Teaching plan for comprehensive practical activities in senior one 1
The new semester has begun. In order to adapt to and master the new teaching materials more quickly, according to the requirements and spirit of the new curriculum reform, the labor skills teaching plan is formulated as follows:
I. Guiding ideology
Advocate diversified classroom teaching mode, with teachers' teaching and guidance as the leading factor and problem inquiry as the main line, create more opportunities for students to explore independently, cooperate and communicate, and cultivate students' innovative spirit and practical ability. According to the requirements of Curriculum Standard, the focus of junior students' labor class is to cultivate students' labor consciousness, do what they can at school and at home, and enhance their ability and habit of using their hands and brains.
Second, the analysis of students' basic situation.
Because senior one students are younger and have poor self-control ability, each student's understanding ability is different. In view of this situation, it is difficult to understand students, but I try to be a friend of every student, understand their quality level, and cultivate their interest in learning and innovation ability. It is necessary to further develop their specialties and interests, care for students who are slow in progress, face all students, and comprehensively improve their practical ability and interest in learning the subject.
Third, the teaching purpose.
1. Educate students to understand that labor creates social wealth, labor is glorious, and labor has no distinction between high and low; Cultivate their thoughts and feelings of loving labor and working people from an early age; Abide by discipline, be serious and responsible, be patient and meticulous, be not afraid of difficulties, be diligent and thrifty, cherish labor tools, cherish labor achievements and other excellent qualities; Initially establish quality concept and environmental awareness.
2. Make students learn some simple manual labor knowledge and learn to use some common tools.
3, through the teaching and practice of labor class, enhance students' practical ability, and pay attention to cultivate students' spirit of observation, thinking, imagination and creation, and promote the healthy development of students' body and mind.
4. Adopt cooperative learning to create a strong atmosphere of inquiry and promote the formation of students' practical ability and cooperative spirit. Combine knowledge in class with extracurricular activities, apply what you have learned and let students taste the joy of success.
5. Show the fruits of labor, develop students' personality, and let students grow up in "labor".
Fourth, teaching measures.
1, with students as the main body, under the guidance of teachers, let students have full independent rights, and every student can participate in and engage in self-activities.
2. According to the cognitive rules and age characteristics of the first-year students, fully embody the process of exploration, attempt and creation. Let them practice more, think more and express more in their activities. On the basis of practice, cultivate students' practical ability and develop their intellectual potential.
3. In the activity teaching, students' thoughts and behaviors can be fully free, and the activity space is broad and the activity time is flexible. The way of thinking to solve problems, the way of completing tasks and the way of presenting the results of activities can enable students to use their brains independently, boldly imagine and actively innovate.
4. Do a good job in hierarchical teaching, help students with difficulties in time, and give each student a relaxed learning environment.
5. Educate students to love the concept of labor, educate students to actively participate in some housework, productive labor and public welfare labor, and often organize students to carry out labor practice.
Teaching plan of comprehensive practical activities in senior high school
I. Guiding ideology
Under the guidance of "health first", we should take school physical education as an important breakthrough and breakthrough point to comprehensively promote quality education, firmly grasp the core of improving students' physique, strengthening their physique and promoting healthy growth, give full play to the educational function of physical education, and promote students' all-round and harmonious development.
Second, organize and lead.
Establish and improve the organization and strengthen the leadership of sunshine sports. Set up a leading group for sunshine sports, with the top leader as the team leader, the principal in charge as the deputy team leader and the class teacher as the member.
Three. moving target
1. Promote the healthy growth of students, form health awareness and lifelong sports concept, and ensure that the idea of "health first" is implemented.
2. Let students participate in, study and enjoy sports selectively, stimulate students' interest in sports, and give full play to their learning enthusiasm and potential.
3. Reform school recess exercise, optimize the time, space, form, content and structure of recess exercise, so that students are willing to participate, actively master fitness methods and exercise consciously.
4. Promote the harmonious relationship between teachers and students, and improve students' awareness of cooperation, competition and communication skills.
5. Enrich campus cultural life and create a positive style of study.
Fourth, the activity time
30 minutes between classes and 30 minutes in the afternoon.
