1. Establishment of activity themes
The topics selected for comprehensive practical activities should be life-like and should be based on students' interests and hobbies. Every student is a member of the school. Our students live on campus every day. Every plant, tree, table, chair, teachers, classmates and various things on campus are at their fingertips and raised their eyes every day. It can be said that the school is a big family for children, and each school has its own characteristics, but they may not really understand and understand the school. If students can take the initiative to understand various situations in the school, it will be more conducive to stimulating students' love for the school and cultivating students' sense of honor to be proud of the school. In order to cultivate children's awareness of caring for the collective and the school from an early age, we aim to enable students to master the basic steps of division of labor and cooperation through the guidance of this comprehensive practical activity, and learn to design research plans around issues of interest to them. This not only cultivates students' practical abilities, but also facilitates the "normalization" of comprehensive practical activities in schools.
2. Positioning of activity goals
Comprehensive practical activities are a practical course centered on students’ experience and life. In this activity, students face real problems , real situations, such as asking students to talk about their understanding of the school, and then stumping the children with difficult questions. In order to solve these real problems, students should explore independently during the activities, discover and solve problems in practice . Throughout the entire activity, we strive to build a dynamic and open student autonomy model that fully embodies students' independent observation, independent hands-on, independent exploration, and independent evaluation. Aim to promote students' comprehensive development through the development of activities and cultivate students' innovative consciousness and practical ability.
The objectives of the activity are as follows:
1. Guide students through activities to master the methods of collecting and organizing information from multiple channels.
2. Mobilize students’ enthusiasm, learn and observe with strong interest, and communicate with each other in a warm atmosphere.
3. Actively participate in group learning and activities, conscientiously complete the tasks assigned by the group, form professional knowledge in group activities, and learn to cooperate. .
4. Students can gain a comprehensive and in-depth understanding of their school through various practical methods such as personal observation, investigation, collection, interviews, and thinking. Enhance the sense of ownership that loves the school so that students can be proud of the school and make suggestions for the school's shortcomings.
5. Learn to use common forms such as text, physical objects, and electronics to display their research results to the whole school, and even publicize them in society to improve their hands-on practical ability.
3. Activity preparation
(1) Teacher’s preparation:
1. Communicate before class to learn how well the students understand the school situation.
2. Check relevant books and websites on comprehensive practice activities, and collect information on interviews, achievement presentations, activity plan design, etc.
(2) Preparation work for students:
1. Each group divides tasks according to the main content and steps of the inquiry activity. Learn several basic methods of grouping and understand the general principles of division of labor within the group.
2. Understand the general procedures for conducting research activities, use online resources, book resources, interviews, consultations, consultations and other methods to find information, and organize and explore independently in groups.
3. Use one class period to provide topic guidance, allowing students to classify the questions in class and find partners to form inquiry groups. Each group conducts appropriate division of labor based on the expertise of the group members and tasks such as interviewing, recording, data collection and sorting, screening, and explanation, selects a group leader, recorder, and reporter, and formulates and fills in an activity plan record form.
IV. Guidance methods and learning methods in activities
1. Guidance methods:
(1) Create problem situation method: This is a comprehensive practical activity guidance It is in line with the generative characteristics of the activity, allowing students to discover problems, explore problems, and then solve problems in each situation.
(2) Incentive evaluation method: In practical inquiry, students will inevitably encounter difficulties and setbacks. Teachers should promptly and appropriately use diversified words to encourage or motivate students, giving them an invisible strength and Warmth like "spring breeze turns into rain".
(3) Comprehensive method: Under the guidance of the concept of "comprehensive", the four major areas of comprehensive practical activities are skillfully integrated, and the content and implementation links penetrate each other to achieve an ideal integration state.
2. Students’ learning methods during activities:
(1) Practical experience method (2) Cooperative inquiry method
(3) Communication and induction method (4) ) Practical operation method
5. Activity procedures
The first stage: guide students to determine research subtopics and formulate research plans
1. Teachers create problem situations, Based on student surveys, relevant topics are discussed and established.
2. Freely combine according to interests and hobbies, and divide into several cooperation groups.
3. Negotiate within the group to design a more detailed research plan.
The second stage: Go out of the classroom, enter the school, and carry out research activities in earnest
1. According to the designed plan, in groups, comprehensively carry out activities to understand all aspects of the school .
2. Organize the research results of this group and prepare for presentation in your favorite way.
The third stage: exchange results and generate understanding
1. After various investigations and collections, each group has mastered a lot of information about different aspects of the school and assigned them in the report class Representatives report and communicate.
2. While exchanging the collected data, students in each group report their own methods and feelings of collecting data. The teacher promptly guides students to summarize the collection methods, and makes appropriate comments and affirmations, so that students can discover in time. Ask new questions, raise new insights, continuously deepen your understanding of yourself and your peers, and continuously enrich your life experience.
3. Guide students to express their own opinions, connect them with the content of the "Eight Honors and Eight Disgraces", and reach a consensus: "Today I am proud of being a junior, and tomorrow I am proud of being a junior." ".
4. Activity evaluation and experience.
The fourth stage: activity extension, social promotion
1. Teachers and students reflect on the activity process together, record the activity experience and growth feelings.
2. Cooperate with each other to make the results of each group into exhibitions in the form of handwritten tabloids, interview records, proposals, calligraphy, art, pictures, web pages, videos, etc., and promote them in schools and society.
Attachment: The first stage activity process arrangement:
1. Create situations and stimulate interest
1. Teacher Lin is new to our school and doesn’t know much about our school. , would you like to be my little master and introduce me to the school?
2. Now you are all young hosts here to receive guests. Can you please answer a few questions for me?
Where is our school located? How big is the area of ??our school? How many classes are there in the school? How many teachers are there? How many students are there? How old is he? What achievements has the school been proud of? What do parents say about the school? What are the characteristics of its school?
(Allowing students to talk about their understanding of the school aims to stimulate students’ sense of honor, and stumps children with difficult questions, further mobilizing students’ enthusiasm for learning and stepping beyond the scope of research. The first step - determine the research topic)