First, pay attention to the cultivation of students' learning interest and emotion.
In a sense, the course of comprehensive practical activities is a student-oriented course, which requires us to respect students' reality in the preparation stage, development process, summary and communication of comprehensive practical activities. To make students have a strong interest in comprehensive courses, we must respect students and pay attention to their hobbies and needs. For example, after the theme of "Paper-Our Good Friend" was established, the students put forward some sub-topics, such as the use of paper, the types of paper, the phenomenon of wasting paper, the journey of papermaking, paper and environmental protection, and the appreciation of paper king. According to their hobbies, students are free to choose topics, among which "the type of paper" has not been selected. According to their respective interests, students form corresponding sub-research groups, introduce team leaders and team members to work together and carry out various activities freely according to the plan. The form of activities is also agreed by the team members themselves. I will never "tell people what to do", criticize or criticize students' unique ideas and practices, and give students the opportunity to express themselves freely, so that they can eliminate their concerns about criticism and dare to express their opinions. The free and safe atmosphere will make students' opinions in a proactive state and maximize their creative potential. In order to face all students and encourage each student to actively participate, it is necessary to mobilize students' inner feelings. In the specific implementation process, some students are divorced from comprehensive practical activities and are afraid of difficulties in the investigation, interview and data collection during the activities. At this time, I will patiently guide them, reduce the difficulty, let them do some simple work behind the students with strong ability, and gradually improve their ability, self-confidence and interest in the process of activities.
Second, pay attention to students' inquiry learning style and the cultivation of various abilities.
In the process of letting students carry out practical activities, our starting point is to let students come into life, conduct actual investigation and research, and emphasize the ability to collect and sort out information. In the process of research, students keep asking questions and try to solve them through their own thinking, discussion with others or seeking help. This kind of inquiry learning is very beneficial to the development of students. Through a practical activity, the students really made a breakthrough in their practical ability. For example, they can not only find some information from books and online, but also learn to ask others for information and get some useful materials. However, practical activities are always accompanied by various difficulties, and the results of activities also have successes and failures. It is of great benefit to stimulate and maintain students' enthusiasm for activities, explore learning methods and cultivate various abilities.
I remember once several female students confidently went to the supermarket to interview salespeople and customers, and soon came back in frustration and cried, Teacher, they ignored us and refused to answer our questions. We will never go again. I will comfort them first, and then lead them to analyze the reasons for their failure. Is it impolite? Or is it a bad question? Now is not the time ... at the same time, the whole class exchanges, and some interviews talk about experience smoothly, find out the cause of the problem, and feel the fun of cooperation. To this end, I also set an example to interview, first explain the reasons to the target audience, sincerely ask them for help, and promise to promote the store for them. When summing up the exchange, the student's diary wrote: We will encounter many setbacks when we set foot on the society. Unlike at home and school, parents and teachers help us solve all the difficulties. In the future, we should learn to solve the problems we face by ourselves. How can you see a rainbow without experiencing wind and rain? Only by exercising again and again can we grow faster and healthier. Busy, students not only gain a wealth of knowledge, but also improve their skills. What is more commendable is that students' awareness of subjective experience, active exploration and development of various abilities is gradually enhanced, and they can learn to solve problems creatively in practice.
Third, pay attention to students' process guidance and evaluation.
