1. Research objective: 1. Enhance students' interest in learning and self-awareness. 2. Improve students' practical ability and comprehensive quality. 3. Improve teachers' teaching level and scientific research ability. Second, the theoretical basis is 1, and the philosophical basis is the process from external things to feeling and thinking. That is, human cognition: foreign objects-feeling-thinking. As Lenin pointed out: "From vivid intuition to abstract thinking, from abstract thinking to practice, this is the dialectical method of understanding truth and objective reality." That is, the dialectical way to know truth and objective reality is: intuition-one-to-one correspondence between thinking and practice. The teaching process is a special cognitive process, and the organization of the teaching process must be guided by the general law of human cognitive activities revealed by Marxist epistemology. In this process, students' mastery and application of knowledge have gone through two "transformation" processes: from "unknown" to "known" and then from "known" to "application". That is, students master and apply knowledge: unknown-known-application. Therefore, the purpose of setting up the comprehensive practice activity of "learning to cook" is to enable students to enhance their self-awareness, master cooking skills, and improve their survival ability and comprehensive quality. 2. Educational psychology is based on the theory of multiple intelligences (1), hoping to realize the educational ideal of the whole person through colorful courses. Gardner believes that everyone has more or less eight kinds of intelligence, but their combination and exertion are different. Every student has his own advantageous intellectual field and his own learning type and method. So I offer several cooking methods that students are interested in. Each student can make choices according to his hobbies, create various scenes for students to show all kinds of intelligence, give everyone a variety of choices, let them develop their strengths and avoid their weaknesses, so as to stimulate everyone's potential intelligence and give play to everyone's nature. (2) Maslow's theory divides needs into five categories: physiology, safety, society, respect and self-realization, from lower level to higher level. The lowest human needs are physiological needs, that is, people's most basic needs, such as food, clothing, housing and transportation. Therefore, the first thing a person has to solve is his own survival problem. If we can't even solve the basic survival problem, we can't talk about higher-level needs. In teaching, teachers play a leading role and students are the real learning subjects. Therefore, it is necessary to give full play to students' subjective initiative and let them really master the cooking ability. (3) Inclusive education theory Inclusive education has five principles: ① Everyone has the basic right to receive education; Everyone has his unique personality, interests, abilities and learning needs; ③ Education must take these characteristics and wide differences in learning into account; Schools should cater for children with special needs. 3. The basis of subject theory is the basic idea of comprehensive practical activities. ① Highlight students' dominant position and guide them to develop actively; (2) Facing students' complete life world, providing students with an open space for personality development; (3) Pay attention to students' personal experience and active practice, and cultivate innovative spirit and practical ability. Third, the research content is self-care: cultivate students' self-care consciousness and ability, do their own things, learn to do what they can't, and take care of themselves in study and life. Self-discipline: let students know how to be a person in knowledge, and then they can become a party. Emotionally, let students have a better psychological state. Make students develop good behavior habits from behavior. Self-improvement: cultivate students' enterprising spirit and competitive consciousness of overcoming themselves and competitors, establish confidence in overcoming difficulties and achieving success, and enhance students' perseverance. Handmade: guide students to exert their imagination and creativity, let students learn various production techniques, improve their aesthetic ability and enhance their hands-on ability. Interpersonal communication: children's interpersonal relationship is indispensable in the process of children's growth, affecting every level of children. Group activities can help students grow up in interpersonal relationship, self-relationship and emotional management. Industry experience: help students understand the society, understand the working characteristics of all walks of life, cultivate students' thoughts and feelings of loving labor, and enhance their awareness of labor, service and competition. Fourth, the experimental principle (1) practical principle: Because primary school students like activities by nature, they use a lot of practical activities in the practice of the project. For example, the activity of making wonton, students work in groups, and some are done for the first time. Although in a hurry, but also very enthusiastic. (2) Innovative principle: In the "fried rice party" session, middle school students are very innovative and have designed many different fried rice. For example, the ingenious "Dragon Wind Fried Rice"

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