Comprehensive practical teaching plan 1 comprehensive practical activities are comprehensive learning activities carried out by students independently. It is a practical course based on students' experience, closely connecting with students' own life and social reality, and embodying the comprehensive application of knowledge.
moving target
1. Enhance the awareness of safety protection through activities and establish the emotion of cherishing life.
2. Be able to collect common traffic signs and safety warning signs through various channels, understand their significance and functions, know the traffic rules that should be observed on the way to school, and understand basic safety knowledge.
3. In view of the safety risks on the way to school, formulate preventive measures, learn how to face potential safety risks, and master corresponding self-care and preventive skills.
4. Be able to express your wishes clearly and present the research results in an appropriate way.
Emphasis and difficulty of the activity: enhance students' awareness of safety precautions and be able to identify various traffic signs and safety warning signs.
Activity preparation: prepare some symbols of traffic signs and safety warning signs.
Activity time: 3 class hours
Activity process
first kind
1. This activity is divided into two parts:
In the first part, students are required to investigate the safety accidents that have occurred on campus and the potential safety hazards that exist on campus.
The second link is to let students make and install safety warning signs themselves and design other campus safety warning activities.
Second, the activity process
(1) Activity preparation
Table 1: Statistics of school safety hazards
Table 2: Statistics of School Safety Accidents
(2) Activity process
The first link:
1. Set up an investigation team.
Students are divided into three groups according to their interests, characteristics and activities.
① Field investigation team: Go deep into all parts of the campus to find places and facilities that may have potential safety hazards.
② Accident investigation team: Go to the relevant departments of the school to investigate the safety accidents that have happened in the school.
③ Safety warning sign collection group: Let students collect all kinds of safety warning signs to understand their functions and placement.
2. Group investigation.
① Field trip
Use the break time to patrol all parts and corners of the campus, carefully look for potential safety hazards and understand what may happen. Such as: rainy days, especially slippery roads: using large sports equipment without the supervision of teachers will cause danger: exposed power sockets or wires: the wall that is about to collapse ... fill in the school safety risk statistics. (You can show photos to help introduce the hidden dangers of school safety.)
② Accident investigation
Investigate and understand the safety accidents that have occurred on campus in the past year, and fill in the Statistical Table of School Safety Accidents carefully.
③ Collection of safety warning signs
Students can collect some safety warning signs through online collection, consulting books and field observation, and record them in the form of photos and pictures, and write down their names, functions and places.
The second link:
(a) talk about:
Through the investigation of school safety accidents and hidden dangers in the previous stage, the students must have gained a lot. In this comprehensive practical activity class, are you willing to continue to study the related issues of campus safety? (Students have indicated their willingness)
(2) Report and display of results
Let's ask each group to show their research results to the class in their favorite form.
(1) Please select a classmate from the on-site investigation team to report the potential safety hazards and possible safety accidents found on campus. (picture)
② Please ask the leader of the accident investigation team to report the general situation of safety accidents in recent years. (Form)
④ Teachers summarize and guide students to discuss and communicate: Students work together, and through interviews and investigations, they find many potential safety hazards. Then, what effective ways can we use to remind ourselves and the whole school to pay attention, so as to avoid or reduce the occurrence of campus safety accidents?
⑤ After discussion, each group put forward their own rationalization proposals.
6. Teacher's guidance: The students have many golden ideas. As we all know, the slogan of our comprehensive practice activity "I walk with safety" this semester is: "Safety is in our hearts, care for life". Please discuss in groups. What kind of campus warning do you prefer, which can be done in this class? If there are different opinions among group members, don't force them, but respect their own opinions.
⑦ Teachers solicit students' design intentions.
(3) Each group designs campus safety warning activities.
(1) If you want to design campus safety warning signs and slogans, please refer to the collected signs, select hidden danger setting points on campus (slide show help) and design safety warning signs and slogans. The teacher suggested that the signs and slogans designed should be beautiful and eye-catching.
(2) Hands-on production.
Each group takes out materials: white paper, pencils, colored pens, etc.
Each group chooses several logo design websites that they are interested in.