In order to prevent students from being isolated in their own research and avoid teachers' excessive participation and guidance, our teachers only appear as promoters, collaborators or consultants, giving children psychological support and initiative in activities, so that they can carry out activities more enthusiastically. And the teacher's procedural guidance can not be ignored. In the process of implementation, our teachers should guide students to fully cooperate and be independent, examine the feasibility of the activity plan, and arrange their research tasks reasonably. Students use the internet, read books and consult materials; Design a questionnaire around your own research and determine the distributed classes; Organize random sampling, etc. At the same time, in the process guidance, in order to be more specific, the real subject of the comprehensive practical activity class in primary schools is primary school students. We should do everything possible to create various environments conducive to practice for primary school students, but don't care too much about the quality of their "works" and "achievements". What we should pay more attention to is whether students have practice or experience; What problems did the students find in the activities and how did they try their best to solve them? What kind of experience did students get in practice? How students interact and cooperate with others in practice; Whether students have produced personalized creative performance in the process of activities ... Only in this way can we truly reflect that the comprehensive practical activity class in primary schools is a practical course centered on the experience and life of primary school students, as shown in Layout Campus. The process of attention is not the pursuit of diversification of activities, nor the pursuit of superficial excitement. Pay attention to the process and oppose "formalism", and require every primary school student to use the basic methods of solving problems completely according to the needs of the activity theme in the process of activities to gain practical feelings and understanding. In the process of implementation, it is necessary to know in time what difficulties pupils will encounter in carrying out research activities, what questions they will ask, what help they need and what guidance they need ... to provide information, inspire ideas, supplement knowledge, introduce methods and clues, and guide pupils to explore and innovate, instead of leading pupils' research to conclusions. Many teachers often intentionally or unintentionally impose their own subjective experience and existing experience on primary school students, which is a point that teachers should pay special attention to in the process of activities. Primary school students' research activities may have many conclusions, may not have conclusions, and may change with the deepening of research. The offering of comprehensive practical activities in primary schools is for the individual growth of students in the activities, not the quantitative results. When carrying out comprehensive practical activities in primary schools, make the activity process become a process of "harvesting crops" rather than a process of going through the motions, so that primary school students can get real feelings and personal experience of life. Only by truly emphasizing the process can we improve the effectiveness of the comprehensive practical activity class in primary schools. Because this kind of comprehensive practical activity class attaches great importance to the process, students are investigated in every corner of the school and really participate and experience, so students get real feelings. The course of comprehensive practical activities is practical. Only through experience and practice can students understand the process and value of learning, cultivate the spirit of exploring and pursuing truth, and make learning an organic part of human life. Therefore, the curriculum of comprehensive practical activities in primary schools particularly emphasizes the practical activities and direct experience of primary school students, and encourages them to learn independently through direct practical activities such as life practice, social practice and scientific practice. The comprehensive practical activity class in primary schools provides an open development space and opportunity for the development of primary school students. This kind of development space and opportunity can only be grasped by the active participation and practice of primary school students. In the open development space and practical opportunities, primary school students will find vivid events that are difficult to find in countless books, experience realistic situations that are difficult to meet in classroom teaching of countless subject courses, and gain real experiences, experiences and sentiments that are almost impossible to obtain in books. In the process of comprehensive practical activities in primary schools, pupils are not "I think, therefore I am", but "I practice, therefore I am". Here, teachers all appear as participants, carry out activities with students, and only give appropriate guidance when students are in urgent need, which does not replace students' independent activities. Students become good at thinking and know how to cooperate with others in their research.
In the course of comprehensive practical activities, students have a lot to learn, such as communicating with others, collecting information, editing results, etc ... In short, I think it is better for teachers to teach people to fish than to teach people to fish. Let them show their vitality in colorful experience activities.
Answer on 20 17-0 1-09.
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How to stimulate students' interest in learning in comprehensive practical activity class
First, according to local conditions, the topic should be close to life and students' hobbies. The main body of comprehensive practical activities is students. How to embody students' subjectivity, the choice of comprehensive practical activities is more important. This requires our school and teachers to be good at observing students' daily life, so as to find things and problems that students are interested in, contact their life experiences, and propose attractive and suitable activities from their school life, family life and social life. Then, the teacher closely followed the reasonable scenario of the project design, introduced the students into the research questions, stimulated the students' urgent desire to participate in the activities, induced the students' initiative, and even couldn't wait to try, and the students' enthusiasm came up. For example, we live in rural mountainous areas and there are many fruit trees. Almost every family has fruit trees, so how to improve the quality and yield of fruit is the wish of every student and parent at present. In view of this situation, we have carried out the course of fruit tree management, and