Summary of junior high school comprehensive practical activities 1 The strategies adopted by our class in comprehensive practical activities are: study, research and practice. In the previous stage, we achieved good results in comprehensive practical activities, which were recognized by parents and students. We have learned many new ideas and teaching methods in our participation. The work of comprehensive practical activities is summarized as follows.
I. Practical aspects
First of all, the research and implementation team of comprehensive practical activity curriculum was established, the study and research plan was formulated, and many study and discussion activities were carried out as planned, which further strengthened the curriculum concept and made clear the direction and organizational form of curriculum implementation, especially the form of students' learning activities. The comprehensive practical activities in our class are based on the direct experience of learners, closely linked with students, life and society, and embody the curriculum form of comprehensively applying knowledge, practicing scientific conclusions and discovering new knowledge in practical operation characterized by students' independent activities. Its basic idea includes the integration of three educational ideas, namely, the organic integration of comprehensive education, practical education and subject education. Combined with the content of teaching materials and the work of the school's Political and Educational Affairs Office and Youth League branch, the content of comprehensive practical activities in this semester has been readjusted. Secondly, after the previous stage of practical research, students have a better understanding of the development of the theme, research methods and means, and pay more attention to students' preferences, personality and original knowledge in their study. This semester, we take the ninth grade comprehensive practice group as the leader and lead other groups to study comprehensive practice activities. This research has reached the evaluation stage. At present, we are discussing the development of a personalized comprehensive practical student growth record book that can highlight the characteristics of our school, so as to better guide and check students' practical activities. Based on a comprehensive survey of ninth grade students' knowledge, level, ability, hobbies and other aspects, this paper fully stimulates students' interest and mobilizes their enthusiasm for participation. Combined with the characteristics of the school, the surrounding environment and the relevant theories of the comprehensive practical activity curriculum, the comprehensive practical activity curriculum and the implementation plan of the ninth grade activities are formulated. After the teacher's practice and revision, the discipline tends to be scientific and reasonable, and it can be closer to students, teachers and students. Thirdly, we think that in the process of implementing the course of comprehensive practical activities, some practical activities of students need the support and cooperation of society and parents. To this end, we have carried out extensive publicity through various channels to make the society and parents fully realize that it is necessary and timely to implement the comprehensive practical activity course in order to promote the all-round improvement of students' quality under the background of educational reform. To this end, we have created a good social atmosphere for the implementation of the curriculum. In the concrete implementation of the course, we attach great importance to the role of teachers, requiring teachers to be participants in practical activities as well as students, and then to be the directors of practical activities. Students' learning methods must be changed, and it must be a comprehensive application of various learning methods, so that students at different levels can have a personal experience in the process of practical activities. Moreover, the organizational forms of practical activities should be diversified, such as individual independent inquiry, group cooperation inquiry, joint inquiry between teachers and students, and class collective inquiry. The focus of our work this semester is how to make good use of our growth record book. The teachers of comprehensive practice course in our class take "the evaluation of students' development" as the theme, conduct in-depth discussion and research, and guide students to creatively use the "Handbook of Comprehensive Practice Evaluation for Middle School Students". Pay attention to the use of "self-evaluation", "others' evaluation", "collective evaluation" and "re-evaluation" to evaluate students' performance in the process of practical activities (including knowledge, level, ability, grades, emotions and attitudes, etc.). ) in a timely manner, and together with the results of practical activities stored in the students' curriculum information package. Through the experimental comparison between the classes that use the manual and those that don't, we find that the manual is very suitable for grade nine and can effectively guide students to carry out activities.
Second, think.
Reviewing the implementation process of the comprehensive practical activity course has aroused our thinking:
1. In the process of selecting the theme of comprehensive practical activities, if students choose and determine the research theme independently according to their own interests, it will affect the order of curriculum implementation and management, the depth of students' research and the effectiveness of teachers' guidance; If teachers choose and set research topics for students in advance, it will inhibit the full play of students' independent initiative, thus affecting the enthusiasm of students' practical activities. How to combine them organically and bring out the best in each other is worthy of our further exploration in the future practice.
