Comprehensive practical teaching plan 1 1. Teaching objectives:
Knowledge and ability: Have an intuitive understanding of the course of comprehensive practical activities, initially learn to ask questions, and let students learn to choose their own group leaders democratically and carry out reasonable division of labor.
Process and methods: In the active participation in the activities of this course, experience the basic learning methods and activities required by the comprehensive practical activity course.
Emotional attitude and values: during the activity, I developed curiosity and thirst for knowledge about the course of comprehensive practical activities, and felt the pleasure of cooperation. Feel the happiness brought by comprehensive practical activities.
Second, the teaching focus:
Have an intuitive understanding of the course of comprehensive practical activities and learn to ask questions initially.
Third, the teaching difficulties:
Be able to ask valuable questions to explore.
Fourth, the activity design:
First, create a situation to stimulate interest
1. Image display
The courseware shows photos of various activities with beautiful music. )
Import dialogue
Students have seen these photos. Do you have anything to say? You can talk about what you think of a photo.
(Let the students speak fully)
Activity 1: Learn what comprehensive practical activities are.
1. Let the students review the free investigation some time ago and have a preliminary experience of the comprehensive practical activity class.
Teacher: Through your own investigation and interview, can you tell me about your understanding of comprehensive practical activities? You can give a few examples. (Students speak freely)
2. Read and understand what comprehensive practical activities are.
Materials: Comprehensive practical activities are different from Chinese, mathematics and other courses whose main content is to learn book knowledge. It is a practical course, which requires everyone to actively explore and learn around their own interests.
The comprehensive practical activity class requires everyone to participate in various activities, such as visiting, inspecting, experimenting, exploring, designing and creating. Comprehensive use of knowledge in activities, find and solve problems, experience and feel life, cultivate their practical ability and enhance their sense of innovation.
Through comprehensive practical activities, we will find that our inquiry ability, comprehensive application ability of knowledge, acquisition and utilization ability of information have been enhanced, and we have learned to cooperate, explore and learn the methods of scientific research ... Comprehensive practical activities provide a big stage for everyone to show their intelligence, and everyone has the opportunity to shine in this course.
Students only need to have a general understanding when reading materials. )
3. Teachers' language guidance, make full use of students' psychology of wanting to participate in various activities, and stimulate students' interest in this course.
Three. Activity 2: Talk about the issues that interest you most.
Introduction: Every student has something he wants to do and is most interested in. Your question may be the content of our comprehensive practical activity class.
Courseware demonstration requirements:
1. Divide into large groups and choose a group leader (who can be the group leader for the first time) to preside over the discussion.
2. Choose a recording pen and record the questions you are interested in.
3. Introduce two most valuable problems in our group.
4. Choose a representative to exchange speeches in class.
Comprehensive practice teaching plan 2 Comprehensive practice activity is a new course offered in primary schools in the new round of basic education curriculum reform. The main purpose of offering the course of comprehensive practical activities is to "emphasize that primary school students can enhance their understanding of inquiry and innovation, learn the essentials of scientific research, increase their comprehensive application ability of knowledge, strengthen the close relationship between schools and society, and cultivate their sense of social responsibility through comprehensive practice." The content of comprehensive practical activities is wonderful and diverse, and the forms are diverse. The arrangement of teaching materials fully reflects the close connection between primary school knowledge and skills, and close contact with students' learning and living environment is easy to stimulate interest.
First of all, make clear the significance of the comprehensive practical activity course.
The course of comprehensive practical activities includes information technology education, research-based learning, community service and community practice, labor technology education and other fields. Comprehensive practice activities emphasize that students should strengthen their sense of inquiry and innovation, learn scientific research methods, develop their comprehensive application ability of knowledge, enhance the close relationship between schools and society, and cultivate their sense of social responsibility through practice. In the process of implementation, it is required to strengthen information technology education, cultivate students' awareness and ability to use information technology, understand the necessary general technology and professional division of labor, and form initial technical ability. The purpose of this course is to change students' learning style, cultivate students' innovative spirit and practical ability, cultivate students' concern for the fate of the country, establish patriotism and form good personality quality.
