First, choose a topic close to life.
The comprehensive practice course in primary schools emphasizes meaningful learning, and pays attention to the combination of knowledge acquisition, skill mastery and emotional education, so as to cultivate sentiment and interest. Therefore, students' learning content mainly comes from their children's life experience. Choosing study topics based on the problems in daily life and establishing contact with the purpose of life are the driving force to maintain learning. Therefore, when choosing a study topic, we should make the course relevant to students' life and social reality, narrow the distance with students, build a bridge for students' integration of knowledge and practice, and enable them to communicate. For example, in the teaching of comprehensive practical activities-walking into spring, it is undoubtedly more convincing than the description in the text to let students walk, look and find, and truly feel the changes and breath of spring.
Second, pay attention to the diversity of life time and space.
In order to return to life and society, students should not be confined to schools, but should be based on students' activities and exchanges, build a three-dimensional activity network of schools, families and society, and fully implement education. Guide students to go out of school to the society, carry out colorful activities in families and communities, observe life with their own eyes, feel life with their own hearts and study life in their own way. Therefore, organizing activities should be based on the characteristics of time and space, or classes, or teams, according to local conditions, and stress "efficiency." It is necessary to satisfy students' nature through various life experience activities, so that students can get happiness and pleasure while developing. For example, when teaching a comprehensive practical activity class-constantly updated family communication, teachers can guide students to start with what they are familiar with, pay attention to the changes in social life, and experience the positive impact of social progress and development on people's lives. Through simple observation, investigation and practice, learn to discuss and cooperate, and improve the ability of investigation, inquiry and data collection. Enable students to understand the close relationship between the development of transportation and people's lives in autonomous learning.
Third, combine with students' moral education.
According to the comprehensive practical activity class in primary schools, students accomplish common tasks through cooperation, thus developing the quality and concept of obedience to the collective, gaining the experience of unity and mutual assistance, sharing weal and woe, and inspiring good moral feelings. For example, when students grow edible cactus in the agricultural land of the school, they must cooperate with each other and share weal and woe. In addition, the comprehensive practice course can also make students form the habit of planning their own learning scientifically, and carefully completing and objectively evaluating the learning results obtained. It also allows students to truly experience the hard-won wisdom of people and the material wealth created by their own hands through comprehensive practical activities, thus cultivating the quality of thrift. The comprehensive practice course pays attention to the process of educating students rather than the results, and attaches importance to cultivating students' innovative consciousness, which is combined with the school's science and technology education. Cultivating students' awareness of scientific and technological innovation in the teaching of comprehensive practical activities. For example, we are organizing students to cultivate their love for their hometown and labor and enhance their perseverance and perseverance through comprehensive activities such as extracurricular visits, investigations, practices and experiences. For example, through some scientific experimental activities, students are guided to explore and discover scientific laws, so that students can establish a scientific world outlook and be inspired by dialectical materialism ... This will provide fertile soil for the cultivation of high-quality talents in the future.
Fourth, combine with life and social education.
Off-campus curriculum resources are not simply "moving" classrooms, playgrounds and laboratories, but an important way to break through the traditional teaching framework and let students communicate with life, society and the world. Many of these resources cannot be taught by traditional teaching, including today's audio-visual teaching. Learning should not only solve problems, but also combine social problems in daily life to apply what you have learned. Let students experience and solve practical problems in the real world and flexibly adapt to the needs of real life. In the practical application process, cultivate students' ability to participate in practice and comprehensively analyze and solve problems. This will benefit every student for life. Openness is another feature of comprehensive practical activities, so we attach great importance to the development and utilization of community scientific and technological resources in the process of project experiments, so that students' comprehensive practical activities can be closely combined with society and families. The school "Young Eagle Holiday Team" has carried out a variety of off-campus and family comprehensive practical activities, such as "Green Angel", "Little Guardian of Environment", "Little Painter in Hometown", "Investigation of Soil Resources" and "Family Popular Science Station". Through these activities, students not only learned a lot of knowledge about environmental protection, but also cultivated good moral character of loving hometown, labor and science, and were educated in scientific world outlook and outlook on life since childhood.
Five, combined with students' scientific study.