2. The course of comprehensive practical activities is obviously different from the traditional "interest class", "biology class" and "production class". How to make students "comprehensively" use relevant knowledge, strengthen "practical" experience, and really make teachers and students "active" needs further thinking and practice.
3. How to manage and evaluate the course scientifically, effectively and continuously requires us to think and practice, and gradually establish and improve the management and evaluation system of the comprehensive practical activity course.
Summary of junior high school comprehensive practical activities "National Training Plan" in 20xx, I am honored to be qualified to participate in the training. After studying in recent weeks, I listened to module 5 (lectures by experts on comprehensive practical activities and personal experiences of excellent teachers) and read (excellent cases of comprehensive practical activities), which triggered deep thinking (thinking about what to do in the future). This study has broadened my horizons. This study is an ideological shock, a spiritual baptism and an epiphany for me. The content of this training is not only what I long for, but also what I urgently need in my teaching work. I feel more excited than ever, and I have benefited a lot from it.
First, listen to expert lectures and renew old ideas.
(A) fully understand the curriculum of comprehensive practical activities
The lectures of experts and professors pointed out the direction for us confused teachers. The experts' reports are detailed and interspersed with many typical cases. Starting from the background of the comprehensive practical activity course, around the essence, content and implementation of the course, this paper illustrates the significance and operational strategies of implementing the comprehensive practical activity course with examples. From abroad to China, from the past to the present, from teachers' teaching methods to students' learning methods, from the development of comprehensive practical activities to how teachers carry out comprehensive practical activities, from activity design to various class types, experts have conducted in-depth analysis and guidance, which has established a new curriculum concept for our students and gained a new understanding of the comprehensive practical activity curriculum. Through the expert's explanation, she advocated fighting for the dream in my heart, and she explained the true meaning of "doing is better than saying" with practical actions; Through training, teachers explained how to determine the theme in comprehensive practical activities, discussed some practical problems encountered in the development of comprehensive practical activities in middle schools with students, and shared the joy of "growing with students in the process of curriculum development" with students. At the same time, from the perspective of teaching and research, this paper expounds how to expand and develop the comprehensive practical activity curriculum from the standard curriculum as a subject teacher. All these require us to understand attentively, to dig out the materials in life, to guide students to put forward lively activity themes from their own study life, family life, social life and natural life, so that the topics of comprehensive practical activities can be obtained from students' lives, and the closer they are to students' lives, experiences and social reality, the better they can operate and the more motivated they will be.
(B) fully aware of their own
I always thought I was young, my ideas were updated quickly, and my teaching ability was strong. Although the comprehensive practice course was not carried out, I organized the school interest group activities through my own efforts, led the students to conduct a series of surveys, wrote several research reports, and achieved small results. However, when listening to the teachers' reports on the comprehensive practical activity base, I benefited a lot from her report on the specific implementation of the comprehensive practical activity course. In her work experience, she can make full use of the resources of the school according to the actual situation, maximize the development and utilization, adjust measures to local conditions, vary from school to school, and show her own characteristics before our eyes. From some teachers' reports, I fully realize that I still have many shortcomings, and there are still many places to learn in my future work.
Second, feeling the demonstration class is of great benefit.
10 On June 27th, our school organized a demonstration class for students of national training class. This class is taught by teacher Li of our school. Although the whole class was a little hasty, the students screened the listed questions one by one according to the method summarized by the teacher, which is undoubtedly the highlight of the whole activity. Teachers and students interact sincerely on stage and off stage. Through the class, we see the students analyze and summarize the problems.
Then, Mr. Wang's report showed us the achievements made since the implementation of the comprehensive practical activity course, and also made us really understand the true meaning of the sentence "grow together with students through the comprehensive practical activity course". The course has achieved the goal of "small school research and social stage" and brought us great shock. The lecture really exposed us to the unfamiliar comprehensive practical activity class, made us feel how the comprehensive practical activity class cultivated students' comprehensive ability and quality, provided us with an example, and pointed out the direction for how to carry out the comprehensive practical activity class in the future.
Third, thinking about the future work has a long way to go.
