Comprehensive Practice Teaching Plan 1 Comprehensive Practice Course is a course designed for students' life, and it is an open space for students to find problems and do it themselves. When designing the course, I didn't expect the course to be so complicated. It is to create a brand-new and attractive learning situation, so that students can ask questions from discovery through their own practice, observation, experience and thinking, and then actively try to solve problems.
First, provide students with free learning space.
Teachers had better use the words "doing", "implementing" or "developing" instead of "attending classes". Because the comprehensive practice course is not "taught" or "taught" but "created".
In this space, I let students enjoy everything and analyze everything. All this is really strange to them, but it is because of strangeness that it gives them a novel feeling. Students look at the essence through doubts, actively explore activities, carry out extensive exchanges, fully and freely debate all kinds of information and phenomena they have obtained, understand them in the debate and deepen them in the debate. This also poses a severe challenge to us, because activities can reflect students' subjectivity, initiative and inquiry, students learn with questions and prepare for exploration, and everything is new. This can improve students' comprehensive ability to solve problems, and also help to expand students' cultural structure and their own quality. During the activity, some students who are not very good at learning showed extraordinary passion and ability, which made people feel happy and gratified. Their keen insight, superb exploration ability and comprehensive ability to solve problems have been fully demonstrated. Activities gave them the pleasure of seeking knowledge and taught them the truth of being a man.
Second, build a stage for students to learn actively.
In the concrete implementation of this semester's practical activities, I divide them into three stages, namely, preparation stage, implementation stage and summary exchange stage. It is unrealistic to finish these topics in one class. So I will concentrate on a topic for a week, so that students can have enough time and space to participate in the practice process and gain rich experience.
In the preparation stage, on the basis of students' preliminary observation of the surrounding social and natural phenomena, I will discuss in class, and I will guide students to ask questions, determine the theme and make an activity plan. Highlight students' subjectivity, guide children to express vague questions effectively and reasonably, and help and guide students to prepare tools and materials.
In the implementation stage, let students do it themselves and experience it. Because of students' limited ability and safety problems, activities are carried out in groups. In the process of implementation, I give some guidance, introduce some necessary topics and methods, and observe the whole process of student activities. I am good at discovering the characteristics of students and making appropriate comments on them.
In comprehensive practical activities, students can freely organize activity groups, determine the theme and content of their own research, and determine the research target system. According to the students' cognitive situation, I carefully design the process and strictly control the students' learning activities and learning process. In comprehensive practice, the choice of research methods, the composition of study groups, the planning in the process of activities and the conception of the results of activities are all in the hands of students themselves.
Third, believe in yourself and your students under the existing conditions.
The fourth-grade students are "small", but the comprehensive practical activity class is "big". This problem has been bothering me. A semester's experiment shows that the previous understanding is too narrow. Comprehensive practice class, regardless of size. The key is to find a way that suits the reality and the age characteristics of students. Consciousness is cultivated and ability is exercised. We must have confidence in our students!
Fourth, we should improve the "receiving and releasing" in the classroom.
Comprehensive practical activities cannot be "taught", but the curriculum of comprehensive practical activities cannot be separated from necessary "teaching". The latter "teaching" is guidance. Especially the course has only been opened for a few short years, and students are in a state of ignorance. It is obviously unrealistic to let students choose their own topics from the beginning. After practical exploration, I designated the theme. Comprehensive practical activities can not be separated from teachers' specific guidance. Making plans and learning to cooperate all need the guidance and even training of teachers. To "let go", we must first "help", otherwise students are at a loss. But if you always "help" and dare not "let go", students will never learn to walk by themselves. I arranged for them to write a plan from the beginning, and soon the plan came out, because there was a foundation in life. But in the implementation stage of the plan, I was worried at first that it was the first time for them to leave school. I'm worried about safety. Primary school students' self-control ability is not enough. But in practice, the ability of primary school students is still relatively strong, and they should let go when it is time to let go.
