Summary of comprehensive practical activities in senior one.
This semester, I am in charge of the comprehensive practical activity teaching in Class One of Senior High School. I selected several topics in the textbook according to students' interests, carried out a series of activities around these topics, and organized several social practice activities according to the relevant activities of the school brigade department, so that students can understand the school, understand the society and pay attention to social life. Through communication, students share the fruits of labor with their classmates, learn to praise, appreciate and understand, and gain knowledge through communication and reporting. At the same time, efforts should be made to urge students to actively participate in social practice and cultivate the spirit of self-development and cooperation. A lot of useful attempts have been made in the course content, organizational form and evaluation mechanism, and certain results have been achieved.
In order to change students' learning style and cultivate students' practical ability and innovative spirit, this semester I closely combined the course of comprehensive practical activities with the activities of the brigade, which not only stimulated students' interest in learning comprehensive practical activities, but also improved the quality of comprehensive practical activities. It fully demonstrates the students' intelligence and has been well received by parents, teachers and society. Through these activities, students are more fond of comprehensive practical activities and actively plan various activities, which will play a multiplier role in improving the teaching quality of comprehensive practical activities.
In order to be close to the reality of students' life, we should carry out beneficial social investigation activities. I instruct students to design questionnaires, collect and sort out data, and learn to find problems, ask questions and solve problems in activities. I learned the skills of investigation and interview, how to collect and sort out data effectively, and how to communicate with strangers, which gained a lot.
The extensive development of comprehensive practical activities has broadened students' hands-on space and provided time guarantee for students to do their own work, make their own products and carry out personalized characteristic design. It is necessary to set up a comprehensive practical activity course with the goal of cultivating knowledgeable, capable and ideal construction talents facing the whole society. Students' practical ability and innovative ability have been improved.
In short, this semester, students can really exercise their comprehensive ability, practical ability and practical ability in the comprehensive practical activity class.
Model essay on summary of comprehensive practical activities
"Mathematics Curriculum Standard" clearly points out that adding? Practical activities and comprehensive applications? The goal is that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers provide students with opportunities to fully participate in learning activities and help them truly understand and master basic mathematics knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematics activities. This is not only the need of education reform and development, but also the necessity of mathematics education reform. In mathematics teaching under the new curriculum standard, we should combine students' practical experience and existing knowledge, design interesting and meaningful activities, and manage and stimulate them with heart. Interest in learning? ; Create with heart, activate? Knowledge? ; Dig hard, radical? Learning skills? Does it really work? Excited? Have a math comprehensive practical activity class.
The comprehensive practical activity class emphasizes the application of creative problem solving and cooperative learning strategies, and encourages students to establish various contacts, so as to get out of the closed individual learning behavior and move towards inter-individual communication and cooperation. Make students grow into social subjects of students' cooperation and communication, and make learning have both personal and social significance. And "Mathematics Curriculum Standard" also clearly points out that "plus"? Practical activities and comprehensive applications? The goal is that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers provide students with opportunities to fully participate in learning activities and help them truly understand and master basic mathematics knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematics activities. This is not only the need of education reform and development, but also the necessity of mathematics education reform. However, the purpose of mathematics comprehensive practice course is not to practice for the sake of practice, let alone to practice for the stimulation of the scene, but mainly to let students experience, feel, develop and improve through activities. Its purpose is also to provide opportunities for developing students' comprehensive practical ability, to create conditions for cultivating students' exploration consciousness and innovation ability, so that students' learning has both personal and social significance, and to truly achieve? Apply what you have learned? Field. It can be seen that effective teaching should be aimed at students? Comprehensive study? Move towards the goal.
Teaching activities are the unity of teachers' teaching and students' learning, and they are bilateral activities. The new curriculum standard of mathematics also clearly emphasizes changing the role of teachers in classroom teaching, pointing out that teachers are not only organizers and guides of comprehensive activities, but also participants in activities. It also emphasizes that our comprehensive activities should gain knowledge of learning mathematics from students' existing life experience and knowledge. If our teaching is for students' life, then the comprehensive activities of subjects are the real field for students to return to life. Therefore, how to make students apply what they have learned, practice and experience the fun of mathematics in life, and thus fall in love with mathematics. This is the key point of teaching students to apply knowledge to solve problems in mathematics comprehensive learning activities. But how to teach students to solve problems, apply what they have learned and really apply what they have learned? From the development and exploration of the comprehensive practical activity course for many years, we think that we should boldly create comprehensive learning activities of subjects, so that knowledge can come from life and serve life.
