In the process of implementation, we should contact the students' living background and social development reality, highlight the problem center, and ensure the integrity and comprehensiveness of the content of the comprehensive practical activity course.
Inquiry learning:
Under the guidance of teachers, students choose and determine research topics from nature, society and students' own lives, and actively acquire knowledge, apply knowledge and solve problems.
The goal of inquiry learning is to guide students to find and ask questions and enhance their awareness of problems; Initially learn scientific methods to analyze and solve problems, improve their ability to analyze and solve problems, and cultivate innovative spirit; Guide students to learn to communicate and cooperate in the process of inquiry learning, develop cooperation ability, and initially develop scientific attitude and scientific ethics.
Inquiry learning is an important part of comprehensive practical activities. According to students' age characteristics, knowledge and skills, we can guide students to go through the process of asking questions, determining themes and making plans, learn the basic norms and operational essentials of scientific methods such as investigation, experimental research, observation research and literature research, form the habit of inquiry, form a scientific attitude and make initial innovations.
2. Community service and social practice:
It means that students participate in experiential, service or public welfare practice activities in the community and society under the guidance of teachers.
The goals of community service and social practice are: to enter the community, understand the society, gain direct experience and form a correct understanding of the society; Participate in community activities, practice social services, adapt to social life, and improve social practice ability; Cultivate social service awareness, enhance citizens' sense of social responsibility and form a positive attitude towards life.
The implementation of community service and social practice should meet the different needs of students and provide them with as many experience and practice opportunities as possible; It is necessary to carry out various forms of community service and social practice activities on the basis of comprehensive application of subject knowledge around the theme; We should give full play to students' autonomy and encourage them to design and practice independently.
3. Labor and technical education:
It is a learning activity with students' positive labor experience and good technical literacy as the main goal and operation learning and design learning as the main features.
The main objectives of labor technology education are: to know the common materials in daily life, understand some basic knowledge of social production, learn to use some basic technical tools and master some basic skills of social production through colorful labor practice and technical practice; Rich labor experience, close to technology and correct labor views, develop good labor habits, be able to participate in technical activities safely and responsibly, and initially have awareness of technology, occupation, innovation, quality, environmental protection, safety and aesthetics.
: characteristics
(1) comprehensiveness: The exploration of any subject must reflect the internal unity of individuals, society and nature, and the internal unity of science, art and morality.
(2) Practicality: The development of comprehensive practical activity curriculum often takes various activities as the carrier, emphasizing that students learn through activities or personal experience, not for "activities" and "activities".
Comprehensive practical activities, as the name implies, are to let students learn through "activities" and "actions". However, the "activity" or "practice" mentioned here cannot be understood literally and intuitively. It can be understood as making students "move" or as making students "move".
It should be understood as "the unity of knowledge and action" and "the unity of hand and brain". Those "activities" that don't need students' brains to think and don't touch students' emotional attitudes are not the activities mentioned in the "comprehensive practical activities". The comprehensive practical activities with real educational value should be to let students "know", "gain" and "experience" at the end of the activities. For the comprehensive practical activity course, "activity is only a means and method of teaching", which is not an end in itself.
(3) Openness: The course of "Comprehensive Practical Activities" faces students' whole life world, and its content is closely related to students' personal life or real society, which is often manifested as an open question with no fixed answer. To solve such an open problem, students can't go to books to find ready-made answers, only through their own efforts can they find possible answers.
(4) Generative: The development of comprehensive practical activity curriculum rarely starts from the predetermined curriculum objectives, and often revolves around an open theme or problem. With the continuous development of activities, new goals, new problems and new themes are constantly produced, students' understanding and experience are constantly deepened, and creative sparks are constantly generated, which is a concentrated expression of the "generative" nature of the comprehensive practical activity curriculum.
(5) Autonomy: The implementation of comprehensive practical activity curriculum attaches great importance to students' existing interests and experiences, and emphasizes students' independent choice and exploration. Students can not only choose the content, progress and way of learning, but also evaluate and reflect on their own learning process or results.
References:
Baidu Encyclopedia _ Comprehensive Practice Activities