Fifth, we should change old ideas and strengthen new blood.
Comprehensive practical activities require teachers to have a new view of teachers and students and a new view of teaching. I used to pretend to be a master of teaching, but I didn't know it. I rely too much on teaching methods, but a leopard cannot change his spots. At the beginning of the course experiment, I was still unconsciously introducing what is "comprehensive practical activity" by teaching methods, and what is its significance and function. As a result, after two classes, the students lost all interest. Then I realized: something is wrong! Activity classes can't be like this! Activities, we must let students move, develop in activities, benefit from activities, experience growth in activities, and cultivate innovative spirit and practical ability in activities! Therefore, the old single teaching method must fade out, and a new "activity education method" must be adopted to "educate people through activities".
Six, "individual combat" and "collective cooperation"
The teacher is just a convener. The guidance of comprehensive practical activities can never be covered by a teacher. Comprehensive practice class is a collective class! Why not let students invite other tutors? Later practice has proved that only the collective cooperation between teachers can improve the comprehensive practical activity class with high quality.
In a word, comprehensive practice is a process of exploration, practice and open thinking. In practice, the most important thing is not to pay attention to the result, but to the process. As long as our students get exercise and growth in activities, this is my success.
The second part of the comprehensive practice teaching plan is similar to the mask in the technical requirements of papermaking. The difference is that the steps of making the headband are added. Encourage students to design and make their favorite hats after making them with the provided cardboard materials.
Teaching requirements: make students produce many new ideas in hat decoration making, so as to develop students' innovative thinking and cultivate their innovative spirit.
Teaching preparation: Make some finished products of "bear hats".
Scissors, meat cutters, paper tape, glue, 1 1 means of production.
Teaching time: 1 class hour
Teaching process:
First, stimulate the introduction of interest.
Show pictures of bears still playing on the grass and ask the students: Do you want to be a bear again and play interesting games?
Second, make clear the production steps.
1, cutting, hollowing out eyes and pasting.
2. Make a nose and stick the nose and head together. Cut a piece of paper into strips about 3 cm wide and make a hairband according to your head circumference.
3. complete.
Third, do the main part.
Complete the production with the provided cardboard materials.
Fourth, make a headband.
1, please take out some paper tapes about 3 cm wide and 60 cm long.
2. According to the size of your head circumference, paste the paper tape into a circle to make a headband, and then stick it with the main part of the hat. You can also use a rope (elastic band) as a headband.
Please design and make different styles of hats according to the needs of the activity.
Verb (short for verb) evaluation and demonstration.
1, self-evaluation and mutual evaluation within the group, and the outstanding works with the best creativity and fine production are judged.
2. Invite the winners to show their works on stage and introduce their production experience and experience.
Students, let's put on our hats and enjoy playing games!
Comprehensive Practice Teaching Plan 3 I. Purpose of the activity:
1. Cultivate students' innovative spirit and practical ability.
2. Cultivate students' cooperative spirit and team spirit.
3. Let students develop the habit of in-depth inquiry.
Second, the form of activities: group cooperation.
Three. Activity materials: eggs, cardboard, scissors, transparent glue.
Fourth, the activity process:
(1) Introduction to the activities:
Did the students see the materials on the table? This time we will have a very interesting practical activity. The theme of the activity is decided by the students at the end of the class. OK or not?
Now, class, please look. What's in my hand? Now I let this egg fall gently on the table. Look, although I didn't fall hard, the egg broke. Now have you guessed what the materials on the table are for? Yes, in this activity, we will study how to make an egg fall from a height so as not to break it.
(2) Group discussion and design:
1. We are divided into five groups. Now, please discuss in each group: What device should your group design to make the eggs fall from a height without breaking? After your experimental device is made, we need to find someone to stand on the stool above the table to carry out the experiment. Now, please make a design for each group. You can draw a simple schematic diagram and try to design your experimental device beautifully. If you have time, you can also divide the work. After 5 minutes, each group will send representatives to the stage to talk about your design scheme. Language should be as concise and clear as possible. (Show the courseware) This is my little suggestion for our activities. Students can have a look. All right, time's up.
