? First of all, my biggest feeling is that the original comprehensive practice is not a subject separated from other disciplines, it is not self-contained, on the contrary, it is closely related to various disciplines, so there are many curriculum resources that can be used in the comprehensive practice course, and all disciplines can provide materials for the development of the comprehensive practice course. The reason lies in the definition of comprehensive practical activity course: comprehensive practical activity course refers to an interdisciplinary practical course that starts from students' real life and development needs, finds problems from life situations, turns them into activity themes, and cultivates students' quality through research, service and production. The key point is interdisciplinary. From the micro-level comprehensive practice, its course content is actually very few, and there are very few things that originally belonged to this subject; However, from a macro point of view, the course content of comprehensive practice can be described as all-encompassing, and the comprehensive practice of all disciplines can be directly used as "takenism" to directly generate interesting content in the classroom of this discipline. Therefore, I thought about how to design the comprehensive practice course from the mathematical level.
Mathematics is the mathematics in life. Mathematics comes from practice and returns to practice. Therefore, "practice" is the core of mathematics discipline, and mathematical practice activities can be organically combined and selectively implemented in comprehensive practice courses. Taking the first grade of junior high school as an example, the mathematics group of our school has spent several years summarizing and sorting out the practical activities suitable for the contents of textbooks of all grades and semesters. Among them, the first grade has such a practical activity-the implementation plan of the whole bag activity. This practical activity is the practical activity after the second chapter "Classification and Comparison" in the first volume of Senior One in Qingdao Edition. In "classification and comparison", students have initially understood how to classify different kinds of goods according to their characteristics. At this time, they can take this opportunity to analyze how the items in the bag are classified. Students may be classified according to the direction of use, such as textbooks for class, which can be divided into one category; Exercise books are used for classroom exercises and can be divided into one category; Pencil eraser, ruler and other tools are stationery for writing and drawing, which can be divided into one category. Other students may classify according to the size of the items in their schoolbags. For example, the size of textbooks is the largest, and some exercise books are almost as big as textbooks, so I want to classify these larger school supplies into one category; Some exercise books and extracurricular books will be one size smaller, and these almost-big school supplies will be classified into one category, and so on. Teachers can lead students to analyze the common items in schoolbags, so that students can learn to observe their sizes and uses, and form a classification standard. This standard may be different, but as long as these items can be placed in order in the schoolbag and students can find an item quickly when they need it, it is a suitable classification standard. After analyzing the characteristics of the article, the teacher can take the students to sort it out. First of all, students put the school supplies and books in their schoolbags on the table, and then arrange them in a specified time, which is neat, beautiful and fast. At that time, after the timing is completed, the teacher can let the students at the same table or in the group evaluate each other and put forward suggestions for improvement. This kind of training is not even limited to once, but can be practiced and trained irregularly. By quickly sorting out the items in the schoolbag, students can cultivate good habits and improve their self-care ability.
Professor Zhu's words opened my mind in the comprehensive practice course, and I found that there are countless available course resources, depending on whether the teachers have observed and arranged them attentively. After the comprehensive practice of preparing lessons, I will try to find curriculum resources suitable for the classroom from the perspective of observation, so that the classroom will become more heavy.