In the content selection of comprehensive practical activity course, we should attach great importance to the combination of natural science, social science and humanities, do a good job of integrating adjacent knowledge series and similar disciplines, and make the educational content closely meet the needs of students and cultural development. Let students cultivate their humanistic spirit while learning scientific knowledge and methods, and pay attention to the cultivation of non-intellectual factors such as interest, motivation and will. Therefore, students should not only pay attention to the acquisition of scientific knowledge and methods, but also pay attention to the formation of scientific spirit and attitude. At present, our school has formed a set of implementation measures for the infiltration of comprehensive practical activities in various disciplines, which makes the comprehensive practical activities operable in various disciplines, thus achieving the purpose of organic infiltration. We attach great importance to the communication of comprehensive practical activities between disciplines, so that teachers from all disciplines can go hand in hand, communicate with each other and carry out comprehensive practical activities. For example, science teachers and art teachers cooperate to organize students to create leaf stickers, science teachers guide students to collect and identify plant leaves, art teachers guide students to combine the natural shapes of leaves into ingenious patterns, Chinese teachers write lyrics for them, and music teachers compose music for this painting. According to the characteristics of the subject, the teachers of comprehensive practice class stimulate the cultivation of students' hands-on, practice and innovation ability. In this way, all subjects jointly carry out comprehensive practical activities, which have good results and can cultivate students' innovative ability.
Sixth, we should pay attention to the process and the result.
The real subject of comprehensive practical activities in primary schools is students. We should do everything possible to create various environments conducive to practice for students, pay attention to the results of practice, but don't care too much about the quality of students' final "works" and "achievements". What we should pay more attention to is whether our students have practiced it and whether our students have experienced it. What problems did our student find during the activity, and how did he try his best to solve them? What kind of experience have our students gained in practice? How our students interact and cooperate with others in practice; Whether our students have personalized creative performance in the process of activities, only in this way can we truly reflect that comprehensive practical activities are a practical course with students' experience and life as the core. In the process of implementation, we teachers should know in time what difficulties students will encounter, what questions they will ask, what help they need, what guidance they need ... Provide information, inspire ideas, supplement knowledge, introduce methods and clues, and guide students to explore and innovate, instead of guiding students to draw conclusions from their research. Often, many teachers will consciously or unconsciously impose their own subjective experience and existing experience on students. This is what our teachers do in the process of activities.
Seven, the integration of other subject resources, expand the content of teaching materials.
The course of comprehensive practical activities is a highly comprehensive course. In the case of relative lack of curriculum resources in rural areas, good communication and integration between this course and related courses will help students enrich their emotional experience. For example, there are many texts in Chinese textbooks, such as "the destruction of Yuanmingyuan" and "there is only one earth". Various origami and knitting skills in art textbooks. Interesting electromagnets and various food packages in science textbooks. At the moment of teaching "pollution around us", we might as well learn from mathematical statistics to let students investigate and study, experience the horror of "white pollution" from figures and arouse environmental awareness. Rich teaching resources and vivid audio-visual materials of various disciplines can also be used in comprehensive practice classes.
Eight, random display, incentive.
The process of comprehensive practical activities in primary schools is relatively long. However, students' research results do not appear at the end. In the whole process of operation, teachers should satisfy students' desire for exhibition and provide opportunities for exhibition in time. Every exhibition should have incentives, which can be oral evaluation, a small red flower reward or a compliment. And this kind of evaluation for display is the interaction between students and teachers. For example, after several days' observation, a team studying Parthenocissus tricuspidata found that the leaves of Parthenocissus tricuspidata were reddish brown when they first came out, and then turned pale green, and it took several days for the leaves to become tender green, which was different from other plants. They report for duty at once and let them take time to talk in class. This is an instant display.
Comprehensive practical activities bring vitality to the boring teaching reform, let teachers enter the fresh and rich educational time and space, and let students feel the happiness of openness and independence. With enthusiasm and momentum, we can see that the comprehensive practical activity class is bustling and lively, but if we look closely, we will find that many schools and teachers are all three-minute hot and anticlimactic, which makes half of the students enjoy it. The reason is that under the good situation, everyone can't wait to plunge into it, lacking planning and preparation, which leads to disorientation, troublesome process and delay in returning to the finish line.