2. Suggestions for courseware display activities:
(1) The design scheme can be illustrated by drawing a schematic diagram, and the representative should be concise when he takes the stage to explain.
(2) Please pay attention to safety, and don't let scissors hurt yourself and others.
(3) The experimental design can be tested at the same time after all teams put it in.
(4) Pay attention to keep the site clean.
3. Time is up. Now, please ask the representatives of each group to talk about your design scheme, and pay attention to simplicity and clarity.
4. What is your design scheme? This needs to be tested by practice.
(3) making an experimental device according to the design scheme:
Now I'll give you an egg for each group. Be careful not to break it, and use scissors carefully not to hurt yourself and others. Now, according to your design, make a device to keep the eggs from breaking. The time is 10 minute. If you can't finish it by then, you will abstain. All right, time's up.
(4) check:
1, time is up. Now let's test it. It should be noted that after it is put into operation, each team will conduct inspections at the same time. For the fairness of the competition, we invited a teacher at the scene to help us put it in. Do you agree?
2. Delivery has been completed. Now check, pay attention to be careful when opening eggs. If you don't break, you won't break. If you open it, you will break. In addition, we need to improve the production and carry out the second experiment, so we should pay attention not to destroy the production excessively when disassembling, which will affect the improvement of production.
The teacher looks at each group and explains it.
4. Applause for the successful team.
(5) Discussion:
1. Now let's discuss the reasons why your team failed or succeeded, and how to improve your design. Let the eggs fall from the upstairs for a while and see which group can succeed. The discussion will begin in three minutes.
2. Each group sends representatives to discuss the results.
(6) increase production:
Now each group will combine the previous experience to further improve your production, and the time is 8 minutes.
(7) check:
1. Now each group will send a fast runner to take your works upstairs with me for inspection. The group leader will lead the rest of the students to discuss whether your group's production is successful or not. Why?
Since it has been put back, please open it and check it!
Let's applaud the team that succeeded in the second experiment.
(8) Summary:
No matter whether your group's experiment is successful or not, every student has made his own efforts for this activity, not only thinking but also practicing, which is very innovative. This is the purpose of our activities. After class, we can discuss how to improve our own production and make the eggs fall from a higher place, which is safe.
(9) Name the theme of the activity and select the chief project leader:
1. Our activity is so interesting, shall we give it a theme name? Whose name do you think is the most creative? The teacher writes on the blackboard. This is the general theme we studied in this activity.
2. Who did you choose to be the person in charge of this general project?
(10) Project extension:
1, you must have thought about many problems when designing, making and experimenting. What small problems do you want to study around this general topic now?
The students have come up with so many small questions around this general topic, which are all good sub-topics. After class, please volunteer to form a small research group, and each group will choose a sub-topic that interests them, ok?
3. What method do you want to study?
Please hurry up to study and write a research report after class. The teacher hopes to see your research results as soon as possible. Please take time to clean the classroom after class.
Comprehensive Practice Teaching Plan Part IV Activity Arrangement
4 class hours
moving target
1, cultivate the ability to observe and find problems carefully.
2. Have a preliminary understanding of the concept of space utilization, and can decorate the family environment from the perspectives of convenience, comfort and practicality.
3. Cultivate the ability of measurement and overall design.
4. Cultivate the emotion of loving life and family.
Activity process
First, find out the shortcomings of family layout.
1. Observe every room in the house and write down the problems found in combination with the inconvenience encountered in daily life.
2. Ask parents about the existing layout.
Second, put forward the preliminary idea of layout.
1, in view of the unreasonable layout of each room in the home, think about how to improve it under possible conditions.
2. The proposed improvement scheme should be reasonable and feasible.
Third, measure and determine the final layout scheme.
1, measure the size of rooms and furniture.
