Reflections on comprehensive practical activities in primary schools
Reflections on Comprehensive Practical Activities in Primary Schools (I)
Comprehensive practical activity is an open course with strong local color, which should have its regional characteristics and practical value. The creativity of the curriculum itself and the flexibility of the implementation process will rebuild a school culture and curriculum culture. In the new curriculum standard, comprehensive practice accounts for a large proportion (three classes a week above grade three). Comprehensive practice course is a comprehensive, life-oriented and functional course, which emphasizes the influence on children's life and pays attention to the development of ability, especially the development of life ability and the formation of attitude. It is a comprehensive practical activity with "problems" as the core, which can exert the overall effect and is comprehensive. The intermediary between knowledge and application, science and life depends on practice. "Practice is the intermediary" (Hegelian language), which is the intermediary between the subjective world and the objective world, and the intermediary between the application of theoretical knowledge to practice and the transformation of subject content into life experience. Only by integrating with practice can we truly realize the communication between knowledge and ability, theory and practice, acceptance and creation, and learning and life. Synthesis points to practice, and the essence of practice is also synthesis.
1. Comprehensive practice is combined with life and social education, and students are socialized people. Every day, in addition to studying in the school classroom, they have to face complicated social life. Therefore, off-campus curriculum resources are not simply "moving" classrooms, playgrounds and laboratories, but an important way to break through the traditional teaching framework and let students communicate with life, society and the world. Many of these resources cannot be taught by traditional teaching, including today's audio-visual teaching. Learning should not only solve problems, but also combine social problems in daily life to apply what you have learned. Let students experience and solve practical problems in the real world and flexibly adapt to the needs of real life. In the practical application process, cultivate students' ability to participate in practice and comprehensively analyze and solve problems. This will benefit every student for life.
2. The combination of comprehensive practice and moral education In the comprehensive practice class, students complete the task of * * * through cooperation, so that they can develop the quality and collective concept of obeying the collective, gain the experience of unity and mutual assistance, share weal and woe, and stimulate their good moral feelings. In addition, the comprehensive practice course can also make students form the habit of planning their own learning scientifically, and carefully completing and objectively evaluating the learning results obtained. It also allows students to truly experience the hard-won wisdom of people and the material wealth created by their own hands through comprehensive practical activities, thus cultivating the quality of thrift. The comprehensive practice course focuses on the educational process, not the results of students' activities.
3. The combination of comprehensive practice and scientific learning. In the content selection, the comprehensive practice course should pay great attention to the combination of natural science, social science and humanities, and do a good job in the integration of adjacent knowledge series and similar disciplines, so that the educational content can closely meet the needs of students and cultural development. Let students cultivate their humanistic spirit while learning scientific knowledge and methods, and pay attention to the cultivation of non-intellectual factors such as interest, motivation and will. Therefore, students should not only pay attention to the acquisition of scientific knowledge and methods, but also pay attention to the formation of scientific spirit and attitude.
4. The combination of school, family and community education In the process of building comprehensive practical courses, it is very important for interdisciplinary teachers to cooperate with each other and obtain the cooperation of off-campus talents to form a situation of overall guidance. A large part of students' parents have skills in planting, breeding, repairing and processing. We make full use of the potential educational resources in this family, and let some hidden educational forces give full play through the way of "please come in". At the same time, we also use the educational power of the society to broaden the channels for introducing teachers through the combination of employers and individuals. For example, we have hired meteorological observatory staff to guide the base regularly, and also hired many people with special abilities from the society to teach at the base, forming an open and multi-level educational talent resource.
In addition, there are many principles that need to be paid attention to, such as the diversification of evaluation, how to face the whole, how to deal with the relationship between inheritance and innovation, etc., which are also worthy of our consideration. Because the comprehensive practice course is still in the stage of exploration and practice, there are still many aspects worthy of our thinking, exploration and exploration, which is the unshirkable responsibility of every comprehensive practice teacher.
Reflections on comprehensive practical activities in primary schools (II)
Reflection on the teaching of "Walking into Mom and Dad" case comprehensive practice activity class in primary school comprehensive practice class
Reflections on the comprehensive practical activity class in primary schools 2011-03-3021:43: 59 | Classification: default classification | Label: | Report | The font size is larger.
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I often think about a question: What does the comprehensive practical activity bring to students? When I first came into contact with this course, like many teachers, I thought that comprehensive practical activities brought students more than just some relevant knowledge and skills. It was not until this time that I guided students to carry out the theme activity of "paying attention to fire fighting and cherishing life" that I found that the comprehensive practical activities brought students far more than that. So, as far as this activity is concerned, what does it bring to students?
First, enhance the sense of social responsibility
It is precisely because students have a sense of social responsibility that this theme activity is held. When organizing students to choose their own topics, at first, students started from their personal interests and talked about various topics. Everyone still holds their own opinions and does not give in to each other. Later, some students put forward the theme of "pay attention to fire prevention", and we can't help but think of the fire hidden danger discovered during the Lantern Festival in Huangmiao, which was reflected by several students not long ago, and discussed it. During the discussion, some students were worried about Huang's temple. Some students said to the organizer, "My ancestors are still alive. Do you still need fire-fighting equipment?" The absurd conclusion is unbelievable, and some students also thought about the present situation of fire fighting in our town ... From the discussion of the students, I was pleasantly surprised to find that the determination of the theme of a comprehensive practical activity class can actually stimulate and enhance the students' sense of social responsibility, which is really not simple!