Second, the guidance of compiling teaching materials
1, guided by the new curriculum concept, guided by the National Outline of Comprehensive Practical Activities of Nine-year Compulsory Education Curriculum (Grade 3-6), and taking integration as the teaching method, accurately grasp the general principles of comprehensive practical activities and lay the foundation for students' lifelong learning and harmonious development.
2. Establish the educational concept that students are the main body of learning and development. According to the characteristics of students' physical and mental development and comprehensive practical activities, the compilation of teaching materials focuses on stimulating students' learning interest, curiosity, thirst for knowledge and enterprising spirit, cultivating students' innovation and practical ability, and advocating independent, cooperative and inquiry learning methods. Teaching materials are open and flexible. On the basis of reasonably arranging the content of basic courses, they leave students with room for choice and expansion to meet the learning and development needs of different students.
3. Inquiry learning theory. Based on students' autonomy and inquiry learning, inquiry learning selects and determines research topics from students' life and social life, mainly through individual or group cooperation. Get direct experience through personal practice, develop a scientific attitude, master basic scientific methods, and improve the ability to solve practical problems by comprehensively applying what you have learned. In research-based learning, teachers are organizers, participants and instructors.
4. The theory of group cooperative learning. Cooperative learning holds that teaching is a kind of interpersonal communication and information interaction. Starting from students' cognitive characteristics, we should skillfully use the interaction between students to leave students with a lot of classroom time, so that they can have the opportunity to communicate with each other and improve together.
Third, the content structure of teaching materials.
Ten lessons are arranged in this textbook. Each class consists of three parts: situation diagram and activity exercise. Activity practice consists of four parts: question and thinking, research and discussion, expansion and innovation. An "information online" was also arranged, which included suggestions for primary school students, bar codes of commodities, steps of sewing sandbags, propagation methods of Chinese roses, history of knots, introduction of noise knowledge, water-saving tips, and introduction of cultural relics. In addition, eight investigation and observation records and one research report have been established.
Following the first four textbooks, this textbook is still organized according to the theme of activities, and eight themes are designed. They are travel in the information world, study in supermarkets, fun of sewing sandbags, happy little Luban, Chinese rose cuttings, making Chinese love, guarding against theft and personal injury, noise and health, saving water and protecting water resources, and investigation and study of cultural relics and historic sites in hometown. Each topic is close to children's life and reflects the characteristics of the times. It can enable students to cultivate their awareness and ability to use information technology, understand the necessary general technology and professional division of labor, and form initial technical ability in the learning process.
Comprehensive practical teaching plan Part III Preparation before class:
Read through the text, pick up childhood dreams, tell childhood stories, and then "brew" childhood life.
Relevant curriculum standards:
1. Observe life from multiple angles, find the richness of life, and strive to be creative in expression.
2. Arrange the order and details of the content reasonably and express your meaning clearly.
Teaching objectives:
1. Feel the beauty of childhood and know the preciousness of childhood.
2. "Brew" childhood life again and express the unique feelings of childhood.
Assessment task:
1. Tell childhood stories and try to make clear the "six elements".
2. Write down the topic of "interesting childhood" quickly.
Teaching process:
First, the tutorial:
Play the video song "Childhood" in class, and students can sing it softly to create a relaxed and pleasant classroom atmosphere.
Teacher: Childhood is beautiful. Every student's childhood is full of childlike interest, and there are people and things worth remembering. It is not only those big events that are worth cherishing, but also some seemingly insignificant people and things. As long as it touches the heart, no matter how dull it is, it will become cute and interesting when you look at it with naive eyes. Let's evoke memories, pick up childhood dreams, tell childhood stories, and then "brew" childhood life and keep childlike innocence forever. (Board issues)
Second, tell childhood stories:
1. 1, 2 and 3 groups recommend students to retell the story of the beautiful snake, the story of catching birds in the snow and the story of long hair. Groups 4, 5 and 6 recommended classmates' comments.
Comments: Strive for completeness and literariness.