Therefore, in teaching, we should combine students' practical experience and existing knowledge, design interesting and meaningful activities, operate with heart and carry them out effectively. Excited? Have a math comprehensive practical activity class. Make students have more opportunities to learn and understand mathematics from familiar things around them, feel the close connection between mathematics and real life, improve students' ability to solve practical problems by using mathematical knowledge, thus improving students' comprehensive quality and making students really develop in comprehensive mathematical practice activities.
First, create with your heart and inspire with your heart? Interest in learning? .
Teaching practice tells us that interest is the best teacher. Those who love it are better than those who know it, and those who enjoy it are better than those who love it. ? The learning process advocated by the new curriculum is the process of constructing one's own cognitive structure. Real learning is not taught by teachers to children, but comes from students themselves, so students should learn spontaneously and actively. And this series of activities stems from students' strong interest in learning. Therefore, as operators of comprehensive mathematics learning activity classes, it is more necessary for us to understand the age characteristics and subject characteristics of students from the reality of students, create favorable opportunities with our hearts, and stimulate students' interest and motivation in learning. The cultivation of students' interest in participating in comprehensive practical activities is fully reflected in the classroom teaching and extracurricular practical activities of the comprehensive practical activities course. Especially for these boring mathematical knowledge, we should create all practical opportunities, attach importance to the creation of all activity situations, and adopt flexible and diverse activity organization forms in combination with the characteristics of different ages, so that every student can find problems in the situations created by teachers and be willing to solve them, so as to stimulate students' interest and enthusiasm in participating in activities to the maximum extent.
In the comprehensive practice of mathematics, students mainly use the existing knowledge in their activities, without unified specific requirements and practices, and the process and results of the activities are open and unpredictable. Therefore, teachers must completely abandon the old teaching methods such as lecturing and explaining, and must let students use their knowledge to design meaningful and interesting questions and arrange interesting activities, so that students can participate in practical activities with interest and truly become the masters of activities. For example, after the second-year students have a preliminary understanding of geometric figures such as rectangles, squares and circles, can the teacher design them? Spell out a beautiful picture? In the operational practical activity class, let students do a set of puzzles and choose learning tools independently and selectively. Fold, spell, cut and draw, and see whose pattern is the most beautiful? A series of activities; For another example, after the sixth grade proportional knowledge is taught, the teacher can also combine the content and the age characteristics of the students to explore? Trying to be a little designer? Activities, draw a plan of your home, or create an ideal home and other practical activities. This semester, teaching? Understanding of time, minutes and seconds? After that, the teacher carefully instructed the students to collect information about time. They took an active part in the activities with great interest. Some go to the passenger station to collect the running time information of the car; The time for some teachers and students to rest, work and study on campus; Some go to stores and other places to record things like time. Then, let them communicate and discuss with their classmates in class. Finally, the students also made their own timetable with great interest, thus cultivating the good habit of cherishing time and making rational use of time. In this series of practical activities, teachers do not mention specific requirements, but only general requirements, so that students can actively participate in activities and feel the happiness of self-achievement, thus mobilizing the enthusiasm of participating in activities and improving their understanding of mathematics. Interest in learning? At the same time, it is easy to develop students' thinking in images and cultivate their imagination. With the encouragement of teachers, students can feel the interest of practical activities and the usefulness of mathematical knowledge, and cultivate their aesthetic interest in innovative applications.
Second, create and activate with your heart? Knowledge? .
