The curriculum of comprehensive practical activities is formulated by the state, guided by local education management departments according to local differences, and developed and implemented by schools according to corresponding curriculum resources. "National regulations-local guidance-school-based development and implementation" is the characteristic expression of the "three-level curriculum management system" of the comprehensive practical activity curriculum.
To this end, Guiyang pays attention to two aspects in the process of implementing comprehensive practical activities:
First, pay more attention to the development of comprehensive practical activity curriculum.
Student-oriented means adhering to the scientific concept of educational development, that is, adhering to "student-oriented" and "education-oriented". First of all, from the perspective of students' growth, for their long-term future quality of life.
The development of comprehensive practical activity curriculum combines the implementation of comprehensive practical activity curriculum with the new curriculum reform, which directly points to the management of comprehensive practical activity curriculum. The school fully considers the particularity of comprehensive practical activities, adapts measures to local conditions, constantly enriches and improves a series of management systems of the school, and creates a good institutional environment and implementation atmosphere. The school has set up a corresponding guidance and management leading group, which is responsible for overall planning, organizing and coordinating the work inside and outside the school, and has formulated relevant management systems to ensure the orderly development of comprehensive practical activities.
Second, the development of school-based curriculum of comprehensive practical activities.
Comprehensive practical activities are not presented in the logical series of knowledge, but in the form of thematic activities. The implementation of activities can not be separated from certain themes. The choice of theme is mainly based on students' existing life experience and real life. The school organizes teachers to develop school-based courses, and teachers guide students to select inquiry content from daily life. If a school does not have its own school-based curriculum of comprehensive practical activities, the implementation of comprehensive practical activities will be difficult to succeed. Improving teachers' ability to develop school-based resources is the inherent requirement of comprehensive practical activity curriculum.
Develop the content of comprehensive practical activities, respect each student's interests, hobbies and specialties, reflect the personality of the school and the characteristics of the community where the school is located. The content of the theme of carrying out comprehensive practical activities is student-centered, closely surrounding the "three lines" of the relationship between students and nature, the relationship between students and others, society and students themselves.
To strengthen the development of school-based curriculum with comprehensive practical activities, we must strengthen leadership. Comprehensive practice is an independent course at the curriculum level. Without the attention and support of school leaders, teachers in other disciplines cannot be organized, let alone mobilize the enthusiasm of all parties, and it is difficult to carry out comprehensive practice well. Therefore, the school must start from the aspects of organization construction, team construction and system construction, and strengthen the whole process management of comprehensive practical activities from development, implementation to evaluation. Schools should set up research groups to study and coordinate comprehensive practical activities and set up teachers' guidance groups for comprehensive practical activities. At the same time, we should communicate with parents and communities, establish a team of teachers to guide students' extracurricular activities, establish cooperative units for students' extracurricular activities, and develop comprehensive practice bases to ensure the effective implementation of comprehensive practice activities.
Second, student-oriented and pay attention to the improvement of teachers' quality
Comprehensive practical activity is a practical, open and productive course. In order to realize the curriculum value of comprehensive practical activities, improve the effectiveness of curriculum implementation to promote students' all-round development, and overcome the limitations of the superficial influence of comprehensive practical activities on students' development, it is necessary to enhance the effectiveness of teachers' guidance.
To solve these problems, we must pay attention to the development and growth of teachers. Because, the development of comprehensive practical activity curriculum was "artificial" at first, and the main body was teachers. It is very important whether the content and form of curriculum design reflect the values of teaching culture and whether it points to the harmonious development of body and mind of any class students with open character. Secondly, it is "people". Does our teaching life take the quality of life of students as the starting point of all courses? What are the curriculum environment resources around the school? How to combine them and become an important part of students' life courses is the most important thing. At the same time, how can the teaching and research departments and schools provide a platform for teachers to grow up and stimulate their enthusiasm for the comprehensive practical activity course?
