Teachers' organizational guidance includes: organizational guidance in the preparation stage of activities; Organization, management and guidance during the activities; Summarize the organization and guidance of teachers in the stages of communication, evaluation and display.
How to effectively organize and guide students to carry out comprehensive practical activities, we must first understand such a concept: what is comprehensive practical activities and what are their characteristics? The guiding opinions of national curriculum reform are defined as follows: comprehensive practical activities are comprehensive learning activities conducted by students under the guidance of teachers, and are practical courses based on students' experience, closely linked with students' own life and social reality, and reflecting the comprehensive application of knowledge. From its definition, the comprehensive practical activity course is not a simple teaching activity, but a practical comprehensive course; It is a developmental course that focuses on cultivating students' comprehensive practical ability, innovative spirit and inquiry ability. The contents include: research study, community service and social practice, labor technology education and information technology education. Judging from its definition and content, it has distinct characteristics of comprehensiveness, practicality, autonomy and generation.
As far as its nature and characteristics are concerned, organizing and guiding students to carry out comprehensive practical activities should be divided into two aspects, one is that teachers organize learning, and the other is that students learn. Therefore, the general process of developing comprehensive practical activities can be summarized as two routes:
First, teachers organize learning, including:
1. Establish the theme of the activity.
When establishing the theme of the activity, it must be practical and easy to operate based on the actual life of students and the characteristics of the school. Only in this way can it be conducive to the development and implementation of the activity.
2. Establish the organizational form of activities
In the process of activities, we should flexibly choose independent inquiry activities, group cooperation activities or class-based activities according to the content of theme activities.
3. Design the activity plan or opening report.
The opening report generally includes the following aspects: research background, theoretical basis, research content, research purpose and significance, division of labor of researchers, research process design, display form of research results, and main literature reference.
It is very important to design an activity plan. In fact, it is a guiding plan, which can guide you to carry out activities step by step, so that activities can be carried out without detours and less deviations. The writing method of teachers' activity opening report is similar to that of students' opening report, which will be discussed later.
4. Organize practical activities.
Including the route of students' learning, from guiding students to choose topics, writing sub-topic opening reports, to the implementation and supervision of activities, data collection and collation, and finally summing up problems, in fact, this link basically includes the process of teachers organizing students' learning activities.
5. Summarize and sort out the results of exchange activities.
6. The process of reflection activities
7. Write a conclusion report
Second, students' learning includes:
1. Theme selection (determine the subtopics under the theme)
2. Opening the topic (writing the opening report and formulating the strategy)
3. Carry out practical activities (activity implementation, data collection and collation)
4. Closing the topic (writing the closing report)
5. Presentation, report and communication (activity summary and communication)
self-examination/introspection
Carrying out activities in two aspects does not mean that the two lines are independent, but parallel and integrated.
Judging from the activity process, to carry out comprehensive practical activities, teachers should first establish a good activity theme, and the selected theme should be practical and easy to operate. And the overall planning of the theme activities, writing the opening report.
Then, organize students to enter the activity preparation stage. First of all, choose a topic. Tutors should help students do three things well: guide the topic; Guide grouping (or not grouping, which can be flexibly selected according to the activity content); Instruct students to write activity design.
1. Guide the topic selection.
It is suggested that the theme of the activity should be divided into several sub-topics, and the comprehensive practice activities should encourage students to choose their own topics, but they should not let themselves go. Tutors should guide students to choose the theme of activities around their study life and turn the problems encountered in study life into the theme of research. The topic selection should be innovative and characteristic, and the sub-topics should be small in entry point, deep in excavation and strong in operability.
For example, in the study of the theme song art chosen by Su, a teacher in Class 9, Grade 2, there are too many kinds of quyi, which gives children a broad display space, such as cross talk, Allegro, Shandong Express and so on. It allows children to find information in a wide range. It can be divided into several sub-topics to study: the types of Quyi; What are the traditional operas of Quyi? Characteristics of traditional drama; The development history of traditional repertoire of Quyi; As a local opera, Laiwu Bangzi is a folk art and so on. Divide the topic into several small topics, which is convenient for students to master and more operational, and avoid the disadvantages of paying attention to one thing and losing another, becoming superficial and taking the form.
2. Guide grouping.
Whether the group can be grouped depends on the activity content, and some are not suitable for grouping, so we will not group. Students should not be allowed to group at will when grouping. Through investigation, observe and understand the specific situation of students, such as what hobbies students have, what resource advantages they have (cameras, video cameras), and what social relations they have. We should invite some students with strong ability, influence in the student group, communication ability and cooperation ability to organize the student group, and suggest that they consider different aspects of the students when grouping. The significance of grouping is that each group has a sub-topic, each student has something to do, and the activities are more targeted, which can ensure the effect of the activities. For example: Quyi research, one group studies the types of Quyi, and the other group studies the traditional repertoire of China Quyi, and what development process it has experienced. Divide into several groups and divide the topic into several small topics to learn, which is convenient for students to operate.