In our usual teaching, although the course of comprehensive practical activities has been explored, due to various reasons, the development of the course of comprehensive practical activities is facing a lot of confusion and resistance.
There is no general environment to carry out the comprehensive practical activity course, so we should engage in teaching in this area, adhere to the comprehensive practical activity course and practice it, and make much more efforts than teachers in other disciplines. However, the cultivation of students' ability is the general trend. As a comprehensive practical activity teacher, we will create a bright future, and the burden on our shoulders is not light.
Finally, to borrow an expert's words, "No matter how good the course is, you will never get in without practice." No matter how difficult the course is, as long as we participate enthusiastically, there will be rich returns! "As a guide, I believe that as long as we actively participate in the comprehensive practical activity course, we can also create our own glory!
Summary of comprehensive practical activities in junior high school III. The development of comprehensive practical activities in junior high schools is a hot spot of great concern. As educators, we should change our educational concept, actively participate in curriculum reform, tap local resources, and formulate practical implementation plans at this level from the aspects of objectives, content selection and evaluation measures. In the process of implementation, we should give full play to the roles of teachers, students, communities and other aspects, boldly practice and keep trying. Good at innovation. Summing up and perfecting make the new curriculum reform achieve deeper development.
Compared with other disciplines, comprehensive practice course has no ready-made teaching materials, no fixed model, no traditional experience and no professional teachers. As a teacher who implements the course, this brand-new course means more difficulties and challenges. Comprehensive practical activities are based on experience, closely linked with students' life and social life, and reflect the comprehensive application of knowledge. It also adapts to the current requirements of quality education and echoes the trend of curriculum reform and development in the world, which opens up channels for the acquisition of life experience and the formation of social practice, creates space for the development of students' personality, and also brings new development opportunities for schools. We adhere to the principles of clear goals, overall consideration, bold attempts and Excellence, so that every student can grow up healthily in comprehensive practical activities.
First, formulate reasonable and clear curriculum objectives.
Comprehensive practical activity course is a new basic education course, which has different curriculum ideas from traditional subject courses and activity courses, including the theoretical basis, ideas and nature of the course. Correctly understand the significance of setting up the compulsory course of comprehensive practice, grasp the connotation of the course, update the concept and clarify the course objectives. When implementing the course objectives, according to our level characteristics, we have determined the following objectives:
1, guide students to choose interesting issues from society, nature and life for investigation and research. For example, urban environmental protection issues, farmers' enthusiasm for growing grain, income issues and so on. In the process of investigation and inquiry, students can gain more knowledge, gain positive experience and personally participate in practical investigation, thus enhancing their enthusiasm for studying knowledge seriously and changing the face of their hometown.
2. Let students experience the relationship between self and society, nature and family life, understand the internal relationship between self and society, nature and family life, and cultivate the care for nature and the sense of responsibility for society and self.
3. Insist on students' independent choice and take the initiative to explore. Strengthen multi-party cooperation and communication, promote students' personality development, guide students to learn to discover, explore and create, and carry forward the spirit of teamwork, thus forming the ability to discover and solve problems and sprouting innovative consciousness.
4. Arrange the time reasonably, ensure enough time, give full play to students' learning potential without increasing the burden, optimize the comprehensive course time, and provide sufficient free time for students to develop their interests and form a sound personality.
Second, tap the curriculum resources and enrich the activities.
Secondly, tap students' resources, guide students to put forward a lot of interesting topics from activities and practice, and explore practice as a course. Each class organized, investigated, visited, inspected and interviewed the local people, and obtained better results than expected through a series of activities such as investigating farmers' enthusiasm for growing grain and cultivation techniques of edible fungi. Put forward good constructive opinions and measures such as technical renewal, which caused good social repercussions. We believe that the content of comprehensive practical activities is very rich and the scope of practical operation is very wide. In the process of practice and development, teachers and students should choose and determine flexibly according to the actual situation and students' hobbies. As a "framework", school plans should leave enough room for generation. Teachers and students or small groups should take the initiative to complete surveys and interviews, seek the hot spots that people pay attention to, and truly reflect the characteristics of students' personality development. Because society is a vast world, we can use local materials and dig deep-seated problems, which is the innate condition of our school.