In the process of implementing comprehensive practical activities, the quality of teachers is the key issue. Teachers are the first resource of education. Without high-quality teachers, there will be no high-quality education. In comprehensive practical activities, students are emphasized to be the main body of activities, and direct experience can be obtained through students' independent learning and practical activities. However, in the organization of activities, the choice of content and even the actual operation of some activities are inseparable from the guidance and counseling of teachers. Teachers play a vital role in implementing this course and improving the quality of activities. This puts higher demands on teachers' guidance, and the ways and means of teachers' guidance must have profound changes and bold breakthroughs. First of all, in comprehensive practical activities, teachers are participants, organizers, helpers and promoters, and a new relationship has been established between teachers and students. In this relationship, teachers are no longer the authority of knowledge to impart knowledge to students, but should explore the process of knowledge with students. Students are no longer the recipients of knowledge, but passively follow the instructions of teachers, but carry out various inquiry activities according to their own needs and topics under the guidance of teachers. Secondly, the content of comprehensive practical activities is very comprehensive and involves a wide range. In some specific knowledge, teachers are no longer monopolists of knowledge. At this time, the teacher's guidance focuses on students' practical activities, not how to master knowledge. Although knowledge is also an important part of practical activities, the knowledge at this time is not taught to students by teachers, but the result of students' independent learning. Teachers' guidance has turned to the ways and methods for students to acquire knowledge and expand their knowledge breadth. Therefore, if we don't change teachers' ideas and traditional teaching methods and organize teaching in the same way, comprehensive practical activities will lose their meaning.
Thirdly, students should be the center and practical ability should be cultivated.
The overall goal of comprehensive practical activities is to help students gain positive experience and rich experience of participating in practice through the close connection between students and life, school and society, improve their overall understanding of nature, society and self-relationship, and develop their innovative spirit, practical ability, sense of social responsibility and good personality quality.
Student-oriented, focusing on cultivating students' innovative spirit, practical ability, sense of social responsibility and good personality quality. Education begins with studying students, and studying students is studying education. Comprehensive practical activities are not "taught" by teachers, but "done" by students, who are the main body of comprehensive practical activities. Students are living people who need all-round development, not containers of knowledge. As Proteus, an ancient Roman educator, said, "Children are not a jar that can be filled, but a kindling that can be lit." In the face of diversified social needs, it has lagged far behind the needs of the times to regard students as the containers of knowledge and the transmission of knowledge as the whole of education. The teacher should be the one who lights the fire.
People with all-round development need all-round education. For the development of every student, the study, accumulation and even training of book knowledge are indispensable. Similarly, the accumulation, perception and sublimation of life experience are also indispensable. In recent 10 years, through the exploration and practice of comprehensive practical activities in Guiyang, the comprehensive quality of students has been improved, and the atmosphere of inquiry consciousness and innovation ability has gradually formed in and out of class, and the inquiry ability has gradually been tempered. These not only promote the overall stable growth of the teaching effect of subject courses, but also promote the improvement of students' comprehensive quality.
Fourth, student-oriented teaching, focusing on students' life experience.
Whether the comprehensive practical activities are true or not depends on whether the teaching life is given and whether the curriculum development has the students' "world around them". Teaching life is realized through communication, which is the expression of people's inner needs and the display of people's essential strength. For students' growth, teaching and life experience are interlinked in solving problems, because the comprehensive practical activity course does not need strict scientific reasoning procedures and strict proof procedures. It is not imitation and teaching, but an advanced experience of minors' future life. This kind of experience can't be expressed, only "experience".
For everyone's growth, experience is the wealth of life, the process resource of development and the conditional resource for students' growth. Experience is the basis, condition and background of understanding. The transformation from public knowledge to personal knowledge requires the participation of experience, the transformation of experience and various "practical learning" processes. Students' "personal knowledge" comes not only from the transformation of "public knowledge", but also from the sublimation of personal experience. For the growth of students, if the process of transforming "public knowledge" into "personal knowledge" is called "external blood transfusion process", then the process of sublimating students' personal experience into "personal knowledge" is "self-hematopoietic process". Enriching students' experience and accumulating experience and understanding of nature, society, self, life and even culture has become a difficult problem that must be solved in the innovation of talent training mode in primary and secondary schools in China.
Students gain multiple feelings, new knowledge, consciousness and ability in practice. It is often said that children's psychological quality is too poor to withstand setbacks and failures. The seedlings in the greenhouse are destined to grow into towering trees. As a teacher, you should know how to see the rainbow without experiencing wind and rain. Therefore, students are the center, and everything starts from students, so that students can experience success, failure, tempering and suffering again and again in practice, so as to stimulate their spirit of struggle and temper their will.
The ultimate goal of education is to make people grow up freely, happily and healthily. Students learn to learn, and happy learning is our goal.