20 17 summary of comprehensive practice teaching in grade two of primary school 1 through studying, I have learned a lot and have a systematic understanding of the course of comprehensive practice. When choosing the comprehensive practice class, I should look for materials closely related to students' life, improve students' overall understanding of the internal relationship between nature, society and self, and cultivate students' innovative ability, practical ability and good personality quality.
The essence of comprehensive practical activity course is that students independently carry out comprehensive learning activities under the guidance of teachers. 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. In comprehensive practical activities, with the gradual improvement of students' practical ability, teachers are no longer teaching, but promoting. As a facilitator, the key is to promote students' autonomous learning, urge students to feel and experience, observe experiments and explore discussions. In comprehensive practical activities, students are no longer passive recipients, but active subjects. The relationship between teachers and students is cooperative. * * * Participate in the research process of the problem and * * * enjoy the joy of success.
I have benefited a lot from observing these classes: first of all, these classes highlight the students' dominant position. Students are allowed to put forward their own ideas and implement them in class, which improves their enthusiasm. Only when students enter the society and participate in practice can they acquire real knowledge. Secondly, the establishment of the activity theme is very in line with the students' reality and can also stimulate their enthusiasm. Interest is the best teacher, and only by fully mobilizing students' interest in learning can they gain knowledge from it. In addition, the comprehensive practical activity class has a lot of practical ability, which not only stimulates students' curiosity and thirst for knowledge, but also cultivates students' correct attitude towards inquiry activities and develops students' ability to explore problems.
At the same time, I also deeply realize that the role of teachers is very important in comprehensive practical activities. From the establishment of the theme, to the scheme, grouping, searching for information, and finally to the display of the results, every link can not be separated from the guidance of teachers. The teacher seems to have done nothing, but in fact, every link is going smoothly with the teacher's participation and guidance. Therefore, it is very important to improve your professional quality!
In this learning activity, I realized that the development of comprehensive practical activities can make students learn knowledge that textbooks can't, which not only exercises students' practical ability, but also cultivates students' sentiment. This kind of activity is really good. Through this kind of practical activity, students' knowledge can be increased, their horizons can be broadened, and children can learn things that are not in books in practice. In addition, it is really worth learning to cultivate students' enthusiasm of integrating, mastering, consciously exploring and actively learning multidisciplinary knowledge in comprehensive practice. After listening to several teachers' lectures, I also became interested in the comprehensive practice class. In the future comprehensive practice class, we should carefully find the comprehensive practice class suitable for students and strive for a good comprehensive practice class.
20 17 summary of comprehensive practice teaching in the second volume of the second grade of primary school 2 comprehensive practice has highlighted its value and position in the new round of basic education curriculum reform. It challenges traditional teaching in terms of the openness of course content, the flexibility of activity time and the expansibility of learning environment. The complexity and arduousness of the development and organization of its curriculum resources, as well as the disharmony between reality and ideal, lead to the fact that this excellent curriculum is only a label in most rural primary schools. Not long ago, this was also the case in our school. Implementing comprehensive practical courses in rural primary schools has always been something that we dare not think or do. In our traditional concept, comprehensive practice is a very distant and profound course. Its high requirements, complex operation and strong flexibility have always made us afraid that we can't uncover its mystery. However, as a teacher, the so-called "teaching and educating people" tells us not only to teach but also to educate people, and the nature of the comprehensive practical activity course can give full play to this function, so I think it is imperative to carry out comprehensive practical activities in rural primary schools. So how to carry out comprehensive practical activities in rural primary schools? As a township central primary school, we have made some attempts and explorations.
Before 20 13, the comprehensive practical activities of our school can only be said to be empty and furnished. At the end of each semester, teachers will download some materials from the internet to meet the requirements of the school, but they have never really entered this course. From September 2065438 to September 2003, according to the overall work plan of the school, we actually mentioned the comprehensive practical activity course in our daily teaching. Theme development, teacher training, process implementation and achievement formation are all our focus. After a period of exploration, I think that to carry out comprehensive practical activities in rural primary schools like ours for a long time, we must first solve the following problems.
First, the change of ideas.
Although we recognize the irreplaceable position and role of comprehensive practical activities in quality education from the school level, the change of teachers' and parents' educational concepts is restricted to varying degrees by the mentality of "not taking comprehensive practical courses in exams, for fear that the setting of comprehensive practical courses will affect subject courses". Although the course of comprehensive practical activities has played an important role in improving students' comprehensive quality and promoting their all-round development, its effectiveness is far less obvious than that of subject courses, and its appearance speed is far less than that of subject courses, which leads to the opening of the course of comprehensive practical activities becoming a mere formality and losing its substantive connotation.