Third, reflect the characteristics of the curriculum and improve the vitality of the curriculum.
In the process of implementing comprehensive activities, we should pay attention to the following characteristics to make comprehensive activities really full of vitality.
(1) Teaching relationship embodies human nature.
Teachers and students have established a new relationship of democracy, equality and cooperation. Teachers should put down their authoritative posture, communicate with students more, and impart what they have learned to students through activities. Explore with students, establish the concept of serving all students, and put an end to exploring problems with * * * eyes. In teaching practice, teachers can only be participants, organizers, helpers and promoters of learning in order to be "student-oriented" and make students the masters of activities. In this way, students' activities can be vivid, respected by students, and truly reflect the key for students to display their talents. "
(2) The activity time should be used flexibly.
Comprehensive activities take the form of concentration and dispersion in time. Sometimes activities last for a long time, so you can arrange the steps on the schedule, organize and coordinate well, make full use of campus and community resources, and make use of holidays. , and fully tap the time, reflecting the flexibility and openness of curriculum activity management. Let students have their own activity space. Create a variety of problem situations, open your own thinking time space, do it yourself, think independently, boldly question and argue with each other to convince people. Cultivate the spirit of asking questions and being brave in exploration. Encourage students to think boldly, cultivate curiosity and thirst for knowledge about problems and new knowledge, sprout innovative consciousness, really learn some new knowledge and abilities in activities, and improve students' initiative and enterprising spirit.
(3) Activities advocate diversity.
Comprehensive practice is a complicated and changeable process. In this process, the leading role of teachers and the generation and development of students' subjective ability are a dynamic process of change and development. It has strong practicability. Give students some freedom, participate in activities and let them take the initiative to practice and experience. Emphasizing in the activity is conducive to mobilizing the enthusiasm of inquiry, using a variety of methods and psychological input. For example, practical operation, special investigation and study, personal experience, interviews with people, etc. Pay attention to independent exploration and discovery, analyze and study life, social problems and scientific phenomena from different angles, summarize the problems found by yourself, and draw corresponding improvement measures and suggestions. Therefore, we should be flexible and diverse, cultivate the ability of independent activities, and also reflect the team spirit of cooperation among several people. In the activity, we should give every student a chance to innovate, let them use their eyes and wisdom to solve some practical problems in society, write small papers and seek the value of life in a vast world.
Fourth, explore a reasonable and scientific evaluation mechanism.
In order to improve the effect of comprehensive practical activities and the quality of participating activities, a scientific and reasonable evaluation mechanism should be established to truly reflect the evaluation method of quality education thought. Comprehensive evaluation should be carried out according to students' various performances in the process of comprehensive practice, so as to achieve diversified goals, diverse forms and flexible methods. Pay attention to tapping and developing students' self-evaluation potential, and sum up themselves in every activity. If you do something. What did you get? What's the problem? Any decisions and suggestions, etc. Have records and experience, collect and accumulate more information, discuss and communicate with each other, form a consensus, and improve students' ability to deal with problems and comprehensive quality. Teachers should constantly modify and adjust their evaluation strategies from the perspective of students' development, give students affirmation and encouragement in time and correctly, and gain students' subjective recognition. In addition, they should pay attention to the diversity of content and form, not limit their achievements and level, and emphasize the progress of emotion, attitude, interest, desire, innovation ability and cooperation ability in the process. Pay attention to formative evaluation, invite factory directors, agronomists, parents and leaders to participate in the evaluation of open practice activities, truly embody a reasonable and scientific evaluation system in which various forms coexist, and improve the reasonable, fair and open evaluation means and methods of students in the whole participation process.
In short, comprehensive practical activities provide teachers with more space for educational innovation, and on the other hand, the characteristics of autonomy, comprehensiveness, experience and openness put forward higher requirements for teachers' quality and ability. This requires our teachers and administrators to have innovative consciousness, innovative ability and scientific management level. Only in this way can comprehensive practice be implemented and students' practical ability and innovative quality can be truly cultivated. As educators, we should fully understand the current form of curriculum reform, renew our concepts, strengthen cooperative research in learning, and boldly explore and practice. Pay attention to comprehensive practical education, improve comprehensive quality, and make their own efforts to run characteristic schools well.