All team members make safety warning signs, which are eye-catching and beautiful.
(3) Show the design results
Ask each group to recommend a classmate to show his design works on stage, and talk about his design intention and the place where his works are placed.
Please take other ways to warn the students of campus safety to come to the stage to talk about your creativity.
(4) Place safety warning signs (extended after class)
Please put your own safety warning signs in the corresponding places after class. If it is a wall, glass, mobile appliances, etc. , you can stick it on it. If it is on the ground, you can insert a small wooden stick on the ground and ask for a clear direction. In the next comprehensive practical activity class, we will continue to study other campus safety issues.
Three. Activity evaluation
1. Do students know and distinguish the meaning and function of safety warning signs through activities?
2, whether to form a certain ability to find, collect and organize information.
3. Can you creatively show your research results to everyone in different forms?
Show.
4. Have you developed the ability to find and solve problems in your life, and your comprehensive practical ability has been developed to a certain extent.
5. Whether to establish the consciousness of consciously observing safety rules and social morality, whether to have the sense of social responsibility of caring for life and others, and whether to consciously be a civilized social person.
6. Through practical activities, do you have a sense of joy and accomplishment, feel the pleasure of cooperating with others, and learn to appreciate others?
Comprehensive Practice Teaching Plan Part II Teaching Content
Activity 1: Let's play paper balls together.
Activity 2 Paper-cutting Workshop
Bearing capacity of movable three-paper bridge
Teaching purpose:
1, through teaching, let students know about paper-cutting and the wide application of paper in daily life.
2, through the design and production of paper bridges, paper balls, paper cutting and a series of activities to exercise students' hands-on ability and innovation ability.
3. Through teaching, students can learn more paper-cutting skills and skills.
Teaching emphases and difficulties:
1, through teaching, stimulate students' love for life, understand the wide application of paper in daily life, and master more paper-cutting techniques and skills.
2. Cultivate students' practical ability and innovative ability through a series of activities.
Prepare teaching tools:
Colored paper, scissors, glue, video display stand, etc.
Class arrangement:
3 class hours
In the first class, everyone plays paper balls together.
Teaching purpose:
1. Through teaching, let students know the structure and texture of football and the requirements of players for football.
2. Through teaching, let students make balls with paper and understand the production process and requirements.
3. Understand the wide application of paper in daily life, and cultivate students' practical ability and innovative ability.
Teaching emphases and difficulties:
1, learn to make paper balls
2. How can I make the ball more firm and not loose?
Teaching preparation:
Colored paper, scissors, football, video display stand.
Teaching process:
First, learn football.
1, teachers show football, students observe and understand the structure and texture of football.
Please invite some boys in the class who love football to play football and talk about their feelings.
Second, make paper balls.
1. Discuss how to make paper balls.
2. Determine the steps of making paper balls.
Thinking: How can we make the paper ball stronger and not loose?
Third, try to make paper balls (video display platform)
Let's try kicking paper balls and talk about our feelings.
Disadvantages:
It's too light to kick far.
Insufficient elasticity, not coming after landing.
……
Fourth, improve the paper ball.
This paper analyzes the problems existing in paper balls and takes corresponding improvement measures.
Comprehensive practical teaching plan 3 1. Through the theme activity of "packaging knowledge", we can understand the functions of packaging such as freshness, beauty, protection, promotion and labeling; Understand different types of packaging; Carry out commodity packaging design, improve existing commodities and package some local products according to local conditions; Know how to recycle packaging and enhance environmental awareness.
2. Cultivate students to report their labor achievements in various forms, train students' hands-on, brain-on and hands-on abilities, and cultivate good habits of careful observation.
3. Let students explore in practical activities and feel the fun of unity and cooperation.
Activity preparation: PowerPoint
Activity flow:
First, ask questions.
1. Show a group of packaging pictures: Students, guess what's in these packages? What do you think of when you see these beautiful packages?
2. So, have the students ever paid attention to the packaging of the goods around them? Do you know that moderate packaging can play the role of preservation, beauty, protection and promotion? Can you know the quality of goods by packaging? Can you tell the authenticity of goods by different types of packaging? Are the packaging of these goods scientific? So the knowledge of packaging is great. Students, let's explore the mystery together! Write on the blackboard.