Faced with this phenomenon, we have taken the following countermeasures:
1. Create a curriculum atmosphere and improve teachers' comprehensive practical curriculum awareness.
Comprehensive practical activity is a new course, and its implementation needs a cognitive process from unfamiliar to familiar. Teachers and students in rural primary schools have fewer opportunities to study and train abroad, so we have adopted various school-based training methods to solve the problem that teachers and students don't know enough about this course. In particular, a vigorous comprehensive practical theory learning activity was set off among teachers. First, teachers' minds were armed with theories, which laid a theoretical foundation for the activity. The speech under the national flag was used to publicize the determination and activity plan of the school to carry out comprehensive practical activities, and the launching ceremony of comprehensive practical activities was held specially. This series of actions is only to create a strong curriculum atmosphere, improve teachers' and students' understanding of comprehensive practical courses, and also to open the curtain for our school to carry out comprehensive practical activities.
Please come in when you go out.
Our school is located in the countryside. Although it is a township central primary school, compared with urban schools, our school teachers have very few opportunities to directly contact with comprehensive practical activities. In view of this situation, we strive for as many opportunities for teachers to go out to study and attend classes as possible, and spread the new ideas and good practices of comprehensive practical activities to other teachers in our school through out-of-school teachers. Through various channels, experts of comprehensive practice courses in our district or first-line comprehensive practice teachers with mature experience were invited to our school to give guidance and guidance to the problems and puzzles encountered in the activities, which was warmly welcomed by the teachers and further laid a solid foundation for the development of comprehensive practice activities in our school.
3, from point to area, the whole school promotion.
In the early stage of the activity, it is very difficult to carry out activities throughout the school. Therefore, it is necessary to learn from each other's strengths and adopt a "point-to-area" approach. First, we should pay attention to young teachers who understand this aspect quickly and have their own ideas and ideas about comprehensive practice. First, carry out activities in some classes, and then promote them to the whole school after having certain experience in activities. This will not only speed up the implementation of activities, but also give all teachers a chance for balanced development.
4. Strive for parents' support.
Parents are students' mentors, so it is particularly important to do a good job in parents' ideological work. Therefore, we publicize and train parents through parents' meeting and parents' school, establish a new concept of talents in the minds of students' parents, unify their thinking to a great extent, and provide strong family environment support for the implementation of the comprehensive practical activity curriculum.
Second, the development of curriculum resources.
The rationality of curriculum resources is directly related to the effectiveness of the implementation of comprehensive practice curriculum. Before 20 13, the school-based curriculum was the reading of American literature, and then it advocated the integration of school-based curriculum and comprehensive practice. As a result, reading emerged as a school theme of comprehensive practice, which caused teachers to feel that there was nothing to do and nothing to dig. Instructors don't know how to distinguish between school-based courses and practical courses, let alone the difference between comprehensive Chinese learning and comprehensive practical activities. They often turn comprehensive practical courses into American literature appreciation courses or reading courses, which is similar to Chinese. It can be seen that due to improper theme setting, inadequate development of curriculum resources and blind follow-up, the comprehensive practical activities of our school are a mere formality and exist in name only. It can be said that the initial development of comprehensive practical activity course is very blind and random, students are not interested and teachers are not motivated.
This semester, in order to meet the needs of students' development, to better implement the concept of running a school-to lay the foundation for students' lifelong development, and in combination with the construction of our school with characteristics, and adhering to the principles of openness, comprehensiveness, flexibility, autonomy and effectiveness, our school has formulated the comprehensive practice theme of the school, and formulated a detailed activity implementation plan. Based on this, we start with cultivating students' scientific literacy and various abilities. It extends the four sections of "scientific diet", "scientific life", "scientific study" and "scientific work", and defines the direction and scope for the development of class curriculum resources and the establishment of themes. And each class has established some practical subjects that students are interested in, such as fruit, breakfast, teeth, eyes, recitation, planting and so on. For example, the section "Doing things scientifically" focuses on scientific planting activities this semester. Relying on the geographical environment and existing conditions of our school, a "plantation" has been opened in the school yard for students to plant and activities. Students can plant crops with regional characteristics, such as peanuts and cotton, or choose to plant fruits and vegetables that interest them. As soon as the theme came out, the students were full of enthusiasm and eager to try, which laid a full humanistic foundation for further developing class comprehensive practice activities. Planting activities also reflect the unique advantages of curriculum resources in rural schools to a great extent.
Therefore, rural areas have superior natural conditions than big cities, as long as we can fully reflect the uniqueness and richness of local curriculum resources in the development and utilization of curriculum resources, and pay attention to the life of curriculum content in combination with the actual situation of our region and school, that is, choose experiential learning content suitable for primary school students; Pay attention to the comprehensiveness of the content, so that students have the ability to cope with the increasingly complex society. At the same time, we should pay attention to the integration of knowledge content, fully embody comprehensiveness and face all students. I believe that our comprehensive practice class will have activities to do, contents to talk about and gains to experience.
Third, implement practical activities.