Second, cultivate practical ability.
During the investigation and study on the current situation of fire protection in our town, the students were divided into four inquiry groups, and each person's work was assigned as a unit. In practice, some students look up information online, some do questionnaire analysis, some go to the streets for interviews, and some go on field trips. The spirit of students' active participation deeply touched the teachers in the school. Most students also learned how to obtain information independently. When they need some information, they know where and by what means to get it-hands-on, eye-moving, brain trinity, multiple stimuli, diverse practices and profound experiences.
Third, the overall quality has improved.
In the preparation stage, they make suggestions and work together. In the stage of investigation and practice, they both divide their work and cooperate. When they encounter difficulties, they cheer each other up, never lose heart or shrink back, and always try to solve them. In the stage of achievement exchange, each group of students speak freely, communicate fully and show their research achievements in different ways. If it is expressed through photos, photography, animation, etc. Members will also make supplementary remarks. During the activity, they shared their achievements with their classmates through cooperation, exchange and research. They have learned to analyze and think objectively, to defend themselves, to understand and tolerate, to praise and share, to form an overall understanding of nature, society and self, to develop good feelings, attitudes and values, and to improve their overall quality. I think this may be the unique charm of the comprehensive practical activity class!
It can be said that this comprehensive practical activity is a successful attempt I have made since the implementation of the new curriculum. But it also left me with a lot of thoughts. I deeply realize that the comprehensive practical activity course is no longer a ready-made accumulation of human experience compared with other subject courses. It plays an irreplaceable role in meeting the needs of students' growth and social development and effectively changing students' learning methods. However, the current curriculum has just started, and many problems have been exposed due to lack of experience. For example, junior students are easily distracted, active and have poor interest persistence. They only saw some superficial phenomena. How can teachers effectively guide students to explore and practice persistently according to the predetermined goals, and get generated and developed in the activities, instead of guiding students to draw conclusions from their research ... these are all issues that need further discussion.
Reflection on Comprehensive Practical Activities in Primary Schools (Ⅲ)
Comprehensive practical activity class is a course that allows students to choose and study problems according to their own interests in daily life and actively acquire knowledge. Suhomlinski once said: There is a deep-rooted need in people's hearts-they always feel that they are discoverers, researchers and explorers. In children's spiritual world, this demand is particularly strong. Comprehensive practical activities, a brand-new form of learning, can be said to cater to students' psychological needs well, so that students can consciously learn to solve problems through personal experience in real life situations, and under the guidance of teachers, determine small topics from study life and social life for research, and conduct research in the form of group cooperation, thus strengthening the cultivation of students' innovative spirit and practical ability and improving their sense of social responsibility. The content covers a wide range. In this semester's teaching, I fully cooperated with students to carry out various investigation and research work, which truly reflected the democracy, equality and mutual assistance between teachers and students in the process of activities. In the future teaching, I will definitely make good use of the teaching position of comprehensive practice course. In teaching, I will not stick to textbooks, open the classroom, walk into students' life, start from the actual and real needs of students' life, creatively carry out teaching and give students innovation.
Through the teaching practice of comprehensive practice class, I further realize the diversity of teacher guidance.
1, learn to share with others in data collection.
How to make our community better. The teaching goal is that students can use books and the Internet to collect information and share it with others. Teachers instruct students to use computer classes, go home to surf the Internet, read newspapers or use holidays to collect information in the library. Students will exchange information collected by each group in class. Finally, students are required to paste relevant materials on the bulletin board in groups for the whole class to read. All resources for such activities are enjoyed by * * * *. Through activities, students can collect beautiful pictures and materials of the community environment, cooperate with others to complete tasks, and share students' happiness in cooperation with others.
2. From "teacher's middle school" to "student center".
The goal of comprehensive practice course is to stimulate the interest in observing, discovering, exploring and innovating through personal experience, initially learn the ability of observing, discovering and exploring problems, initially form the consciousness of cooperation and sharing, initially form the consciousness of respecting science and the attitude of studying hard, and initially form the sense of responsibility to society. Therefore, the starting point and sense of belonging of comprehensive practical teaching are the basis of students' development. To advocate "student-oriented", we should not only respect students' personality, but also pay attention to the positive guidance in the teaching process, so that students can form a correct outlook on life and world, and strive to promote the harmonious development of students' sociality and personality. The diversity of students' personalities requires us to have an open mind.
The course of comprehensive practical activities has laid a good foundation for cultivating modern talents and is a good measure of educational reform. Let students carry out inquiry learning. Teachers should give diversified guidance, establish open classroom evaluation and carry out personalized learning, which is the requirement of open comprehensive practice teaching and the requirement and necessity of social development. Let students develop in an open environment.
Reflections on comprehensive practical activities in primary schools;
★ Thoughts on comprehensive practical teaching in primary schools
★ Model essay on reflection on comprehensive practical activities in primary schools
★ Reflective cases of comprehensive practical teaching
★ Thoughts on comprehensive practical activities in primary schools
★ Teaching reflection on comprehensive practical activities in primary schools
★ Reflection cases of comprehensive practical teaching in primary schools
★ Summarize 5 selected articles from comprehensive practical activities.
★ Summary of Teachers' Work in Comprehensive Practice Activity Class in Primary Schools (2)
★ Model essay on reflection on comprehensive practical teaching of junior middle school students
★ How to carry out Chinese practice activities in primary schools?