3. What do you know about packaging and what related issues do you want to study? Students can ask questions freely, and the teacher writes on the blackboard with a camera.
Second, the integration problem.
The students' questions are numerous and miscellaneous. In order to carry out activities in an orderly way, let's classify them:
1) A dazzling array of packaging
2) Recycling and utilization of packaging
3) Commodity packaging design
4) Look at the package and know the goods
5) The role of packaging
……
Third, solve the problem.
1. Students choose their own research direction, form groups freely, and choose the group leader.
2. Group discussion: What methods are you going to use to solve the problems of this group, and what activities are you going to do?
3. Make a feasible group activity plan and complete the division of labor among the group members.
Note: (1) How to divide the work, what difficulties will be encountered and how to solve them.
(2) In what form.
4. The representatives of each group read out the activity plan of the group and made suggestions to each other.
5. Read the navigation method and modify and improve the scheme.
Teacher's summary: I hope the students will continue to improve the plan and seriously implement the action as planned. The teacher looks forward to sharing the results with you next week.
Comprehensive Practice Teaching Plan Part IV Activity Purpose
1, knowledge and ability
Through this activity class, students can understand the basic knowledge of English manners and customs, feel the importance of etiquette in life, and exercise their ability to collect and organize information, participate in activities, design and express activities in language.
2. Process and method
Through this activity, guide students to collect and sort out information about British customs and etiquette, and master the methods of collecting and processing information.
3. Emotional attitudes and values
(1) Let students experience the joy of participation and cooperation through group cooperation.
(2) Understand the basic knowledge of British manners and etiquette, the differences between Chinese and western manners, and teach students to be a gentleman with grace.
Focus of activities
1, collect information about British customs and etiquette and sort it out.
2. Express your views in accurate language, and stimulate students' interest in cultural etiquette by understanding knowledge and participating in demonstrations of British customs and etiquette.
Activity difficulty
Express your views in accurate language, and stimulate students' interest in cultural etiquette by understanding knowledge and participating in demonstrations of British customs and etiquette.
Activities to be prepared
1. Students are divided into etiquette report group, etiquette publicity group and etiquette demonstration group according to their abilities and specialties. Each group is free to combine, 8 people, all participating. Under the leadership of the elected team leader, they work together to complete the task with high quality and efficiency.
2. Summarize and refine the collected data of English manners and customs, demonstrate and practice all parts of English manners and customs, and make full preparations for all activities in class.
teaching method
Research on Autonomous Learning and Group Cooperation
Preparation before class
A weekend is used to collect and sort out materials, performances and props.
Activity process
First, import
Dear students, welcome to the scene of the report on "English Customs and Etiquette". After a stage of investigation and study, we have a further understanding of British customs and etiquette. Today, we will report the results in groups.
Second, carry out activities.
1, the first link: "British manners and customs" handwritten newspaper
According to the information collected some time ago, all groups have completed our activities of making handwritten newspapers. Now, please choose a member from each group to report the results of the handwritten newspaper.
Representatives of the five groups went to the front row in turn to explain and report the handwritten newspaper.
British customs and etiquette are similar to those in China, but there are also differences. Every country is pregnant with its own local etiquette culture. The student's introduction is very concise.
,
It can be seen that the knowledge of British customs and etiquette has been collected very carefully and in detail, so let's go to the next link: etiquette demonstration, and please invite our classmates.
2. The second link: "British manners and customs" demonstration.
There are three groups of students, through the understanding and study of British customs and etiquette, respectively, to greet the British for the first time, gentlemanly manners and often talk about the weather as a topic to demonstrate to everyone.
Scene 1: On the first day of school, we met for the first time. Let the students pay more attention to the basic greetings.
Scene 2: Boys and girls walk together. Boys should be gentlemen. Open the door for girls and let them go first.
Scene 3: When people meet or wait for the bus to chat, they often talk about the changeable weather and pay attention to students' communicative language.
