Summary of comprehensive practical activities in senior two.
This school year, I served as the teaching work of comprehensive practice course in senior two. According to the characteristics of second-grade students, taking into account the actual situation of rural schools, activities were carried out, and the effect was remarkable. Now I will summarize my feelings in the comprehensive practice teaching as follows:
The course of comprehensive practical activities is designed for students' life, and it is an open space for students to find problems and do it themselves. When I was in middle school, I didn't think the course was so complicated when I designed it. It is to create a brand-new and attractive learning situation, so that students can ask questions from discovery through their own practice, observation, experience and thinking, and then actively try to solve problems.
First, provide students with free learning space.
For teachers, it is best not to use the comprehensive practical activity class. Class? Or? Teaching? In that case, but with? Do the implementation? Or? Development? More appropriate. Because the comprehensive practical activity class is not. In and out? Yes, it's not true? Teach it? Yes, but? Did it work? .
In this space, I let students enjoy everything and analyze everything. All this is really strange to them, but it is because of strangeness that it gives them a novel feeling. Students look at the essence through doubts, actively explore activities, carry out extensive exchanges, fully and freely debate all kinds of information and phenomena they have obtained, understand them in the debate and deepen them in the debate. This also poses a severe challenge to us, because comprehensive practical activities can reflect students' subjectivity, initiative and inquiry. Students study with questions and prepare for exploration, and everything is new. This can improve students' comprehensive ability to solve problems, and also help to expand students' cultural structure and their own quality. In the comprehensive practical activities, some students who are not very good at learning have shown extraordinary passion and ability, which makes people happy and gratified. Their keen insight, superb exploration ability and comprehensive ability to solve problems have been fully demonstrated. Activities gave them the pleasure of seeking knowledge and taught them the truth of being a man.
Second, build a stage for students to learn actively.
In the concrete implementation of comprehensive practical activities in this semester, I divide them into three stages, namely, preparation stage, implementation stage and summary exchange stage. It is unrealistic to finish these topics in one class. So I will concentrate on a topic for a week, so that students can have enough time and space to participate in the practice process and gain rich experience.
In the preparation stage, on the basis of students' preliminary observation of the surrounding social and natural phenomena, I will discuss in class, and I will guide students to ask questions, determine the theme and make an activity plan. Highlight students' subjectivity, guide children to express vague questions effectively and reasonably, and help and guide students to prepare tools and materials.
In the implementation stage, let students do it themselves and experience it. Because of students' limited ability and safety problems, activities are carried out in groups. In the process of implementation, I give some guidance, introduce some necessary topics and methods, and observe the whole process of student activities. I am good at discovering the characteristics of students and making appropriate comments on them.
In comprehensive practical activities, students can freely organize activity groups, determine the theme and content of their own research, and determine the research target system. According to the students' cognitive situation, I carefully design the process and strictly control the students' learning activities and learning process. In comprehensive practice, the choice of research methods, the composition of study groups, the planning in the process of activities and the conception of the results of activities are all in the hands of students themselves.
In a word, comprehensive practice is a process of exploration, practice and open thinking. In practice, the most important thing is not to pay attention to the result, but to the process. As long as our students get exercise and growth in activities, this is my success.
Summary report of comprehensive practical activities in senior two.
In the new curriculum reform, it is necessary to increase the requirements for students' practical activities, so that students can flexibly use what they have learned in class through practical activities while doing and playing. Combined with the new requirements, at the beginning of the new semester, the second grade of our school carefully designed, organized and implemented six design preparation groups: mathematics, geography, biology, fine arts, computer and comprehensive practical activities. Exploring a new campus? Subject interdisciplinary practical activities.
This practical activity integrates six disciplines with rich content and diverse perspectives, effectively integrating the knowledge of various disciplines. Under the organization and guidance of grade groups and subject teachers, students of all grades participated in practical activities. After the class stated that the primary election was over, on June 5438+1October 65438+May, the second grade of junior high school held a meeting entitled? Learn by doing to promote growth? During the exhibition, 1 1 excellent research groups reported their research results. Director Li Mei was full of praise for the effect of this practical activity, and proposed it to students in combination with the new form of senior high school entrance examination? Life is learning, and learning is life? Requirements.