I don't think the comprehensive practical activity class is a traditional classroom teaching. It is an activity that enables students to place themselves in a living and realistic learning environment and gain all kinds of knowledge, abilities and attitudes needed by the real society and the future world. Therefore, it is very different from the traditional classroom teaching management mode in implementation.
In the process of implementing our activities, many teachers have the same feeling: the comprehensive practice class doesn't know where to start. Personally, I think the comprehensive practical activity course is a new course proposed by the new curriculum reform. Why not imitate other people's existing programs and gradually create a practice mode with your own personality? In fact, what matters in the practical activity class is not the specific mode, but whether the principle of independent inquiry is really reflected in your activities, whether it can mobilize the enthusiasm of learners to the maximum extent, and whether it can turn the traditional "ask me to learn" into a real "ask me to learn", so that students can experience, communicate and perceive the charm of knowledge during the activity.
The implementation of comprehensive practical activities in our school is difficult and slow, which makes me anxious and insomnia. The teacher is afraid to let go, the guiding ability is extremely lacking, the children don't know how to do activities, and all kinds of abilities need to be improved ... all these make my original idealistic work idea of this course go up in smoke. It should be said that the implementation of comprehensive practical activity course in our school was once deadlocked and unsustainable.
In this case, I overthrew the original work idea, starting from the source, not greedy for more, not greedy for quick, step by step, mainly from the following aspects to implement.
1. Theoretical learning runs through the course of comprehensive practical activities, seeking theoretical support for the implementation of activities.
Comprehensive practical activities have not been carried out in our school for a long time. Although teachers have been trained in a series of courses, they have realized the curriculum from the theoretical level. However, in the long-term teaching practice, teachers have formed a set of thinking mode and teaching mode to meet the needs of subject teaching, which is difficult to meet the requirements of comprehensive practice teaching for a while. In addition, the comprehensive practice course is still in the stage of experiment and exploration. In this way, a shortcut-style teaching of comprehensive practice course is formed, that is, "teaching that emphasizes conclusions over processes", which turns the active process of forming conclusions into monotonous and rigid reciting articles, stripping the internal connection between knowledge and intelligence from the source, and rejecting students' thinking and personality, which stifles students' wisdom and destroys students' personality. Therefore, we organize teachers to learn theoretical knowledge in the process of activities and seek theoretical support for designing and organizing activities, so that the ideas of each step of activities have their design intentions, and the comprehensive practice theory supports our activities.
2. Make plans, watch classes, and imitate initially.
At the beginning of the activity, the teachers in our school didn't have a specific concept of how to teach the comprehensive practice class. The teachers' real feelings were that they didn't know how to start and had no clue. Faced with this situation, we have conducted school-based theme discussions for many times, brainstorming, and formulated the implementation plan of class comprehensive practical activities. During this period, we experienced the repeated process of formulating-revising-revising-finalizing, and strived to adapt the activity plan to the actual needs of students and be operable. Then we organize comprehensive practice teachers from grade three to grade six to surf the Internet or go to other schools to observe the lesson examples, and invite comprehensive practice experts to deeply analyze every link of the activity class for us and explain it in detail, so that teachers can imitate it at first and then gradually create it. To this end, we organized a school-wide class opening activity. Although there are still many shortcomings, our curriculum implementation has finally taken the first step with practical significance.
3. Pay attention to online discussion and problem feedback, and do a good job in the accumulation of original materials.
Network has played an important role in the work of modern teachers. In their spare time, we encourage teachers to make use of online platforms such as People's Education Forum and QQ Group to discuss and communicate anytime and anywhere, give timely feedback when encountering problems and puzzles, and rely on the strength of other colleagues to solve their own problems. This practice has achieved excellent results, provided a broader learning world for teachers, and better promoted teachers' role transformation and professional development.
During the implementation of the activity, we pay great attention to the accumulation of original materials. Although these materials are not perfect or even simple and ordinary, they can truly reflect the dribs and drabs of teachers and students in their activities, and also provide the best materials for future reflection and precipitation.
4. Combine in-class and out-of-class to cultivate students' practical ability.
Comprehensive practical activities are an important way to integrate school life, family life and rural life. We should let students go out of the classroom to participate in it personally, take the initiative to practice, and comprehensively apply what they have learned to solve various practical problems in practice, so as to improve their ability to solve practical problems. Therefore, we advocate that teachers lead students out of campus, break the shackles of school and classroom, carry out investigation and research activities, integrate on-campus and off-campus courses, and combine society, family and school to cultivate students' independent activities and practical ability.
As a new subject in rural primary schools in China, comprehensive practical activity curriculum has no ready-made way to go. Only by constantly exploring and trying, constantly summing up and perfecting this experience can we get out of the road that suits our own characteristics. I know that in the days to come, we will encounter many problems and find many shortcomings in the implementation of the comprehensive practical activity curriculum in the school, but we have the determination and perseverance to stick to this road, just as a teacher who has a great influence on me once said, "I can't be perfect, but I can be complete."