Teachers tell interesting stories about their childhood:
Like the story of feeding chickens and pigs and making friends with them;
Self-made simple musical instruments and playmates arrange programs and show movies;
Love labor, talk about hygiene and study hard;
Stories about learning erhu and participating in school theatrical performances.
3. Play childhood sketch courseware to arouse students' memory and pick up their childhood dreams.
Courseware: swinging; Climb the tree and dig out the nest; Push iron ring; Jump room; Drive eggs, etc.
Students tell childhood stories: each group recommends two students, one telling stories and the other making comments.
Comments: Try to make the story complete, interesting and colloquial.
Third, write interesting stories about childhood:
Choose 2-3 typical childhood anecdotes and describe childhood stories with "childhood anecdotes" as the general topic.
1. Write a story told by you or your classmates into an article of about 600 words. For example: childhood paradise, happy games, beloved toys, or unforgettable experiences of reading and listening to stories ... in stories, there can be childhood joys and troubles, and even dreams.
Reference topic Shu Ting, I am more naughty than you, childhood secrets, childhood fantasies, childhood memories.
2. Panel discussion:
① Learn the writing method of "From Baicaoyuan to San Tan Yin Yue" and choose typical cases;
② Grasping the characteristics and describing things;
(3) Arrange a certain time and space sequence with details;
④ Use verbs accurately and describe the action process.
3. Use the manuscript paper of "Happy Composition in Xu Hong Middle School" to ask teachers and students to write on the same topic.
Teachers can patrol to check students' writing progress, especially to find excellent articles that are written quickly.
Fourth, students evaluate each other's compositions:
1. Everyone has a copy of Ten Standards for Self-correction of Wei Shusheng's Writing.
See if the format is correct (5 points). Including two points: ① title and opening paragraph. ② the writing format of practical writing.
Second, see if the roll surface is neat (5 points). Including two points: ① whether the roll surface is clean. (2) Whether the handwriting is neat.
Three, how many typos (5 points). Deduct 1 minute every two times, and repetition is not counted; More than 5 points, no points.
Fourth, see if there are any ill sentences (5 points). Each deduction 1 point, if it exceeds 5 points, it will not be deducted.
5. Check whether there are obvious errors in punctuation marks (5 points). Each deduction 1 point, if it exceeds 5 points, it will not be deducted.
Read the article center (15 points). Including two points: ① Whether the center is correct and clear. (2) whether the center is centralized.
Seventh, look at the article selection (15 points). Including four points: ① whether it is around the center. (2) Whether it conforms to the reality of life. ③ Whether it is typical. 4 whether it is innovative.
Eight look at the structure of the article (15 points). Including four points: ① Whether the hierarchical paragraphs are clear. ② Whether the transition is natural. ③ Whether the beginning and the end are coordinated. (4) whether there is innovation. For example, flashback and interpolation are used in narrative writing.
Nine look at the expression (15 points). Mainly depends on whether it meets the requirements of composition guidance. For example, writing a narrative requires narrative discussion, and writing an expository requires descriptive elements in the description.
Ten languages (15 points). Including three points: ① whether it is concise. ② Whether it is accurate. (3) whether writing narrative or prose is vivid.
2. Learn articles to modify common symbols:
3. Requirements of mutual approval clauses:
(1) There are side batches and total batches. Draw a typo correction box.
(2) There are accurate paragraph accumulation excerpts.
(3) According to "Ten Standards of Wei Shusheng's Composition", proceed item by item.
(4) according to the four grades of A, B, C and D. ..
(5) The auditor shall sign and write the date of audit.
4. In the process of student marking, teachers visited to help solve the problem of student marking, and found 2-3 excellent works.
Five, composition evaluation:
Choose 2-3 excellent works of students to read, with comments from teachers and students.
Comments:
1. Whether the materials are novel and childlike.
2. Whether the structure is clever and the order is appropriate.
3. Whether the language is concise and beautiful, whether there are narratives and arguments.
4. Whether the handwriting is neat and beautiful.
5. Can it be recommended as the topic of "Appreciation of Excellent Works" in this issue and exhibited in the column of "Appreciation of Excellent Works" in the class together with the excellent works reviewed by other teachers?
