Comprehensive practical activity is a brand-new course based on students' direct experience, close to students' own life and social life, in which students independently carry out theoretical practice and exploration, reflecting the comprehensive application of knowledge. The course of comprehensive practical activities goes beyond books, systematic teaching materials and closed classrooms, and faces nature, society and students' life and existing experience, which promotes students' vivid development in open time and space, increases students' practical experience of nature, society and self, and develops comprehensive practical ability. The appearance of this brand-new course is also a brand-new beginning, a brand-new test and challenge for our teachers. I want to provide some classes for teachers to participate in, but due to the particularity of comprehensive practical activities, it takes a long time to design and organize implementation, and finally only some tangible materials can be left, and some even have no materials. Therefore, it is too general and one-sided to visit and study with them. So it is more difficult to start activities. In order to make teachers have a complete and comprehensive understanding of the comprehensive practice course, our school has taken measures of study, research and practice.
First, strengthen theoretical study and raise awareness.
Comprehensive practical activities have brought about a revolution in learning methods and teaching methods, which is an important measure to truly implement the goal of quality education. The activity class faces the whole life world of students, which is constantly changing with the community background, natural resources and the needs and problems of real life.
Such a creative course is a great challenge for teachers who are used to teaching ready-made textbooks. In order to stimulate the internal motivation of teachers' work and ensure the effectiveness of curriculum implementation, last year, we organized three teachers, Zhang and Ma, to seriously study and study "Entering the New Curriculum", focusing on studying and discussing the scheme of setting up a comprehensive practical activity course. It is not bad to grasp the purpose of comprehensive practical activities in theory, that is, to let students connect with social reality, learn, accumulate and enrich experience through personal experience, and cultivate innovative spirit, practical ability and lifelong learning ability. "But with the theory, people still don't know how to do it. The most effective methods are "takenism", "examples" and "analogy". Then we combine some successful cases on the Internet to formally learn how the general comprehensive practical activities are designed. These cases give us an easy-to-understand curriculum model of comprehensive practical activities. Through joint research, we have come to the general model of the course: putting forward a clear purpose of the subject-designing multi-theme activities around the subject-summarizing and deepening the subject. We think so. There may be subjective deviation, but the purpose is not wrong. Of course, that's what we do.
Second, implement the course content and emphasize the activity process.
Last semester, from the topic selection to the activity development, new creative attempts were made. The school has not made a big activity plan, allowing three teachers to choose their own topics according to the advantages of local human and geographical conditions, social hot issues and students' physical and mental characteristics. Because it's a preliminary test, all the questions are set by the teacher. Teacher Zhang's Autumn Collection, teacher's Return to Motherly Love, and teacher Ma's I Love My Family.
Thirdly, arrange teachers reasonably and coordinate various factors to ensure the effective implementation of the course.
Set up a teaching and research group of comprehensive practical course with the director as the team leader, and select three teachers, Zhang, Ma, as experimental teachers. They first conducted experiments to sum up their experience and led the comprehensive practical course of grades three to six to be fully rolled out in the second semester.
The three teachers' understanding of the course is only the theory in the book. Starting with changing ideas, let teachers really understand the purpose and significance of setting up this course in school, let them know what comprehensive practical activities are, and let them have positive requirements and actions to join the course experiment. In order to carry out comprehensive practical activities smoothly, the class is required to hold a theme class meeting to let students know what comprehensive practical courses are and the importance of offering them. We also contacted parents and asked them to create conditions for their children's activities as much as possible to make them go smoothly. We also use blackboard newspapers and other forms of publicity to mobilize students and parents to actively participate.
The enthusiasm of students can be easily mobilized by teachers, but it involves problems between children and parents, such as "returning maternal love" and "I love my family", which require the tacit cooperation between parents and children. The quality of our rural parents is well known. They have low academic qualifications, too many chores, are busy all day, and do not pay attention to communication with their children. Therefore, it is not easy to operate such activities, and teachers also need the support of their parents. Therefore, the two teachers, He Ma, investigated the situation of many parents in different ways, and then asked parents to cooperate with their children's actions by phone or in person.
Many students' parents support and help our activities materially and spiritually in their own way. But in some extracurricular activities, there are always one or two students who don't participate. When I asked them why they didn't come to the activity, some students said I wanted to attend, but my parents wouldn't let me. They say these activities are meaningless. This shows that some of our parents don't know much about comprehensive practical activities. When a new thing is just starting, we can't expect to get the support and help of all parents in such a short time.