On the basis of theoretical research and practice, the construction of mathematics curriculum content is carefully selected and optimized by experts according to the knowledge generation system and the age characteristics of students. However, the content of mathematical practice is different. Should be integrated into real life. Mathematical knowledge comes from life, but it is higher than life. We should try our best to keep the prototype of daily life, pay attention to the close connection between mathematics knowledge and real life, and provide knowledge base and practice space for students' practical activities. As the outline points out:? Enable students to explore and solve simple practical problems, and let students feel the close connection between mathematics and real life. ? This fully embodies the unique practicality of mathematics activity class. But for these students who are mainly concrete and lack of life experience, it is difficult to understand them thoroughly. Therefore, in teaching, teachers should strive to find the prototype of abstract mathematical concepts in life, and be good at reducing abstract mathematical knowledge to life situations that students can see, touch and hear, so that students can walk into life, feel life, experience in life practice and understand transparent knowledge in experience. At the same time, teachers should create with heart, let students explain the phenomena related to mathematics in daily life with what they have learned, and solve some mathematical problems, so that knowledge and skills can develop simultaneously and complement each other. First of all, we should combine the age and knowledge characteristics of different stages to create a life theme suitable for students, pay attention to students' feelings and experiences of life, guide students to love life, and learn to live healthily, happily, freely, responsibly, intelligently and creatively. . Let students further master knowledge in the process of mathematizing life experience and practicing mathematical knowledge, and let students feel close to mathematics and feel that mathematics is not mysterious when they live together.
The ultimate goal of mathematics comprehensive practice is to let students experience? Mathematics in life? . It is one of the necessary prerequisites for effectively carrying out the comprehensive practical activities of mathematics in daily life to skillfully create mathematical practice scenarios that students are interested in. Teachers should skillfully design the scene of practical activities according to the actual life of primary school students, encourage students to find and pay attention to the mathematical problems in life, and actively explore the general methods and best ways to solve these problems. Create? Side dishes, clothes? And other lively activities, so that students can experience that knowledge comes from the true colors of life. Through the careful creation of teachers, students will feel that there is mathematics everywhere in their lives, and they will feel the usefulness and interest of mathematics, thus improving their desire to learn mathematics.
Third, dig hard and be radical? Learning skills? .
Comprehensive practical activity course is a new course born in the new round of curriculum reform. It fully emphasizes that students should observe, collect and sort out all kinds of information, carry out practical operations, and gradually cultivate their innovative spirit and practical ability. It is also emphasized in the mathematics curriculum standard? Cultivate students' initial innovative spirit and practical ability from comprehensive mathematics practice activities? In teaching, the cultivation of practical ability should run through the whole process of primary school mathematics. It is also clear that the course of mathematical comprehensive practical activities is an empirical and practical course designed for students' lives. In the activities, students should learn to ask and understand questions from the perspective of mathematics, and study problems with mathematical thoughts and mathematical thinking methods.
However, because the traditional mathematics curriculum does not pay much attention to the connection with students' familiar real life, the treatment of mathematics application always leaves traces of artificial fabrication, and there is not much connection between all kinds of knowledge, even if some of them are far-fetched, let alone comprehensive application. To a certain extent, this has caused our students to be stronger than the basics, weaker than the application, stronger than the answer sheet, weaker than the hands-on, stronger than the written test and weaker than the creation, especially the rural primary school students. Therefore, as a director of mathematics comprehensive activities, we should use practical teaching to change the existing learning methods and teaching methods, pay attention to students' survival and face students? Life world? Advocating effective teaching and cultivating students' comprehensive application ability truly embodies the requirements of teaching reform under the new situation. Practice has proved that in the development of comprehensive activity courses, the activity mode is not limited by the syllabus and teaching materials, and it can be unconventional and eclectic, and can give full play to all kinds of potential creative desires and fully display all kinds of unique talents. This kind of educational environment is very conducive to the development of students' various abilities, and its comprehensiveness defines students' various abilities in activity application at a higher level: they have the observation ability to obtain direct knowledge and adapt to the collection and collection in the information network era. There are also a variety of senses with the participation and coordinated development of hands-on operation ability, cooperation with people, thinking communication and expression ability; There are also the ability to question and think boldly, the ability to explore independently, and the innovative ability to analyze problems from multiple angles, levels and sides, all of which are necessary for the comprehensive activity class of mathematics.
