A summary of students' participation in comprehensive practical activities

The comprehensive practical activity course in our school has been carried out for many years. Every activity, from the topic selection, to the topic selection, to the declaration of the topic selection, to the establishment of the topic selection, to the development of the activity, and finally to the end of the topic selection, is carried out from beginning to end and is a brand-new attempt. At the end of the course of comprehensive practical activities, we should help students acquire knowledge independently from activities.

1. Help students review the activity process and find the knowledge points in the review.

Students feel the happiness and feelings brought by each link and process in the activity. Their excitement lies in the experience of the activity itself, which is an element of the success of the activity. But after the activity, we should help students feel the activity, because the activity itself is an educational factor, and the activity is linked with our education. Help students review every process and link of the activity, remind students that the successful completion of this process and link is due to what knowledge we have learned at ordinary times, which opens the channel between students' cognition and feelings and gives them an epiphany.

2. Provide paths for students and guide them to explore knowledge.

In the process of comprehensive practical activities, students should not only acquire subject knowledge, but also increase social knowledge and common sense. Teachers should provide students with access to knowledge as much as possible, lead the way like a lamp, and don't let students get lost. In modern society, the sources of knowledge are very extensive and changing with each passing day. In the vast ocean of knowledge, if there is no directionality and pertinence, it will be submerged, especially for primary school students. Therefore, it is necessary for our instructor to recommend some valuable and meaningful knowledge resources to students, and analyze and screen the cognition that may be involved in the activities in advance to reduce the burden on students. For example, setting up a virtual website and a parent service station is a good way.

3. Stimulate students' interest and let them explore knowledge independently.

Students are interested in activities, and they will actively seek knowledge and solutions to problems during the activities. Comprehensive practical activities can fully reflect students' interests and needs in selecting materials. One is a topic that students are interested in, the other is a topic that students can study, and the other is a topic that students need to study, all of which can meet students' interests and needs to varying degrees. In order to meet these interests and needs, students are required to make use of the existing knowledge and experience, or the existing knowledge and experience are insufficient and need to be supplemented. At this time, in order to meet the needs of activities and complete tasks, children will always overcome all difficulties to solve problems and get problems. In fact, this is the information and standard required by the cognitive goal of comprehensive practical activities.

4, find and collect problems, stimulate the internal motivation for further knowledge and learning.

In the process of reviewing and reflecting on the activities, we will find some shortcomings or places that can be done better. At this time, we will feel the lack of self-knowledge and experience accumulation, and we will have a new learning orientation, which is what we call the stimulation of internal motivation. Secondly, it is a very good practice to bring new or unsolved problems in the process of comprehensive practical activities back to the subject classroom for research and solution, so that comprehensive practical activities can be extended to the learning materials of subject teaching, which will protect students' learning interest and stimulate their learning motivation. In fact, this is the value and significance of the comprehensive practical activity course. After participating in the activities, I feel the lack of knowledge and experience, which is transformed into the driving force for learning and improving in the subject classroom.

An important value of the comprehensive practical activity course is to promote students to enrich their activity experience, gain emotional experience and sublimate their value by carrying out rich activities inside and outside the school. In the activities, we should use rich activities to impress students and promote the stimulation and sublimation of emotions.

A summary of students' participation in comprehensive practical activities

Our school conscientiously implements the relevant spirit of the teaching and research section of the county education bureau and the school's comprehensive practical curriculum plan, unswervingly follows the new curriculum concept, carries out comprehensive practical activities, deepens the curriculum of comprehensive practical activities, strives to improve teachers' ability to implement the curriculum, and strives to cultivate modern pupils with confidence, aura, innovation and practice, and comprehensively implements quality education.

First, according to the actual situation of the school, scientifically determine the content of the activity.

1, autonomy

In order to effectively implement the comprehensive practical activity curriculum, the school has established a set of perfect curriculum implementation organization network. In this network, the principal's office is responsible for the overall leadership of curriculum implementation, the guidance office is responsible for activities such as activity investigation, guidance training, evaluation and data management, the guidance office and the brigade department assist in activities, the teaching and research groups of all grades are responsible for determining and coordinating the activity plan, and the class teacher and other guidance teachers are the concrete implementers. In planning, pay attention to full participation and make your own plans. That is, school leaders, teachers and students all participated in the activities planned by the school, which experienced two rounds: top-down and bottom-up. From top to bottom, that is, the school leaders and guidance office will convey the curriculum ideas and objectives of our comprehensive practice downwards, organize teachers to learn and understand, and let every comprehensive practice activity instructor fully understand the nature, tasks and activity characteristics of our school. Bottom-up refers to the whole process of participating in the formulation of content, from students to instructors, and finally to the competent guidance office.

2. Multi-angle

When determining the content of this academic year's activities, we should first let students have a wide discussion and let them choose an aspect that they are interested in around the topics in the book. Then the tutor will sort out, screen and classify according to the summary, and report scientific and feasible topics. Finally, the guidance office will make overall arrangements and make plans according to the research topics determined by each grade.

Step 3 serialize

The same content, different practices, thus reflecting the hierarchy and novelty of the discipline, forming a sequence, which is an innovation in comprehensive practical activities.

The second is to strengthen daily management and promote the in-depth implementation of the project.

1, arranging courses and realizing the system.