During the exhibition, students give full play to their role as campus hosts. In order to get familiar with the distribution of campus buildings as soon as possible, on the basis of the overall arrangement of activity time, the main buildings on campus are measured and the campus plan is drawn, so as to have an overall understanding of campus building facilities and reflect on the activity process. Some students want to help their parents and other social workers understand the campus. They drew a campus plan and designed two campus tour routes from the perspective of efficient campus tour and teaching facilities. In practice, students use the research methods of literature and field investigation to draw their own campus plan. In this process, students also learned how to find the right direction and realized the importance of unity and cooperation. In practice, some activity groups pay attention to campus safety, and they focus on self-help and escape in the face of fire and other situations. They pay attention to campus safety facilities and highlight the design of self-help and escape routes in case of fire and disaster relief.
In addition, the students also used mathematical knowledge to draw the distribution map of the main buildings on campus, designed a questionnaire, and put forward suggestions for campus transformation from their own point of view.
Starting from the daily life on campus, students conduct diversified investigations and studies, such as attention interval exercises. They found that after interval practice, students always return to the classroom after the bell rings in the third class, which affects the third class. Therefore, they proposed to study the running speed of interval exercise. These studies are not superficial, but supported by sufficient data. They not only measured the students' running speed during recess exercise, but also compared it with the running speed required for getting full marks in the physical education entrance examination. Students, the running speed of intermittent practice in the senior high school entrance examination is slower than that of full marks. Conclusion, and further designed the physical education teacher's standing posture when urging students to run, in order to effectively improve the speed of students' running between classes.
After the results of each research group are displayed, the subject teachers will comment on the research group. There is endless encouragement and praise, and at the same time, it also puts forward pertinent criticisms and suggestions on the problems expressed by students, which points out the direction for the study of student continuity.
Model essay on summary of comprehensive practical activities in senior two.
At the beginning of school, in order to beautify the classroom, the children brought green plants to the class window sill, bookcase and corridor. After class, I found that the children were full of curiosity about the green potted plants they brought. After class, they will gather around the flowerpots and talk about their names. They water them every few days. What has changed in these two days? In addition, although we belong to urban primary schools, the surrounding environment is the same as that in the countryside. Children have certain life experience, and parents can guide them. Moreover, teachers grew up in the countryside when they were young, and their scientific research conditions were superior. Why can't they take part in green planting activities in person? So, it was established? Little green planting? Theme of comprehensive practical activities. This reflects the current educational concept of environmental protection education, and can also take the opportunity to beautify the indoor environment.
We let all the children work together to plant green plants with discarded yogurt boxes, sprite bottles or exquisite flowerpots. At the same time, students manage their own plants and water and fertilize them. Then through observation, they write observation diaries and records, finally find the answer to their own questions, experience the fun of planting, know that labor is not easy, working people are the most glorious, and learn to cherish the fruits of labor.
The activity has been carried out for nearly one semester. According to the activity plan made at the beginning of the semester, make a summary of our specific activity process.
First, let the students prepare discarded yogurt bottles, sprite bottles or beautiful small flowerpots, put them on the soil and label them. Teachers who don't label them will label them and put them neatly in the corridor after class. In the afternoon class activity class, first let the students water the soil themselves, then let the students take out the prepared garlic and green rape in groups, and finally personally guide the students how to plant them in pots. The students planted carefully and intently. We saw surprise and laughter on their faces. After the students planted garlic and onions themselves, I taught them some methods to care for their horns and some methods to observe and record them. First of all, I asked the children to do the following three things: 1. After coming to school every day, I go to see my own garlic and vegetables, as well as others; 2. Water garlic and onions regularly; 3. Observe in time, and write observation records and observation diaries in time. Then, I showed my classmates how to make observation records and write observation diaries in class, and the students listened with relish.
In the next few days, the children come to school every morning to observe, observe between classes, water before school, and write observation records and diaries after returning home. Two months later, the garlic planted by the children grew green garlic leaves. At the same time, our children have accumulated a lot of information through observation and recording. We saw the lovely side of children in the record. Some painted garlic, and some wrote the growth process of garlic and vegetables in a few short sentences. Although there are only a few short sentences, we can see the children's intentions. The children all took part in planting activities and experienced happiness in planting.
65438+February 22nd is the happiest day for children, because in the first comprehensive practical activity class in the afternoon, we will harvest garlic together and enjoy the joy of labor. The children are busy cutting and picking garlic. At noon, with the help of the aunt in the canteen, the children tasted their own garlic and smiled on their faces. During the activity, the students also had a lot of confusion: Are there any differences in plants growing in different soils? What is the knowledge of watering?