The teaching content mainly includes: stimulating interest, choosing topics and determining activity plans.

The basic contents of classroom teaching include: creating situations to stimulate students' interest in research; Arouse students' desire for research on issues of interest and determine the theme and content of practical research and activities; Group students according to the consistency and similarity of subject content; Guide each group to discuss and make activity plans.

Including: the goal of the activity, the steps of the activity, the conditions to be created by the activity, the basic methods adopted by the activity, the division of labor among the team members, the expected difficulties and problems, and the strategic expectations made. Teachers evaluate and guide students to make plans.

The second type: activity strategy guidance course.

The activity strategy guidance course is mainly aimed at the difficulties and strategic problems that students encounter in the process of practical activities after the open class. Through teachers' observation, investigation and feedback, teachers can keep abreast of new problems that students can't solve in practice, hinder the implementation of the envisaged problem-solving strategies, and give strategic guidance to students' practical difficulties, puzzles and problems.

Teaching contents generally include: providing necessary knowledge sources, providing and organizing students to learn and understand the necessary knowledge to solve problems; Provide necessary learning equipment and conditions (such as library and computer room) to guide students to study materials and research; Organize students to discuss and exchange, and study the solutions to problems encountered in practice; Adjust and guide students' learning psychology; Teach students some necessary learning strategies. Through the guidance of activity strategies, students can better complete the later research practice.

The third type: summarize the process of sorting out the results.

Through research and practice, students have achieved certain research and practice results. In what way are these achievements presented? This requires teachers to guide students according to their reality.

Guiding students to summarize and sort out research results needs to be related to the specific background that can realize the life value and social value of their research and practice. Therefore, the first thing a teacher should do is to create this kind of "background situation" for students, so that students can understand what kind of life and social value their achievements will have after finishing.

Then, according to the types of students' research contents, the forms of expression of practical achievements are determined: making physical finished products or models; Writing research reports, papers and suggestions; Make statistics and draw charts; Write a letter or experience; Compile a script; Do handwritten newspapers or something. According to the actual situation of students, we should give necessary guidance and help to the process of summarizing and sorting out students' achievements, so that students can summarize and sort out their satisfactory "dominant achievements" as much as possible.

The summary of the results can be completed through group cooperation or by the students themselves, depending on the actual results of the student activities. Therefore, teachers' guidance takes two situations for students' individuals and groups.

It should be noted that the teacher's guidance is mainly manifested in guiding students to find and put forward the difficulties encountered in sorting out the results, and organizing students to conduct research and discussion; Give necessary guidance and tips to students on how to summarize and sort out problems in the process of research and discussion.

The fourth type: display sharing class.

Showing and sharing is an important part of comprehensive practical activities and a process of evaluating students' comprehensive practical activities. The purpose of evaluation is not to qualitatively analyze students' comprehensive practical activities, but to share the joy of success with each other, realize the value of their practical activities in life and society, enhance their sense of self-achievement, further cultivate students' desire for self-achievement and sense of social role, and enhance positive emotional experience.

The exhibition and sharing class should be arranged in a situation that can make students realize the life significance and social significance of their research results. The specific methods that can be adopted are: exhibition of works, communication, mutual evaluation, and inviting parents and social people to conduct appraisal.

After the exhibition and sharing class, there should be a process of practice extension: let students' achievements interact with life and social reality, in which meaning really takes place, value is realized and response is obtained.