The arrangement of comprehensive practical activities in our school is flexible class system, that is, the time of comprehensive practical activities of four classes per month is flexibly arranged according to needs, so as to combine centralized use with decentralized use. Divide the four comprehensive practical activities into "2+2" forms. "2" is a teacher's guidance class, with 2 classes per month. Teachers carry out activity training, teach the content and methods of activities, and summarize the problems in activities in stages. "2" is a personal practical activity class, which is held every weekend, and students are free to do activities individually or in groups. The two comprehensive activity classes can be connected with information technology classes as needed, and can also be connected with other disciplines such as nature, class, team, society and science. Unified arrangement is flexible, providing time guarantee for comprehensive practical activities. In the implementation of class hours, the school leadership team conducts irregular inspections and class evaluation activities, which ensures the application of new activity concepts and improves the classroom quality of each activity class.

2. Teacher selection and training system

Idea is the sunshine of educational reform. Only when there is sunshine can there be a spring of education. The development of comprehensive practical activities also requires teachers to have solid theories and advanced ideas as the foundation. Therefore, we regard the teacher competition as a major event and strive to recruit excellent teachers through the competition. In terms of training, this semester focused on teacher guidance training, organized teachers to learn the latest educational ideas of relevant experts many times, and asked teachers to write guidance notes after learning, exchange and discuss collectively, learn from each other and learn from each other's strengths.

3. Class evaluation system

This semester, we mainly pay attention to the classroom teaching of comprehensive practical activities, and strive to make the classroom teaching of comprehensive practice change the previous coping, boring and noisy phenomena, be scientific, pragmatic and innovative, which not only promotes the change of teachers' classroom teaching concepts, but also enables students to gain something in the classroom and truly move towards life, practice and innovation. The specific method is: at the beginning of the semester, the school guidance office organizes comprehensive lectures and evaluations, makes detailed evaluation and guidance on the advantages and disadvantages of each class, points out the direction of future efforts, and lays the foundation for ensuring the quality of practical classes. During the semester, the activity classes are randomly selected to check whether the quality of the activity classes has been significantly improved. At the end of the semester, according to the project designated by the school, we will carry out quality class selection activities, test the teaching quality of activity classes, select quality classes for promotion, and raise the teaching level of each teacher to a new height. We also enriched and improved three teachers who failed in class evaluation within a time limit, and carried out class evaluation activities in a solid manner. The system of listening to lectures and evaluating lessons has blown advanced educational concepts into the classroom, making the classroom of comprehensive practice class full of the breath of new curriculum reform. It not only urges teachers to constantly reform and innovate, but also mobilizes teachers' enthusiasm for good activity classes, so that each activity class is scientific and solid, with good quality and quantity.

A summary of students' participation in comprehensive practical activities

Comprehensive practical activities emphasize that students should go out of the single classroom, campus and broad social life, gain in-depth experience through personal participation in practical activities, have certain self-care ability, interpersonal communication ability, information collection and analysis ability, cultivate creative talents who dare to think and do, strive to form students' inner personality and quality of caring about life, society and nature, and form the growth environment of innovative talents. Comprehensive study, practical study, life study and research study are important ways for students to acquire knowledge and develop their abilities. The comprehensive practical activities of this semester are summarized as follows:

First, research-based learning

Research-based learning refers to the activities that students choose and determine research topics from their own study life and social life under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems. According to the regulations of the Ministry of Education, inquiry learning is a part of comprehensive practical activities.

1, exploring the learning theme

Combined with the school-based curriculum of our school, I launched a research study with the theme of introducing Chinese and Western festivals in Grade Three.

2. The way of inquiry learning

According to their own division of labor, students collect a large number of written materials and pictures about the above festivals in groups, make active speeches in the comprehensive practical activities class and report what they know. Then, on the basis of communication between groups, the group cooperates to complete the research study report.

3. The comprehensive practical activity class needs bold practice and creation.

In my research on Thanksgiving, I made a postcard of my research report. Ask the students to design the cover and stamp of the postcard, and then write down their words of thanks to the people they want to thank most on the contents of the postcard. This comprehensive practical class makes students know how to be grateful, how to write every word well, and how to do well in every class. Safe and healthy growth is also gratitude to parents and teachers. Although Thanksgiving is not a traditional festival in China, gratitude is the same all over the world.

Second, the direction of future efforts

1, starting with changing students' learning style.

Comprehensive practical activities and research-based learning are the transformation of traditional receptive learning. The fundamental purpose and value of implementing research-based learning is to make them gain positive learning experience and be influenced by new methods in the research process, so as to realize the effective transformation of learning methods.

2. Emphasize the connection and comprehensive application of knowledge.

Because most of the learning contents involved in inquiry learning come from the real life around students, many problems are very comprehensive. The solution of these problems naturally requires students to mobilize all kinds of knowledge and comprehensively use these knowledge in the process of solving problems.

3. Pay attention to the process.

Emphasizing participation, understanding and experience in the process is a major feature of research-based learning. From the implementation and evaluation of the course, it should be a basic principle to pay attention to learners' participation and performance in the process. In this sense, it can even be said that for inquiry learning, students' extensive participation is the purpose, and success is to gain positive experience in the process.

4. Emphasize openness.

From the perspective of curriculum construction, comprehensive practical activities, as a formal course, must have their own specific objectives, contents, implementation norms and relatively stable learning materials. However, the course nature of comprehensive practical activity itself essentially determines that it has a basic feature different from other types of courses: openness. Therefore, the goal, process and evaluation of comprehensive practical activities and research-based learning are very open, leaving the necessary space for teachers and students to choose activities independently and creatively design, organize, implement and evaluate activities.