Verb (abbreviation for verb) activities and projects
Morning exercises, eye exercises, long-distance running, playing basketball, badminton, skipping rope, rubber band jumping, kicking shuttlecock, long jump, wrestling, etc.
Organization and implementation of intransitive verbs
1, the class teacher is responsible for classroom exercises and eye exercises, and the PE teacher is responsible for extracurricular activities.
2. The teacher on duty should pay close attention to the safety of student activities. In case of emergency, it should be handled properly in time. If the situation is serious, report to the leader on duty in time and handle it properly.
Seven. Activity evaluation
1. At the end of each semester, a special evaluation activity of "one-hour extracurricular activities" will be organized, and qualified and excellent classes (two excellent classes in each grade) will be selected in proportion.
2. Incorporate the evaluation results of this activity into the collective evaluation of excellent classes.
Teaching plan of comprehensive practical activities in senior one three.
First, the basic situation of students:
Primary school students have certain practical ability, but they don't understand the comprehensive practical activity curriculum. Therefore, it is necessary to gradually cultivate students' methods to explore problems, improve students' awareness of problems, dig out activities they are interested in from life and study, and try to start group cooperative learning with classmates, so as to continuously improve students' practice and innovation potential in effective activities. The curriculum of comprehensive practical activities in primary schools should cultivate students' positive attitude towards life and learning, so that they can have certain communicative ability, observation and analysis ability and hands-on operation ability; Let them master the methods of participating in social practice, collecting information, analyzing information, dealing with problems and researching and exploring; Make students form good personality qualities such as cooperation, sharing and initiative, and become small masters of innovative life.
Second, the guiding ideology:
Guided by the theory of quality education, fully implement the spirit of the basic education work conference, implement the relevant requirements of the State Council's "Decision on the Reform and Development of Basic Education" and the Ministry of Education's "Outline of Basic Education Curriculum Reform [Implementation]", combine the school's scientific and technological characteristics, take comprehensiveness as the feature, take practice as the core, take activities as the carrier, focus on cultivating students' innovative spirit and practical ability, and form school-running characteristics.
Third, the comprehensive practical activities curriculum objectives:
1. Emotional goal: to cultivate students' positive attitude towards social life and interest in participating in comprehensive practical activities through comprehensive practical activities.
2. Knowledge objective: To know some common knowledge about information technology, labor technology, community service and inquiry methods.
3. Ability goal: to enable students to have basic self-care ability, communicative writing ability, observation and analysis ability, practical ability, comprehensive application ability of knowledge and innovation ability.
4. Process objective: to master the methods of participating in social practice and investigation, collecting, analyzing and processing information, and researching, exploring and experimenting.
5. Personality goal: to gain positive experience and rich experience of participating in comprehensive practical activities in person, to shape a perfect personality, to initially develop good personality qualities such as cooperation, sharing and initiative, and to form a sense of caring for nature, being responsible for society and self.
Fourth, the specific work:
Carry out teaching activities in combination with teaching materials.
1. Develop comprehensive practical activity resources.
2. Arrange the time for comprehensive practical activities.
3. Determine the theme of comprehensive practical activities and make a good implementation plan.
4. Integrate the four fields in the process of comprehensive practical activities.
5. Basic requirements for content integration in various fields of comprehensive practical activities:
First, grasp the common value pursuit of each designated field of comprehensive practical activities.
Second, grasp the internal relations between various fields and pay attention to the mutual penetration and extension between various fields.
6. Strengthen the guidance of comprehensive practical activities.
Five, enrich the comprehensive practical activities of primary school students:
The implementation of comprehensive practical activities should advocate the diversification of students' learning methods and promote the transformation of students' learning methods. In the process of implementing each activity theme, students are required to carry out as many learning activities as possible, such as activity design, data collection, investigation, inspection, visit, experiment, measurement, service, production, social publicity, demonstration, performance, summary, communication, defense and reflection. Through the diversification of learning activities, the integration of various fields of comprehensive practical activities can be promoted.