Teaching reflection:
There are many interesting things in students' childhood and many subjects to write about. Teachers' demonstration narration can stimulate students' interest in childhood and desire for writing, and dig out meaningful typical examples to describe them. Students really get it off their chest.
It is strange and novel for seventh-grade students to correct their compositions for the first time. "Being a teacher for a while" feels particularly cool, but they need careful counseling and patience to complete the marking task.
Some students' handwriting is crooked and untidy, and their writing habits are not good. The corresponding writing is procrastination, inability to write quickly, inaccurate words, small space and plagiarism. Efforts should be made to change the present situation of writing and cultivate correct habits of reading, writing and writing.
The fourth part of the comprehensive practical teaching plan teaching objectives
Ask the students to introduce the shape and weight of the schoolbag by observing it, and guide them to pay attention to the schoolbag, thus causing thinking about the schoolbag.
Teaching focus
Understand the weight, style, brand, price, cleanliness, use advantages, etc.
Teaching difficulties
Method of sorting out schoolbags: classify books by subject or book size.
Teaching preparation
Students' schoolbags.
teaching process
First of all, teacher activities and questions-know your schoolbag.
1, how to put things in the bag? This seemingly simple question is often ignored by students, so it is necessary to remind students that the cultivation of good behavior habits is not a day's work, but depends on the usual accumulation. Let the students find out who has done better in this field and ask him to introduce his experience.
2. What is the structure of the schoolbag? For example: whether it is slung or backpacking; Whether it is comfortable and convenient to carry; How many squares are there in this schoolbag? Can your schoolbag hold books of different sizes? Whether the appearance is beautiful, etc.
What do you think of the color of your schoolbag? For example, do you like the color of your schoolbag? What are the advantages of this color?
Second, students' activities and experiences-understanding our schoolbags.
1. group cooperation: the methods and steps to work out the plan of understanding schoolbags.
2. Report the recommended steps. Select one student in each group to report the proposed scheme, and then analyze and discuss whether the scheme is effective, where it needs to be improved and how to improve it.
3 * * * Discuss and study the specific measures of each activity:
How to investigate the weight of the schoolbag: weigh it yourself and ask someone else to weigh it for you.
How to investigate the brand of schoolbag: ask, read the label and check the information.
4. Make a questionnaire:
5. Conduct investigation activities in groups.
Let students open their minds, observe carefully, practice in person and form habits. By understanding the activities related to our schoolbags, we investigate the weight, style, brand, price, cleanliness and so on of students' schoolbags. Through activities, students can feel seemingly ordinary things in the process of hands-on operation, but it contains many links that can find problems from different angles. By weighing, they can understand the relationship between the weight of schoolbags and good living and study habits. By observing the placement and cleanliness of schoolbags, they can examine their living habits, thus guiding students to explore the relationship between schoolbags and health from the outside to the inside. Let students experience the process of activities, enhance their life experience and promote sublimation. This in turn leads students to further study schoolbags and continue to learn the knowledge of schoolbags.
Third, teacher guidance.
1. In the process of introducing schoolbags, in order to let every student participate in the activities, we should first communicate in groups, so that students can learn from each other and inspire each other.
2. To carry out small inquiry activities, we should pay attention to giving students sufficient activity space and encourage students to use various ways and methods to possess information. You can talk about the ways and means of collecting information first.
3. Instruct students to make questionnaires. Identify the items to be investigated first, and then design more necessary forms.
4. Analyze the research results. Analyze and understand the basic knowledge of the relationship between schoolbags and health, so as to arouse students' interest in further research.
5. Instruct students to write a good research report. Teachers can provide cases or learn from each other through communication.
Fourth, sort out the survey results.
1, report the survey results in groups.
2. Instruct students to write the overall results of the survey about "My Schoolbag" according to the results of each group.
3. Display the survey results.
Teaching reflection
1. Why is the schoolbag getting bigger and bigger?
2. Why are primary school students' schoolbags getting heavier and heavier?
3. How to solve the problem of why schoolbags of primary school students are getting bigger and heavier?