students' sense of competition and cooperation in activities, and cultivate students' innovative ability and comprehensive social practice ability of cooperating with others, engaging in collective labor and solving problems. In the activity, I take changing students' learning style as the starting point, emphasizing the connection and comprehensive application of knowledge, emphasizing the process, emphasizing openness and attaching importance to the interaction between teachers and students. Pay attention to the following aspects:
1. Design and implement related curriculum activities based on students' needs, motives, interests and direct experience, pay full attention to students' interests and direct experience, and on this basis, realize the transcendence of traditional subject knowledge structure and logical system, and build a brand-new curriculum field closer to students' real learning world.
2. Return to the life world. Select some comprehensive, practical and realistic problems, events and phenomena from students' real life world to design the course content.
3. Based on practice. It is no longer limited to the teaching of book knowledge, so that students can actively participate in and practice, and comprehensively apply what they have learned to solve various practical problems in practice to improve their ability to solve practical problems. Practice is rich in content and diverse in practice methods. Practice does not only mean that students can conduct social surveys, visits and interviews, but more importantly, it is necessary to create practical situations for students, so that students can find, ask and solve problems by guiding themselves. In particular, students can face all kinds of real problems in the life world, comprehensively apply what they have learned, actively explore, discover, experience, repeat and communicate, gain their own real experience in solving real problems, and cultivate their practical ability.
4. Focus on innovation. Paying attention to the cultivation of students' innovative consciousness, spirit and ability is the most essential embodiment of the value and goal of the comprehensive practical activity course. Compared with subject courses, comprehensive practical activities provide a more relaxed and free space for the formation of students' innovative quality. Not limited by the subject knowledge system and logical structure. In the process of activities, students are always in the main position, finding problems, designing schemes, collecting data and solving problems by themselves.
In this process, students' imagination and creativity can be brought into full play. Therefore, I pay attention to innovation in teaching, take it as my responsibility to train today's students to adapt to tomorrow's social life, and try my best to create conditions so that students can constantly discover, think and innovate in the process of active exploration and practice, with initial skepticism and critical spirit, and the ability to think and solve problems independently, laying the foundation for becoming innovative talents in the future.
Model essay on experience of comprehensive practical activities in 2020
A semester passed quickly. Looking back on the experimental work I participated in this semester, I felt a lot. Now I will summarize the experimental experience of this semester as follows:
First, self-study related theories, and make full theoretical preparations for carrying out experiments.
Since taking part in this project, teachers in the same grade group and I have taught ourselves relevant theories. With the deepening of mathematics curriculum reform, the renewal of educational concepts, the change of teaching methods, the improvement of students' learning methods, the development and utilization of curriculum resources, etc. They all put forward higher requirements for teachers, and the professional level of teachers' teaching potential, theoretical literacy and self-reflection potential needs to be improved urgently. Teachers also encounter many puzzles and problems in the comprehensive practical activities of mathematics, for example, how to carry out cognitive practice, simulation practice and social practice in the comprehensive practical teaching of mathematics in primary schools? Create vivid, concrete and effective problem situations? How to deal with the relationship between algorithm diversification and algorithm optimization? How to effectively carry out group cooperative learning in the comprehensive practice classroom teaching of primary school mathematics, and so on, these problems that often appear in daily teaching constantly bother us. In the past, teaching and research activities based on observation and discussion can no longer meet the needs of new curriculum development and teacher development. It is urgent to establish a new mathematics teaching and research method based on solving practical problems in teaching activities and promoting teachers' professional development.
Second, attend the lectures of the research group with your heart and study by yourself.
This semester, I listened to a project experiment class given by Jin Shanshan, and matched the knowledge in it. Discuss and communicate with the teachers in the group after class, put forward their own opinions and discuss the modification plan. Write down your own experiences and lessons and upload them to your blog. At the same time, I tried a project experimental class in my class, reflecting on myself after class, memorizing the postscript and reflecting with the teachers in the same grade group.
Third, the direction of future efforts
1. Pay attention to the development of students and meet their growing needs.
Pupils are active in thinking and have a strong desire to explore. They are not satisfied with simply memorizing this knowledge, and have the necessary research foundation in knowledge and potential. With the continuous expansion of living space and rich knowledge and experience, their outlook on life and world began to sprout, and they had a preliminary understanding of life, society and themselves, which initially constituted the thinking potential and decision-making potential for personal and social lifestyles. They are not satisfied with the simple understanding and study of book knowledge, but have the desire to participate in social life and have the necessary social practice potential. Expanding the space and materials of school teaching activities, guiding students to study in life, in practice and in application, actively participating in social life and serving the society have become the objective requirements of students' physical and mental development.
2. Change students' learning style and develop their comprehensive practical potential.
One of the purposes of designing and implementing comprehensive practical activities is to change students' learning style and life style in educational situations and even general life situations. Through comprehensive practical activities, an open time and space is opened for students, and students can carry out learning activities independently and creatively. As a comprehensive learning activity conducted by students under the guidance of teachers, comprehensive practical activity course transcends the single classroom knowledge teaching and emphasizes the importance of combining direct experiential learning with indirect experiential learning. Comprehensive practical activities change students' learning style in education, and take students' exploration and discovery, bold questioning, investigation and research, experimental demonstration, cooperation and communication and social participation as important developmental teaching activities.
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