Teaching reflection after comprehensive practical activity class 1 comprehensive practical activity is a practical course based on students' experience, closely connecting with students' own life and social life, paying attention to the comprehensive application of knowledge and skills, and reflecting the value of experience and life to students' development. The comprehensive practical activity course is characterized by comprehensiveness, practicality, activity and autonomy. Comprehensive activity practice class is not to teach students knowledge, but to increase knowledge from hands-on practice.
This semester, I kept learning theoretical knowledge and got a lot of inspiration.
First, truly realize group cooperation and develop each student's personality.
In the comprehensive practical activities, I encourage students to choose their favorite partners to form cooperative groups, and let them choose the sub-topics they want to learn most in the groups. When assigning work to group members, I let students choose their own tasks in the group according to their own specialties, which creates space for students' personality development. By doing this, each group member has a feeling of mutual appreciation, and the team spirit is greatly enhanced, which lays a solid foundation for the activities.
In the activity, let students say goodbye, design and organize activities by themselves, give students more choices, and let students feel and discover through personal experience. And guide them to help others and assist others to carry out investigation and research under the premise of completing their duties, so that students can no longer enjoy themselves in the activities, and as far as possible, let every student get positive experience and rich experience in participating in comprehensive practical activities.
In the process of independence, cooperation and inquiry, students gradually learn to evaluate, seek common ground, supplement, cooperate and be human.
Second, pay attention to inquiry learning and cultivate students' ability to collect data in various ways.
In the process of letting students carry out practical activities, my starting point is to let students come into life, conduct actual investigation and research, and cultivate their ability to collect and sort out information. Children keep asking questions in the process of research and solve problems through their own thinking, seeking help and discussing with others. This kind of inquiry is very beneficial to children's development. This time, the child really made a breakthrough in his hands-on ability.
I am glad to see that children have become courageous, courageous enough, good at thinking and learned to solve problems in various ways.
Third, change the evaluation method and pay attention to students' feelings and experiences.
Comprehensive practical activities, let me understand that activities should be student-centered, not just thinking about what to give students, but focusing on what to do for students and paying attention to their feelings and experiences. The essential feature of comprehensive practical activities is generative. With the continuous development of activities, students' knowledge and experience have been deepened. In the evaluation, there is no requirement for students' enthusiasm for investigation, tacit cooperation and the number of participants.
In the future work, I will continue to study and improve my theoretical foundation; Constantly and comprehensively improve their "guidance" art; Constantly reflect, grow and mature in reflection.
Teaching Reflection after Comprehensive Practice Activity Class 2 In order to promote the process of educational informatization in China, the Ministry of Education has made a comprehensive plan for the development of information technology education in China in the first decade of the 2/kloc-0 century. One of the core of the plan is "popularizing information technology education in primary and secondary schools and integrating information technology education with various courses", and "the popularization and application of the network enables students to learn to make full use of network resources" is another important aspect of the plan. The network has quietly approached our classroom. When I made some attempts to teach and learn based on the network environment, I kept thinking: What can the network bring to the current teaching? How to give full play to the advantages of network resources in teaching and avoid its disadvantages as much as possible? How to build a more effective teaching and learning model under the network environment? How to define the roles of teachers and students in the network teaching environment ... I have been thinking about it repeatedly in the teaching design and practice of the comprehensive practical activities of the course Bird Paradise.
This class, in the form of job fairs, browses teaching web pages in groups, carries out cooperative exploration, creative exchange, classroom display and free evaluation. In the whole teaching process, students are active in thinking and smiling, and always maintain a positive, happy and concerned learning attitude. Even for students who are not good at learning, their creation is still remarkable. The reasons are mainly based on the following points:
1, the charm of the textbook itself. Bird's Paradise is a famous article by Ba Jin, a famous writer in China. It is an article with rich humanistic connotation. It is not only beautiful in writing, but also contains philosophy: as long as human beings respect nature, they will naturally give human beings rich returns. The emergence of the paradise of birds, a miracle on earth, is the result of harmonious coexistence between man and nature. It is precisely because of this connotation that it adds a profound cultural heritage to the website of Bird of Paradise and a lot of humanistic atmosphere to this activity.
2. Expand students' learning space. If students want to play freely, they must be provided with a moderate space. The use of network resources breaks through the original closed state of Chinese learning activities, puts learning in a dynamic, open, vivid and diverse learning environment, and changes the methods and channels for students to acquire knowledge. Here, students' body and mind are completely relaxed, and they can freely learn all the knowledge about the bird of paradise, such as its history, name origin, present situation and future development. This way of acquiring knowledge is active and out of students' own needs, which is much better than indoctrination learning.
3. Interdisciplinary integration is highlighted. Through the internet, students can not only see the moving scenes of birds dancing together and returning to their nests (video appreciation), but also hear the moving songs of various birds (music appreciation). In this process, we should skillfully operate the computer and communicate verbally with teachers and classmates while creating communication. Therefore, this activity fully embodies the integration of Chinese and information technology, music, art and other courses. During the activity, students' observation ability, comprehensive expression ability, interpersonal communication ability, information collection and processing ability and the spirit of mutual assistance and cooperation have been well cultivated. Through active learning and positive thinking, students have a deeper understanding of the humanistic connotation contained in the text. This process really achieves the goal of making students comprehensively use the knowledge and skills they have learned to solve practical problems.