However, the course of comprehensive practical activities in mathematics requires students' practical ability more than students' life and even other subjects' practical ability. In addition, due to the limitations of students' life experience, age characteristics, abstract mathematical knowledge and educational environment, the comprehensive practical activity course has caused more problems. I don't know where to start. 、? Don't know how to practice? 、? Can't cooperate and communicate? And so on. Therefore, we explore the inner potential of students with our heart. In the activities, teachers should get rid of the shackles of tradition, let students try boldly, allow failure, and encourage students to overcome difficulties and keep exploring. And to enhance students' strategic awareness and improve students' ability to solve problems as the foothold of comprehensive practical activities. At the same time, in the activities, teachers should also strive to provide opportunities, not only pay attention to students' emotional attitudes, but also pay attention to students' methods and strategies to solve problems. According to the age and psychological characteristics of primary school students, we should comprehensively teach students practical methods, cultivate students' various abilities and radicalize them. Learning skills? So as to effectively reproduce the core of mathematical comprehensive practice activities, flexibly apply mathematical knowledge and develop students' various abilities.
Comprehensive practical activities give students the opportunity to think and express, and give students a place to express their thoughts and show their talents. We believe that we can only operate with heart and go all out? Arouse? Can our comprehensive mathematics learning activities really be realized? Activities? Sex? Live broadcast? And it works? Moving? You have it!
Summary of comprehensive practical activities
I. Work Review
Since this semester, I have been teaching comprehensive practical activities in grade six. At the beginning of the semester, I studied the teaching materials carefully, and made a detailed teaching plan with the main teaching goal of improving students' ability of collecting, sorting out data, investigating and analyzing, and practicing, and guided students to organize activities independently by combining centralization and decentralization as planned. Most students took part in the research of this subject. The activities emphasize students' personal experiences and require all students to actively participate in various activities. Do what? 、? Check? 、? Experiment? 、? Exploring? 、? Design? 、? Creation? 、? Imagine? 、? Reflection? 、? Experience? In a series of activities such as finding and solving problems, experiencing and feeling life, developing practical ability and innovative ability.
Second, achievements.
In the teaching work, I closely contact with the students' life experience and the reality of social development, determine the theme of comprehensive practical activities, and formulate feasible activity plans around the theme to ensure the orderly and in-depth development of activities. Combining the advantages of local human and geographical conditions, social hot issues and students' physical and mental characteristics, the topic is put forward, and students' choice, generation or change are respected in the implementation process.
In the activity, students are the biggest beneficiaries. Attracted by curiosity and thirst for knowledge, they will actively acquire knowledge and query information, which can cultivate good study habits for a long time. During the activity, their practical operation ability, problem analysis ability, comprehensive expression ability and communication ability have all been improved. Comprehensive practical activities have opened the wings of imagination for them and built a platform for them to show themselves. In this series of activities, students understand the reality of their hometown, form thoughts and feelings of loving their hometown, society and country, enhance their national pride and sense of mission to the country and society, master knowledge, improve their ability and broaden their horizons. It can be seen that through the comprehensive practical activity class, students can not only acquire knowledge and cultivate their abilities, but also purify their minds and sublimate their hearts.
Comprehensive practical activities are comprehensive learning activities that students independently carry out under the guidance of teachers. It is a practical course based on students' experience, closely linked with students' own lives and reflecting the comprehensive application of knowledge. Therefore, it embodies comprehensiveness and integration. In the process of implementation, let students grow up through experience and inquiry, mature through participation and integration into society, improve their self-awareness of life ability, and seek the harmonious development of self, society and nature.
Third, there are shortcomings.
The study of comprehensive practical activity class based on network environment has become the requirement of the times, and it is also the requirement of comprehensive practical activity class, but the conditions in our school are limited and students have not fully realized it? Resources * * * enjoy a large amount of information and fast transmission speed? And so on, but we believe that as long as we make unremitting efforts, we will certainly be able to let students know about the colorful society and touch the pulse of social development.
Fourth, the direction of future efforts.
Comprehensive practice allows students to enter the social classroom and understand the present situation and development of schools, communities and society. In a word, the appearance of comprehensive practice course really challenges teachers. To make it another shortcut to the palace of success, and to make it a popular subject serving students, we must study teachers' teaching methods. How to take this road is indeed a question worthy of our deep thinking.