Summary of Comprehensive Practical Activities in Junior High School 1949 Compulsory Education Curriculum Plan lists comprehensive practical activities as one of three kinds of courses, which improves its due height. Therefore, comprehensive practical activities have become one of the highlights of this new curriculum reform. Purple 2
Since the autumn of xx, our school has set up a comprehensive practical activity course with local culture as the core. In more than one year's comprehensive practical experience, teachers and students in our school have done some practical work, made some useful explorations and achieved certain results. The development of comprehensive practical activities in the previous stage of our school is summarized as follows:
I. Main Work
1, pay attention to overall planning and implement hierarchical management.
Comprehensive practical activities should pay attention to the characteristics of running schools. Therefore, schools should co-ordinate comprehensive practical activities. At the beginning of the curriculum reform, our school set up a comprehensive practical activity curriculum guidance group headed by the principal, held a mobilization meeting for comprehensive practical activities, formulated an implementation plan for comprehensive practical activities in junior high schools, specifically determined the objectives, tasks, themes, methods and steps of comprehensive practical activities, and invited Yang and other relevant experts to guide the development of comprehensive practical activities.
Our school implements hierarchical management of comprehensive practical activity courses, namely school management, grade management and class management. Each grade makes a grade comprehensive practical activity plan according to the implementation plan of the school comprehensive practical activity and the actual situation of the grade, and the class makes a class comprehensive practical activity plan according to the school and grade plan. In addition, our school also organically combines comprehensive practical activities with local characteristics and develops them into school-based courses. The theme of comprehensive practical activities is closely combined with the characteristics of our school, and local resources and school-based resources are fully developed and utilized. At the same time, in the specific practical activities, we constantly revise the connotation of the theme and improve the curriculum system of comprehensive practical activities in our school. Since the comprehensive practical activity course was opened for one year, our school has determined the activity themes such as "Understanding computer virus", "Cement plant in our town", "Protecting water resources, starting from me", "Walking into the advertising world", "Stay away from noise and enjoy a quiet life", "Inheriting our beautiful board painting design" and "Fun puzzles". Through the collection of research topics, the research topics of a series of group activities such as "visiting hometown celebrities", "hometown specialty dishes" and "hometown dialect" were determined.
2. Pay attention to the combination of point and surface, and encourage teachers to participate.
There are two main forms to carry out comprehensive practical activities in our school. One is the comprehensive practical activities at the general level, that is, the discipline or discipline integration activities based on comprehensive practice; Second, deep-seated comprehensive practical activities, that is, group activities focusing on research-based learning. The former comprehensive practical activities are included in the curriculum, and three comprehensive practical classes are offered every week. In the concrete implementation, the flexible class hour system is adopted, and generally half a day is arranged every week for all students to participate. Sometimes you need to go out for activities, such as visiting factories, hiking, visiting the elderly in nursing homes and so on. The school will arrange concentration time. The time of group activities focusing on research study is mainly Saturday morning activities, and it also makes full use of noon and afternoon school hours. Generally, six to eight students form an activity group to jointly establish a research topic and carry out a specific division of labor. Carry out research activities under the guidance of teachers in related disciplines. Because such comprehensive practical activities need a lot of time and space, we often have to go out of school to visit, interview and investigate. Therefore, in terms of timing,
In comprehensive practical activities, teachers' participation can not be ignored. The participation of teachers and students in comprehensive practical activities is conducive to the establishment of a new type of teacher-student relationship that is democratic, cooperative and equal. Because of the vastness of activity space and the continuity of activity time, comprehensive practical activities need a large number of teachers to participate. Schools should not designate special teachers as instructors of comprehensive practical activities, but should encourage more teachers to participate in guiding and guiding students' comprehensive practical activities. Our school has done a good job in this respect, especially in the establishment of the theme of comprehensive practical activities, the design of programs, the display and evaluation of results. Our school attaches great importance to encouraging teachers to participate in guidance and requires teachers' guidance to run through the whole process of students' comprehensive practical activities. For example, when our school is carrying out the comprehensive practical activities of "My Town Cement Plant", teachers first guide students to surf the Internet or enter the library to consult relevant materials and understand the cement production technology, and then teachers also come forward to contact the cement plant to visit the time and other matters; Third, teachers should guide students to prepare instruments and drugs for analyzing samples. In the activity summary stage, teachers guide students to screen and sort out the data obtained from interviews and sampling analysis, form a conclusion, and guide students to write investigation reports or small papers. In addition, they also guide students to sum up and reflect on their knowledge, experience and gains in the process of activities.