4. It embodies the unity of instrumentality and humanity, comprehensiveness and wholeness of Chinese curriculum. The humanity of primary school Chinese is mainly reflected in respecting children's nature, inducing children's spirituality and encouraging children's creativity. Students make their own guide words or advertising words, lyrics, poems, couplets, etc. Giving students a broad free space is not only a kind of respect, but also an opportunity to release their creative potential. The instrumentality of primary school Chinese is the core of Chinese ontology. Judging from students' achievements, students' language practice is both substantial and personalized. An advertising word is the agility of students' life, and it is also a display of tempering language and understanding language rules.
The comprehensiveness and integrity are reflected in the large background space and strong comprehensiveness of the created tasks, which is conducive to students' learning and using Chinese in language practice, and is also conducive to surpassing Chinese and self.
5. Activity forms are suitable for students' age characteristics. Teachers set up "essay recruitment fair" to simulate the situation, so that students can learn in competitions and games, which stimulates students' interest in learning. The issuance of the "Bird Medal" and the letter of appointment further stimulated the students' willingness to show and compete. Therefore, in the whole teaching process, students are full of enthusiasm, wanting more.
However, due to the lack of experience of teachers, there are still many unsatisfactory places in the teaching process:
1. Some students failed to finish their creation. There are three main reasons: first, teachers don't know enough about students' online operation level, browsing speed and writing speed, and the reserved browsing and writing time is short; Second, in the link setting, the expression of review and defense questions is too implicit, which causes students to misunderstand and delay time; Third, there is insufficient guidance on students' creative purpose, pertinence of browsing and screening of online information, which leads to students often clicking on web pages, but they are slow to write.
2. The communication and cooperation between groups are insufficient, and the expressive force of the displayed works is insufficient. Because it takes a lot of time to browse the web, it's time to show it. Many groups have just finished reading it. As for how to perform, how to set the scene, how to assign roles, and take care of your own program, it will be perfect. Some students who finished early came to Taiwan for discussion because of lack of teacher's guidance, unfamiliarity and poor communication. Therefore, works with novel forms and vivid contents have lost their vitality because of repeated interruptions, which is also where teachers deeply regret and blame themselves.
3. The teacher's explanation and demonstration of the station is a mere formality. Therefore, students know little about online content, so they can't be targeted, thus prolonging students' web browsing time and affecting the effect of exhibition and communication.
The teacher's guidance is superficial. In the process of students' activities, teachers give more guidance to the use and operation of web pages and students' creative content, but pay little attention to the cooperation among group members, the addition of action expressions and the expression of content. It can be seen that the teacher's task is too heavy and he is not fully integrated into the students. They are absorbed in appreciating and feeling the unique childlike interest in their works, and are sincerely excited and proud of it, which is also a major factor affecting students' emotions and expressiveness.
Chinese comprehensive learning is an important way to form an independent, cooperative and inquiry learning model. Although it may be an unsuccessful attempt, it allows us to appreciate the huge space and magical charm of network resources. In the future, we will actively explore and try to develop a variety of comprehensive Chinese learning activities, so that students can learn and use Chinese in a more free and broad space.
Teaching reflection after comprehensive practical activity class 3 1 Fully understand the significance of junior high school students participating in social practice. Carrying out social practice outside school for primary and secondary school students is the fundamental requirement for comprehensively implementing the Party's educational policy, an important measure to strengthen and improve the ideological and moral construction of minors, a key link in implementing quality education, and a basic way to implement the requirements of curriculum reform, realize effective connection between inside and outside class, and promote the healthy and all-round development of primary and secondary school students. Therefore, according to the requirements of practical education, it is of great significance to strengthen the social practice of primary and secondary school students, pay attention to the integration of knowledge and practice, practical experience and entertaining, help primary and secondary school students understand the society, cultivate good moral quality, innovative consciousness, practical ability and social adaptability, and enhance their sense of social responsibility and mission.
2. Carry out comprehensive practical activities included in the teaching plan. All middle schools should arrange eighth-grade students to participate in the comprehensive practical activities of the practice base in combination with the curriculum, and incorporate them into the school education and teaching plan, so as to effectively link the practical activities with school education. The practice base should establish and improve the "student comprehensive practice registration system" and issue a certificate of completion according to the assessment of students' participation in comprehensive practice activities. In the future, if there are no special circumstances and comprehensive practical activities cannot be completed as required, the junior high school compulsory education graduation certificate will not be issued.