Six, the existing problems and ideas:
During the activity, the lack of many practical equipment seriously affected and restricted the development of the activity, especially the improvement of the quality of the activity. It is particularly prominent in our rural schools, and it is also an urgent problem to be solved. Therefore, we hope to get the support and help of the state, establish practice rooms and practice bases as soon as possible, and create a good activity environment for students. In short, this year, our teachers should strengthen the guidance and help for students' activities, so that children can make progress and develop in the activities, and establish the spirit of innovation and the ability to survive independently. Let the comprehensive practical activity class become a rammer and elevator for children's growth.
Teaching plan of comprehensive practical activities in senior one four.
I. Background of the event
With the development of economy and the improvement of living standards, money is becoming an important criterion to evaluate a person's success. Therefore, parents give more and more pocket money to students, and many children have developed the habit of looking down on small money. Some families use money instead of educating their daughters, which makes children form incorrect values, and also makes some students form the bad habit of pursuing pleasure and luxury from childhood, which will form the bad habit of children comparing with each other. In order to make students realize that pocket money and money are hard-won, and form a good habit of thrift, I want to standardize the consumption behavior of primary school students, correctly guide the consumption direction, cultivate a good view of money, and better serve the healthy growth of students.
Two. Programme of activities
1. Activity theme: My pocket money experience.
2. Activity objectives:
(1) Through activities, let students realize that pocket money is hard to come by, form a good habit of thrift, cultivate students' practical ability and improve their ideological quality.
(2) Cultivate students' comprehensive application and innovative ability of knowledge through activities, form an attitude and ability to actively find and solve problems from life, and develop good personality qualities such as independence, cooperation and enterprising.
(3) Correct some students' bad habits through activities, cultivate students' correct values and outlook on life, and guide students to the correct life path.
3. Forms of activities
(1), organization form
(1) Combine individual, group and class activities.
2 invite parents.
(2) Practice form
① Investigation visit
② Research, design and labor force
③ Group cooperation and communication.
④ Planning, expression and reflection.
4. Activity arrangement
The activity plan is divided into four stages:
The first stage: determine the theme and make the activity plan in groups.
The second stage: in-depth actual investigation, interview and exchange summary.
The third stage: experience making money and experience the hardships of making money.
The fourth stage: spend the money you earned, and talk about the difference between spending the money your parents gave you before.
Third, the implementation process of the activity
The first stage: determine the topic and make the activity plan.
1, determination of the theme
Recently, a phenomenon was discovered: during school hours, the school shops are always crowded with students, scrambling to buy all kinds of snacks. I have a question in my heart: "Why do students have so much pocket money? Where did the money come from? Can this phenomenon be taken as the research theme of comprehensive practical activities? " So I filmed this scene and organized everyone to talk about it. In the practical activity class, I showed the students this scene and found that the students also had the same questions, so I decided to carry out the practical activity of "Investigation and Research on Pupils' Pocket Money".
2. Make plans in groups
After the topic was determined, we discussed it with the whole class and decided to divide it into two groups after discussion. One group investigated the source, quantity and use of pocket money of all students by questionnaire and interview; The second group used questionnaires and interviews to investigate parents' income and attitude towards giving their children pocket money.
The second stage: investigation and study
1, student survey
(1) Conduct a questionnaire survey on the sources and uses of pocket money for students of all grades.
After making the plan, a group of students conducted a questionnaire survey on 200 junior and senior high school students (see Annex I) and made statistics on the questionnaire survey. The students found that among the 200 people surveyed, 194 asked their parents or elders for pocket money, and they never tried to earn pocket money by themselves. Of the 200 students, 150 bought snacks or toys with pocket money. After the statistics, the students were all surprised.
(2) Interview and investigate the source, quantity and use of students' pocket money.
During the interview, the interviewed students felt that pocket money was easy to get, because they gave it to their parents every time they asked for it! And the money given by parents is not small, at least five yuan at a time. What surprises us even more is that parents rarely ask them what they do with it, as if money is not in their eyes. After the interview, all the members of our interview group had questions: Is this pocket money really as easy as the students said?
2. Parents' status survey
After school, members of the interview team interview parents at the school gate. After the survey, they made statistics. Unexpectedly, parents' income was not as high as students thought before the survey. I would rather suffer myself than let my children suffer. After a survey of parents, the students were greatly shocked when they communicated together.