2. Adjust some original ideas and form a layout plan.
3. Draw the layout of each room.
Fourth, communication and improvement.
1, introduce your own design, focusing on the special features of the design.
2. According to other students' suggestions, the layout scheme is revised, and the teaching plan is a comprehensive practice teaching plan for grade three.
3. Hands-on layout.
Verb (abbreviation of verb) summary, reflection and evaluation
We should affirm students' final works, guide students to listen to others' opinions and be good at absorbing good suggestions. In addition, teachers should remind students that it is the key to consider problems according to actual needs, and personalized design is not allowed to copy and imitate other people's ideas.
Comprehensive practical teaching plan Part V Teaching objectives:
1 You can use materials to make fruit platters.
2. Cultivate students' practical ability and improve their aesthetic taste.
Teaching content:
Make fruit platters.
Teaching time:
One class hour
Teaching preparation:
Teacher: pictures of fruit platters;
Student: Prepare fruit platter photos in advance and buy related fruits.
Instructional design:
First, introduce new lessons.
Please look at a set of pictures (pictures show fruit platters). How do you feel? Let the students talk about their feelings. Yes, the fruit in the picture is very attractive and our favorite delicious fruit. We want to take a bite when we see it. And the fruit is rich in nutrition. Today, we learn to make fruit platters.
Second, the blackboard title: fruit platter
Third, show the pictures again. Students can enjoy them and tell the relevant features.
For example: bright colors, reasonable collocation and diverse fruits. ...
Fourth, show pictures of the fruit platter they are going to finish.
Five, put forward the matters that should be paid attention to when making the platter. (displayed on the screen)
Sixth, guide students to make fruit platters.
1, platter assembling step.
(1) First, decide what kind of fruit platter to make. When making, you can use a good picture of strokes as a reference, and then go to the market to buy fruit.
Choose a good dish. The plate should be bigger and the color should be elegant.
(3) Wash the fruits, cooperate with each other, and cut the fruit platter with a fruit knife.
(4) After putting the fruit into a pattern, you can also do some decorations beside it.
2. Guide students to cut fruit, and remind students not to waste fruit and pay attention to safety and hygiene.
Seven, shoot the production process and take pictures of each work.
Eight, send the fruit platter to the office for the teacher to taste and score.
Enjoy the videos and pictures of the production process just now, and let the students judge the best works.
Ten, summarize the activities, talk about experience. Share the fruit together
Comprehensive Practice Teaching Plan Part VI Teaching Objectives
1. Learn about the Great Wall from many aspects.
2. Improve the ability to collect and use information.
Deepen our love for the Great Wall through activities, and then love our motherland and hardworking and intelligent people even more.
Teaching focus
Improve the ability to collect and use information.
Teaching difficulties
Deepen our love for the Great Wall through activities, and then love our motherland and hardworking and intelligent people even more.
Teaching preparation
Pictures and songs of the Great Wall
teaching process
Autonomous design
first kind
First, stimulate interest, interest introduction
Show pictures of the Great Wall: Students, do you know where this is?
Second, questions and questions
By the way, what questions do you want to ask when you see the Great Wall of Wan Li?
How long is the Great Wall? Why build the Great Wall of Wan Li? How was the Great Wall built? When did the Great Wall begin to be built? Is the Great Wall like this? What songs are there about the Great Wall? Are there any articles about the Great Wall?
Third, read books to solve doubts.
Students really have a lot of problems. If we want to know them, what should we do? open
The 50-page textbook gives us some ideas.
Students read books.
Fourth, homework
Collect information about the Great Wall
Second lesson
First, information exchange within the group.
1. Students communicate the data they collected in groups.
2. Group members of data, put one kind of data together, delete the duplicate data, and supplement the deficiencies.
3. Report the data in class
Second, teachers.
The Great Wall is not just a wall, it is the crystallization of the wisdom of China people, a treasure in the world cultural heritage and a symbol of the Chinese nation.
Blackboard design:
Comprehensive practical activities-understanding the Great Wall