3. At the same time, take measures and organize carefully to ensure the smooth progress of practical activities. According to the unified arrangement of the Education and Sports Bureau, all junior high schools regard organizing students to participate in comprehensive practical activities as an important content of promoting teaching reform and implementing quality education. The headmaster should personally grasp it and be organized and implemented by the departments of education, politics and law and religion. According to the content and schedule of activities determined by the practice base, actively publicize and mobilize students to participate in comprehensive practice activities, release solicitation opinions, actively communicate with parents, seriously publicize the significance and role of young students participating in practice activities, obtain the support and support of parents, and do activities well according to the schedule determined by the practice base. The participating schools will divide the students into a study group (30 students in each group) and a dining group (65,438 students in each group) before arriving at the school. According to the charging standard, the relevant fees should be paid in full in advance when they arrive at the practice base. After the activity, the county education and sports bureau will conscientiously sum up the work, commend the units with outstanding achievements, and incorporate the 50-point rule into the comprehensive supervision and assessment of junior high schools; Units and individuals that are poorly organized and have a certain impact will be given to informed criticism in the county.
4. Attach great importance to the safety of comprehensive practical activities. All junior high schools and practice bases should cooperate closely, take the safety of teachers and students as the top priority, define the division of labor, assign responsibilities to people, increase measures, and formulate emergency plans for safety management. It is necessary to establish a traffic safety guarantee system for students to and from the practice base, arrange teachers with strong sense of responsibility and meticulous and patient work to lead the team and participate in students' practical activities throughout the process to ensure students' safety. The practice base shall effectively guarantee the safety performance of the activity venues, facilities and equipment, and prevent and put an end to accidents. It is necessary to strengthen the education of fire safety, self-care and self-help for students, and improve their safety awareness and self-help ability.
5. Strengthen the planning and management of practical education. Practice base should constantly innovate working methods, develop curriculum resources and continuously improve the quality of activities. It is necessary to give full play to the advantages of experience, practicality and participation in comprehensive practical activities, organize students to actively participate in various activities, so that students can establish labor concepts, improve their practical ability, enhance team spirit and hone their will quality through personal experience and direct participation. At the same time, it is necessary to strengthen contact with schools and actively provide thoughtful and high-quality services for students. During the activity, the practice base should communicate with the school and parents in time, listen to their opinions and suggestions carefully, sum up experience, find out the shortcomings, and make timely rectification, so that the practice base can truly become a paradise for the healthy growth of students.
Teaching reflection after 4 classes of comprehensive practical activities. 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 relatively large proportion (two 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 also allows students to plan their study scientifically and carefully.
The habit of completing and objectively evaluating the obtained learning results can also enable 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.
Teaching reflection after the fifth class of comprehensive practical activity class "Teacher, I must sort the garbage at home in the future and turn waste into treasure!"
"Teacher, I won't litter in the future. I must sort the garbage and make full use of it! "
After class, the students rushed to the podium, talking noisily, looking at their smiling faces and their enthusiasm, I sincerely smiled. It seems that this class has met my expectations and made them gain a lot. The study of this class not only makes them learn knowledge, but also exercises and cultivates their practical ability, telling them to form a good habit, starting from childhood, starting from the little things around them, starting from the side. The highlight of this lesson lies in the design of four activities: activity 1 investigation of domestic waste, activity 2 "garbage classification", activity 3 "recyclable garbage classification" and activity 4 "making recycled paper". Taking turning waste into treasure as the main line, we can protect the environment and make the earth beautiful by turning waste into treasure. Ingenuity is the overall evaluation of students. Perhaps there are still inevitable flaws in this course, but my overall teaching goal has been achieved. Students know how to classify and harm garbage through their hands-on ability, which will become the guiding light for their future environmental protection actions.
The other two highlights of this class are the process of students' independent inquiry and the exquisite works produced in class. The following will be explained in detail:
The theme activity of "turning waste into treasure" has been carried out in our class for some time. During the activity, students are active and enthusiastic. The students conducted in-depth investigation and study from three aspects: the impact of waste on the environment, waste treatment and waste utilization, and their awareness of environmental protection was improved. In the survey of domestic waste in activity 1, although it is conducted by students, students and their families should be encouraged to participate together. Doing so can not only make students learn in activities, but also attract the attention of their families and consciously protect the environment.
In the second and third activities, the way of group cooperation, the division of labor and cooperation of the group, the tasks assigned by the group leader, the arrangement and regulation of the members of the group perform their duties and cooperate with each other. In the process of activities, give full play to the characteristics of autonomy, cooperation and inquiry learning, find problems, collect data and conduct research to a certain extent, so as to gain a lot of knowledge of "turning waste into treasure".
In activity 4, making recycled paper cultivated students' pioneering and innovative ability. Their works are not only exquisite, but also meaningful. I think their works will be more perfect as long as they are guided to observe more and learn from other people's works.
This course provides students with opportunities to express themselves. In the process of independent inquiry, students not only learned knowledge, but also exercised their hands-on operation and practical ability. The active display and self-expression in the classroom constitute a lively and warm atmosphere in the classroom. Students can observe, discover, harvest, dig with their brains and cultivate their abilities in hands-on operation. They also know the importance and urgency of environmental protection, and the great role of "turning waste into treasure". Protecting the environment should start from me and start from the side.