Second, the main results
1, the change of teacher's role
The role of teachers in our school has been repositioned since the comprehensive practical activity course was opened one year ago. Many teachers have deeply realized that the goal of offering comprehensive practical activity course is not to instill and impart knowledge to students, but to gain positive experience and rich experience in participating in practical activities and research-based learning with students; Cultivate students' positive attitude towards life and comprehensive application ability of knowledge. Teachers have changed from the role of teachers to participants and collaborators in student activities.
2. Students' independent innovation ability has been improved.
Over the past year, our school has carried out a series of comprehensive practical activities, such as "interesting puzzles", "visiting cement plants", "hometown dialect and culture", "hometown specialty dishes", "visiting hometown celebrities", "designing campus planning" and "traffic signs and safety", which greatly stimulated students' strong interest in exploring the close relationship between man and nature and man and life. Through the examination of students' comprehensive ability, we find that students' practical and independent innovation ability has been greatly improved.
3. A new teacher-student relationship has been established.
In the process of comprehensive practical activities, teachers no longer use the podium "condescendingly", but always stay among students, lead them to life, constantly give them new content, let them have new discoveries and new explorations, and reach a new realm in practice. In the activities, we focus on cultivating their practical ability, comprehensive application ability and pioneering and innovative ability. Through more than two semesters of comprehensive practical activities, we found that the teacher-student relationship in our school is gradually becoming a new harmonious teacher-student relationship. Due to the equal, independent and harmonious atmosphere of rights given to students in comprehensive practical activities, we feel that many students now like to use their brains more than before in class, especially most students dare to ask questions and express their opinions, and even inspire the courage to challenge teachers and authority through the discoveries in practice.
4. Honors won
Since the implementation of the comprehensive practical activity course for more than a year, more than 20 students in our school have won prizes in the comprehensive practical activity course competitions at all levels. For example, many students in our school have won the first prize, the second prize and the third prize in students' web design, research study essay evaluation, labor skills and small invention competition. During the investigation of curriculum reform, Deputy Director Ding Weiming of Changzhou visited our college and spoke highly of the curriculum reform. As the first batch of experimental base schools for curriculum reform in liyang city, our school successfully passed the acceptance of Changzhou Advanced School for Curriculum Reform this year, and was highly praised by the leaders of the acceptance team, becoming the only advanced school for curriculum reform in Changzhou in liyang city.
Third, places worthy of reflection:
Our comprehensive practical activities, through the joint efforts of our teachers and students, have indeed achieved some obvious results, but compared with some brother schools, our school, as a young rural junior high school, feels a lot confused and worthy of reflection, which is embodied in:
1. The course of comprehensive practical activities advocates students to go deep into society and enter life. Emphasis is placed on the openness of the course, but if all students are required to participate in the existing large class system, we think it will bring great security risks and management difficulties.
2. Comprehensive practical activities emphasize the combination with local culture, which will definitely affect the teaching quality of subject knowledge, and schools and teachers will inevitably bear the pressure of society, especially parents.
3. The evaluation system of comprehensive practical activity course has different standards due to the differences of school-based courses, and we find it difficult to operate in the evaluation process.
4. The development of school-based curriculum pursues differences and highlights of individuality, and often ignores the principle of common and balanced curriculum organization. We feel that the quality of school-based courses in different schools will be uneven.