However, as the main body of comprehensive practical activities, students often need to carry out activities such as autumn picking outside the classroom or even in the fields and on the roadside, which involves issues such as safety, communication with people and strategic guidance. Without the support of parents, the activity may not be carried out. Therefore, we publicize every parent-teacher conference held by our school, and try our best to get in touch with parents in our usual practical activities, so that they can participate in our activities and become active participants in our practice. We believe that as long as we really put the activities into practice and let parents really feel their children's wide knowledge, strong ability and vivid brain through the activities, parents will realize the advantages of comprehensive practical activities, and they will go all out to join us and spare no effort to support our activities. In addition, our teachers also pay attention to win the attention, understanding and participation of all parties concerned in society, develop valuable educational resources inside and outside the school for the implementation of comprehensive practical activities, and provide good conditions for students to carry out activities.
Fourth, we should correctly realize that comprehensive practical activities should focus on the process, not the result.
The real subject of our comprehensive practical activities is students. We must 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. 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, our teachers know in time what difficulties students will encounter, what questions they will ask, what help they need and what guidance they need ... In order to provide information, inspire ideas, supplement knowledge, introduce methods and clues, and guide students to explore and innovate, students are allowed to draw many conclusions in their research activities, which may be inconclusive or may change with the deepening of research.
For example, Class Four (1) discovered various fruits, leaves, colors, activities and so on through their own hands-on practice in the process of knowing and understanding various objects representing autumn. At the same time, under the guidance of their teachers, they created a variety of autumn works, including leaf paintings, diaries, colors, richness and diversity, and turned fruit into an art, so they learned to make fruit platters by hand, which not only cultivated students' practical ability and data collection ability, but also formed a good character of students' unity and cooperation in the process of working and sharing results.
For example, in the "Return Motherly Love" activity of Class 5 (1), the teacher designed many activity themes, looking for motherly love, getting to know the mother, feeling motherly love and returning motherly love. During the activity, the children learned a lot: in the "looking for maternal love" link, the students collected mottos, novels, poems, essays and songs related to their mothers through various channels. The most infectious thing is that the purpose of the Wenchuan earthquake is. Scenes of touching stories touched every child's heart. In the link of "Understanding Motherly Love", children's hearts were baptized again through chatting between students and their mothers, such as their pursuit of career ideals, the hardships of pregnancy in October, the ups and downs of parenting, and their hopes and demands for themselves.
For example, in the "I love my family" activity of Class 6 (2), one activity is to run a handwritten newspaper entitled "My Perfect Home". A student named Li Ming drew a crying heart on a piece of paper. A square table was filled with mahjong tiles and a family photo with a big "X" on it and the characters 14 written next to it: Dad, stop gambling! I want a warm home! Teacher Ma has mixed feelings. Li Ming is the least talkative student in the class, and his grades are not satisfactory. He called his parents twice, but every time Li Ming said that his parents were too busy. It turns out that Li Ming's mother often goes back to her family, and Li Ming's father is a gambler. Now I know from this picture that Li Ming is cold both psychologically and warmly. Teacher Ma gave this picture to his father and warned Li Ming's father on the phone to give his children more family warmth. This process shows that a student wants to tell his teacher his thoughts, hoping to get an understanding, a release and a hope. In this activity, the teacher learned more about the students, did what he should do, and got the eternal topic of "home", which contains many profound philosophies and secrets.
Looking back on the course, all three teachers have achieved very good results. In this activity, the children really developed their comprehensive abilities, such as collecting and arranging, exploring knowledge, uniting and helping each other, expressing language, communicating with others, writing and being close to nature. Teachers in this activity, everyone agreed that their greatest gain was to get to know the students again. In addition to the improvement of various abilities, I also learned a lot of students' voices, which is beneficial to the teaching of ideas. I also summed up a lot of valuable experience in order to improve my work next semester.
Reflections on the comprehensive practical activity class of intransitive verbs
Reviewing the implementation process of the comprehensive practical activity course has aroused our thinking:
1. In the process of selecting the theme of comprehensive practical activities, if students choose and determine the research theme independently according to their own interests, it will affect the order of curriculum implementation and management, the depth of students' research and the effectiveness of teachers' guidance; If teachers choose and set research topics for students in advance, it will inhibit the full play of students' independent initiative, thus affecting the enthusiasm of students' practical activities. How to combine them organically and bring out the best in each other is worthy of our further exploration in the future practice.
2. Make the course of comprehensive practical activities obviously different from the traditional "interest course", "nature course" and "production course". How to make students "comprehensively" use relevant knowledge, strengthen "practical" experience, and really make teachers and students "active" needs further thinking and practice.
3. How to manage and evaluate the course scientifically, effectively and continuously requires us to think and practice, and gradually establish and improve the management and evaluation system of the comprehensive practical activity course.
4. How do teachers grasp the depth and breadth of activity research?
5. How to mobilize the full participation of students, especially some students with difficulties? How to make the evaluation work fair and comprehensive? Is it simple and feasible to operate? These are the problems that we will solve in the future.