3. Exchange and discussion
After the investigation, the whole class sat together to communicate. Several groups of students replied that all the students surveyed thought pocket money was easy to get. The students in the interview group also conducted a field survey on our classmates and found that most of them also bought snacks or toys with their pocket money. Everyone doesn't know how difficult it is to make money. Suddenly a classmate said, "We can try it ourselves and experience the feeling of making money." New practice content has emerged, guiding students to experience making money personally, making money by themselves under my guidance and advice, experiencing the hard-won pocket money and feeling the bitterness of parents making money.
The third stage: experience making money
1, organize discussion
Students put forward their own feasible methods according to their own actual situation: picking up waste paper, selling vegetables, selling fruits and so on. The students volunteered to form a money-making group, made an action plan and made some preparations before the action. Before starting the action, students are required to keep an experience diary at any time during the experience work.
2. Exchange experiences in making money
Students work hard to make money every weekend, and finally it's time to concentrate on their activities. Students seem to have endless words when sitting together, and the experience is so profound: the joy of success and the trouble of failure (see Annex II).
The fourth stage: spend your own money.
"What's it like to use your own money?"
Students all use their spare time. After the activity, students talk about their shopping feelings together. Some students said: "I am a little reluctant to spend my own money, unlike when my parents gave money before, they spent it all without thinking." Some people say: "shopping in the store always feels too expensive." Now I finally understand why my mother always buys me clothes cheaply because it is not easy to make money. "
Fourth, the reflection and evaluation of activities.
Through this activity, the students have grown up and become sensible. I know how to care for my parents, and I know how to make rational use of pocket money. What are the students going to do in their future life? Some people say, "We should make some pocket money in our spare time and spend it in useful places". Some said, "We can save these pocket money and donate it to children who are out of school, so that they can learn and grow up happily like us."
1, student evaluation (see Annex III)
2. Teacher evaluation
The openness of primary school students' comprehensive practical activities is all-round. This activity makes students return to real life, and strives to turn their living environment into a big classroom, so that students can master the ability of obtaining and processing information in the process of investigating their pocket money and earning money by themselves. In the evaluation of moral education, this activity has cultivated students' frugality consciousness and established correct values.
This activity is student-centered, so that they can focus on what they are most interested in from their lives, draw materials and decide topics, so that students can have practical experience in the topics they are interested in, and fully mobilize the enthusiasm of students to participate in the activities. In this activity, there are many places for students to use their hands and brains, which give full play to the main role of students. In particular, some students who have poor academic performance but are smart and active have performed well in this activity and their hands-on ability is quite strong. It can be seen that "the ruler is shorter and the inch is longer." Students with poor academic performance are not incompetent. The key is how to tap their potential ability and fully mobilize their enthusiasm. During the implementation of the activity, students interviewed, investigated and designed statistical charts, trying to solve problems in different ways, showing a strong sense of ownership.
In addition, parents can also be invited to participate in this activity, so that parents can really feel the changes brought by comprehensive practical activities to students and students can have a profound experience, which is a highlight of this activity.
Teaching plan of comprehensive practical activities in senior high school.
The evaluation of comprehensive practical activities in primary schools is an important part of the curriculum evaluation system, and it is an effective means and method to realize the curriculum objectives of comprehensive practical activities, give play to the evaluation-oriented function and carry out quality control.
First, the evaluation of students' curriculum learning
Evaluation principle
1, process principle. Comprehensive practical activity is a course for students to experience personally. Therefore, we should pay attention to the evaluation of students' performance in the process of activities. As long as students go through the activity process, form a certain understanding of nature, society and self, and gain practical experience and experience, they should affirm the value of their activities and give positive comments.
2. The principle of diversity. Comprehensive practical activities emphasize the diversification of evaluation criteria and evaluation subjects. Therefore, we should encourage and respect students' individual self-expression, such as speech, performance, writing, painting and production. The evaluation should not only be decided by teachers, but also through discussion, consultation, communication and other forms, combined with students' self-evaluation, peer evaluation and the evaluation of guiding teachers or social and family stakeholders.