The demonstration of these three groups of students makes it easier for students to bring them into practical communication activities, so that everyone can once again feel the British customs and etiquette culture more directly and stereoscopically. This display of customs and etiquette makes people more impressed with the etiquette and communication in these lives and keep them in mind.
3. The third link: knowledge contest.
This meeting is divided into five groups. We will hold a knowledge contest based on British customs and etiquette. Each group will send a representative to answer the questions and explain the reasons. Only after the teacher has read the question can he raise his hand to answer.
The students' answers were positive and accurate. British manners and customs involve many aspects. After these three reports, I have a deeper understanding of British manners and customs. Let's ask a classmate to express his feelings and views on this report.
4. The fourth link: summary of students' feelings.
Through several discussions, we learned a lot. We know that English people have a good habit of queuing and are always polite when they meet. The British always discuss the weather first, because the weather in Britain is unpredictable. Also, the British people's eating habits are different from those in China. English people are always left-handed and right-handed, and gentlemanly manners are the best in western countries. I hope the students can learn more from the good habits of Britain and be a gentleman with grace.
Three. abstract
The theme of our comprehensive practice is to learn English customs and manners. I hope that students can have a deeper understanding of British customs and manners through this activity, and they can always pay attention to their manners in their later lives and be polite and graceful gentlemen and ladies.
Fourth, homework
In addition, please write a short article about our English customs and etiquette and express your opinion.
The fifth chapter is the design idea of comprehensive practice teaching plan;
Buttons are often seen by children in their lives, and children are very familiar with them. Playing with buttons, as a part of comprehensive practical activities, can help children understand the structure and characteristics of buttons in the process of collecting and observing them. In the process of playing buttons, we can cultivate children's interest in comprehensive practical activities, tap their imagination, activate their thinking and improve their practical ability. In addition, while playing buttons, you can also cultivate children's observation ability, improve children's self-care ability through practical operation, and let children develop good habits of doing their own things.
Activity objectives:
1, cultivate children's good habit of doing what they can.
2. Let children learn to observe in activities.
3. Let the children do it themselves in the activities and exercise their self-care ability.
Activity preparation:
1, teachers and parents collect all kinds of buttons.
2. Arrange a clothing exhibition outside the activity room.
3. The little doll has a hand.
Activity flow:
First, guide children to observe various buttons with questions.
1, ask questions for children to explore while playing.
2. Children observe various buttons with questions. Teachers give children enough time to explore and listen to their conversations.
3. Guide children to discuss
Second, organize children to watch fashion exhibitions.
1, take the children to the fashion show.
2. Discuss the function of the button.
Third, organize children to discuss.
Fourth, children operate buttons.
1, arouse children's interest.
2. Teach children to dress dolls.
(1) Teacher's demonstration and explanation
(2) Children's operation
Chapter VI of the Comprehensive Practice Teaching Plan Activity Purpose:
Let students know the importance of self-protection, know what situations in the family may cause harm to themselves, and how to prevent them.
Activity flow:
1, tell the students about some injury accidents in family life and be vigilant.
2. After reading the article, understand what you should do.
3. communication:
What is said in the text?
(1) When boiling water;
② When using a pressure cooker;
(3) the use of gas and gas appliances;
④ Don't touch electrical appliances with wet hands;
⑤ Measures taken when family members get an electric shock;
⑥ When using electric fans and washing machines;
⑦ Don't chase and fight in the bedroom or balcony;
Don't put buttons, beads, thumbtacks and other things in your mouth, joking and making noise;
Pet-name ruby don't use props strokes, slapstick;
Attending don't hit each other with darts, sticks, etc.
4. What problems should we always pay attention to?
Problems that should be paid attention to when playing with small animals; Treatment of skin bleeding; Treatment of sand entering eyes; What should I do at home alone? When the house is found to be effective: what if you can't get home on time; How to do recess activities; What should we do under these circumstances?
5. Simulation exercise:
Demonstrate collectively what to do when an accident happens: for example, how to deal with skin bleeding, how to deal with sand entering the eyes, and how to carry out recess activities. ...
Practice in groups.
6. Summary:
We should know what is right and wrong and improve our self-prevention ability.