The second volume of the third grade arranges comprehensive study in the second group of "environmental protection" and the fifth group of "human feelings" respectively, requiring students to carry out comprehensive study activities by investigating their hometown environment and understanding their parents' care. The comprehensive learning activities of the two units are closely related to text reading, oral communication and exercise training, which guides students to study after class in an orderly way and realizes the combination of Chinese course with other courses and life practice. Such learning activities are conducive to the all-round development of students' listening, speaking, reading and writing abilities, and to cultivating students' spirit of active exploration, unity and cooperation and innovation. The two comprehensive learning activities of "environmental protection" and "human feelings" have rich humanistic connotations. The contents of the two activities seem to be far apart, but the basic spirit embodies the people-oriented thought. These two activities can cultivate students' simple feelings of protecting the environment, caring for human beings, giving love and caring for others. When students get out of the classroom and understand the surrounding environment, they will have a deeper understanding of environmental pollution, thus inspiring students' sense of responsibility of caring for mankind, caring for their homes and caring for the earth, and caring for the living environment of mankind; Through the social investigation and analysis of various social phenomena, students constantly understand the importance of family friendship, and at the same time know how to lend a helping hand, give sincere help to others and give a love. Such social practice can improve students' communicative ability and cooperative ability. In order to know the truth of the matter, primary school students should actively visit the masses and learn Dingxi that books can't learn in communication with ordinary people. The tone of speech and the way of communication are the guarantee for students to successfully carry out social investigation. In social investigation, students can accumulate rich exercise materials and lay a foundation for their exercise.
Second, stimulate interest in learning and develop ideas for activities.
The implementation suggestion of comprehensive learning in Chinese Curriculum Standard points out that "comprehensive learning should emphasize autonomy and attach importance to students' active participation". If students are not interested in learning activities, or are interested, but don't know how to do it, then "autonomy" and "active participation" will be out of the question, and the effect of comprehensive learning will be discounted. Therefore, stimulating learning interest and developing activity ideas are important conditions for doing a good job in the comprehensive study of the two courses and are teaching strategies that we should give priority to.
1. Make full use of the text to pave the way for students' comprehensive study. Learn "protecting the environment" in the second group of the text. We can ask students to read the introduction, make the sky blue, make the river clear, let the plants flourish and let the animals live freely ... to arouse students' concern about the environment, and then summarize the contents of the whole group of texts, and initially put forward the requirements of comprehensive learning, so that students can pay attention to the surrounding environment and protect the environment. The story of a village is shocking and the tragedy of a small village is thought-provoking-human beings will be punished by nature if they violate the laws of nature! At this time, the time is ripe, and the text is arranged for comprehensive study-an activity to inspect the surrounding environment. This paper puts forward a series of four questions about living environment, ecological environment and environmental consciousness, and then puts forward the content of the activity and puts forward some suggestions on the form of the activity. Only in this way can we guide primary school students to grasp the main points, so that they can know before the activities and be orderly in the activities. The same is true of the learning routine of the fifth group of textbooks "Truth in the World".
2. Carefully plan to create a comprehensive learning situation for students. When we arrange the comprehensive learning activities of "environmental protection", we can not only use the lead provided by the text, but also carefully design the lead ourselves and say to the students affectionately: Students, the earth is the mother of mankind. However, in recent years, Mother Earth is not as vibrant and youthful as she was then, but full of holes and scars. You see, forests are decreasing, soil erosion is serious, soil desertification is serious, marine pollution is becoming more and more serious, and species are on the verge of extinction ... Let's be a little environmental guardian to protect our home and mother earth! We can set some questions according to the learning objectives to stimulate students' learning desire. For example, do you know what are the main types of environmental pollution? Do you know which birds are beneficial? Do you know when Earth Day is? In view of the comprehensive learning activity of "the true feelings in the world", we can ask, have you ever thought about doing something to make your parents happy on their birthdays? Is there anyone around you who needs help? Have you given them any help you can? All these are conducive to creating a comprehensive learning situation and stimulating students' interest in learning.
Third, broaden the channels of activities and develop curriculum resources.
Comprehensive learning generally emphasizes autonomy and inquiry, but it also takes into account the specific situation of students and treats them differently. For students in Grade Three, it may be difficult to determine the theme of the activity and design the form and steps of the activity. Teachers' inspiration and guidance is a necessary prerequisite to ensure students' autonomous learning. On the basis of understanding the requirements of the text, students are encouraged to choose the activity content independently according to their learning situation, determine the theme of the activity, formulate the activity plan and display method, and creatively carry out comprehensive learning activities. As study partners, we should make some necessary hints, discuss with students and broaden their learning channels.
For example:
(1) Activities: read environmental protection books and newspapers, collect environmental protection materials, collect waste batteries, pick up waste plastic bags, clean the lawn near the school, clean up the garbage in rivers and lakes, collect environmental protection stamps such as bird protection, publicize bird love knowledge, and hold environmental protection knowledge competitions.
(2) Forms of activities: consulting books and newspapers, observing nature, observing society, discussing and interviewing.
(3) Display: proposal, suggestion letter, environmental protection handwritten newspaper, wall newspaper, physical exhibition, etc. You can hold an environmental theme class meeting or a Young Pioneers team meeting, and you can also simulate environmental exhibition lecturers and pollution-free vegetable salesmen, edit and perform environmental sketches, and write green product advertisements.
Chinese comprehensive learning is a comprehensive activity based on Chinese subject, which should have the characteristics of Chinese subject. Students' practical activities should be closely combined with text reading. We should pay attention to the improvement of students' comprehensive ability when they exchange activities, communicate orally and do exercises. Chinese comprehensive learning pays more attention to the practicality of Chinese, which is the expansion and extension of text learning and a useful supplement for students' classroom learning. We should constantly improve students' Chinese literacy through their Chinese practice, which is the essence of learning Chinese.