3. The principle of reflection. Give full play to the education, improvement and promotion functions of evaluation, and guide students to reflect on their own practical activities. It is necessary to cultivate students' habit of recording activities (especially details), and let students learn to discuss problems, exchange methods and share thinking results through activities, exchanges and activity reports, so as to achieve the purpose of self-reflection and self-improvement.
4. Incentive principle. Adhere to positive evaluation, use praise, encouragement, commendation and other methods to motivate students, and run through the whole course implementation process. No matter whether students encounter difficulties or fail, whether qualitative evaluation or quantitative evaluation, they should motivate students and make incentive evaluation the driving force for their success.
(2) Evaluation content
Through the establishment of students' learning process files and the collection of students' learning achievements, this paper evaluates students' learning attitude, cooperative spirit, exploration spirit, learning ability, harvest and reflection in the process of participating in comprehensive practical activities by means of qualitative analysis, quantitative evaluation and the combination of self-evaluation and other evaluation.
1, participation attitude. The time, frequency and seriousness of students' participation in activities, as well as whether they seriously think about problems, actively use their hands and brains, actively put forward ideas or suggestions for activities, carefully search for information, and finish planning and learning tasks on time, are the basis for evaluation.
2. The spirit of cooperation. Including actively participating in group activities, actively helping others and seeking help from others, listening carefully to students' opinions and being willing to share the results with others.
3. Explore the spirit and learning ability. Through the evaluation of students' inquiry spirit and practical ability in the process of asking questions, analyzing problems and solving problems, and the expression of inquiry results.
4. Harvest and reflection. It can be reflected by students' self-statement, group activity records, student diaries, activity essays, theme class meetings, etc. It can also be evaluated by students' behavior and activity results.
(3) Evaluation method
There are various evaluation methods, and the following evaluation methods should be used in combination.
1, "Portfolio Evaluation". The activity team is required to establish an activity portfolio, including activity plans, activity records, questionnaires, attendance registration forms, experimental records or investigation records, original materials, learning experiences, diaries and other activities-related words, pictures, audio-visual materials, as the main basis for the performance evaluation of the group.
2. Daily observation and immediate assessment. Daily observation and immediate evaluation should run through the whole process of activities. On the one hand, it can motivate students anytime and anywhere and adjust the implementation of the curriculum; On the other hand, daily observation can effectively improve the accuracy and efficiency of formative assessment.
3. The results show that. The exhibition includes papers, investigation reports, research notes, performances, models and design schemes. The school holds an exhibition and evaluation activity of research learning achievements every semester and an exhibition and evaluation activity of manual and model design works every year.
4. Project evaluation and stage comprehensive evaluation. After each activity, organize students to evaluate, so that students can summarize and reflect in time after the activity, guide the follow-up activities, and provide the basis for the phased comprehensive evaluation of each semester. Stage evaluation is the main basis for students' performance in comprehensive practical activities every semester.
Second, the evaluation of the instructor
(A) the evaluation content
1, participation attitude. Whether to prepare activities actively and enthusiastically, prepare lessons carefully, treat students democratically and equally, often give specific guidance to students and cooperate with other teachers.
2. Guidance ability. Whether you are good at finding students' problems and difficulties, providing students with valuable suggestions and opinions, helping students adjust their activities or research angles, providing corresponding knowledge and background materials, understanding educational resources inside and outside the school, and guiding students to write investigation reports and small papers.
3. Continue to study. Whether to actively learn the cutting-edge knowledge of the course can be based on the content of students' inquiry, master the relevant scientific research methods and improve the guidance level.
4. Guiding role. Whether to guide students to summarize and reflect, the guidance group has considerable achievements to show.
(2) Evaluation method
Teachers' evaluation adopts the way of "consultation, discussion and evaluation", focusing on self-evaluation, combining with students' evaluation, teaching and research group evaluation and school evaluation to make comprehensive evaluation, so as to improve the credibility and objectivity of evaluation.
1. Questionnaire survey: ① Teachers' self-evaluation; ② Students' group evaluation.
2, check the desk work: whether to prepare lessons carefully, write lesson plans, and make counseling records.
3. Achievement display: organize a student's academic achievement display appraisal every semester, give appropriate evaluation to the instructors, and select excellent instructors from them.
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