how to prune, graft and pesticide has become the main content of our class. Because the content is close to the reality of life and has practical significance, students are very interested in learning and like to learn these teaching contents. The atmosphere suddenly enlivened, students liked and were full of interest in learning, and the classroom effect was very good. Second, there are theoretical studies, practical activities and diversified learning methods. The course of comprehensive practical activities is a process for students to face nature, society, experience themselves and develop their comprehensive practical ability. It has changed students' original single learning activity, which takes imparting and accepting knowledge as the basic way and obtaining knowledge achievements as the direct purpose. Therefore, teachers should design various activities and learning methods on the basis of understanding students. Let students participate in the activities from the beginning and experience the happiness brought by practice. For example, there are many fruit trees in the mountainous area where we live, so apart from the theoretical knowledge in class, whenever there is an opportunity, I will lead students to approach nature, fields and orchards, and teach them how to graft, how to spray drugs, what kind of dosage to control, how to stratify and so on. Students bring theoretical knowledge in class to practical activities, which deepens their learning impression and improves their hands-on ability. They have really learned to be practical and intuitive, and their interest in learning has been stimulated at once, and the learning atmosphere is very strong. Third, use various ways to evaluate students in time. There are many ways to evaluate the course of comprehensive practical activities. In the process of carrying out comprehensive practical activities, our teachers should stand on the students' side and evaluate the students in time, and pay attention to using various evaluation methods such as "self-evaluation", "other evaluation", "collective evaluation" and "re-evaluation" to evaluate the students' performance (including knowledge, level, ability, achievement, emotion, attitude, etc.). ) in the process of practical activities in a timely manner, so that students can get proper evaluation. The happiness of success in solving problems; Let students keep a strong interest in inquiry in the process of comprehensive practical activities, develop good cooperative learning habits, and improve their ability of information collection, processing and operation. Continue students' strong interest after class, after class, and even the next comprehensive practical activity class. Through the above means, according to the subject characteristics of the comprehensive practice course, let students habitually carry out practical activities with practicality, autonomy, interest and innovation as the main characteristics, and let students improve their comprehensive quality and practical ability in practical activities. I think this course will be full of vitality and win the love of students with its unique charm.
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How to Stimulate Students' Interest in Comprehensive Practice Course
Problems to be solved: Comprehensive practical activities are essentially practical learning, that is, changing traditional conclusive learning into process learning and passive receptive learning into active inquiry learning. How to make students consciously realize the change of learning style? Interest in learning is very important! So, how to stimulate students' interest in learning in comprehensive practice class? Difficulties to be overcome: how to carry out comprehensive practical activities, tap educational resources and local unique learning resources, make this new course present unique charm, and let students love learning, enjoy learning and take the initiative to learn. Expected goal: According to the characteristics of the subject, closely follow the reality of life, purposefully, planned and organized, comprehensively apply the knowledge learned, and carry out practical activities with students as the main body and practicality, autonomy, interest and innovation as the main features, so that students can improve their comprehensive quality and practical ability in personal experience activities and make this course full of vitality. Implementation plan: First, according to local conditions, the topic should be close to life and students' hobbies. The main body of comprehensive practical activities is students. How to embody students' subjectivity, the choice of comprehensive practical activities is more important. This requires our school and teachers to be good at observing students' daily life, so as to find things and problems that students are interested in, contact their life experiences, and propose attractive and suitable activities from their school life, family life and social life. Then, the teacher closely followed the reasonable scenario of the project design, introduced the students into the research questions, stimulated the students' urgent desire to participate in the activities, induced the students' initiative, and even couldn't wait to try, and the students' enthusiasm came up. For example, we live in rural mountainous areas and there are many fruit trees. Almost every family has fruit trees, so how to improve the quality and yield of fruit is the wish of every student and parent at present. In view of this situation, we have carried out the course of fruit tree management, and how to prune, graft and pesticide has become the main content of our class. Because the content is close to the reality of life and has practical significance, students are very interested in learning and like to learn these teaching contents. The atmosphere suddenly enlivened, students liked and were full of interest in learning, and the classroom effect was very good. Second, there are theoretical studies, practical activities and diversified learning methods. The course of comprehensive practical activities is a process for students to face nature, society, experience themselves and develop their comprehensive practical ability. It has changed students' original single learning activity, which takes imparting and accepting knowledge as the basic way and obtaining knowledge achievements as the direct purpose. Therefore, teachers should design various activities and learning methods on the basis of understanding students. Let students participate in the activities from the beginning and experience the happiness brought by practice. For example, there are many fruit trees in the mountainous area where we live, so apart from the theoretical knowledge in class, whenever there is an opportunity, I will lead students to approach nature, fields and orchards, and teach them how to graft, how to spray drugs, what kind of dosage to control, how to stratify and so on. Students bring theoretical knowledge in class to practical activities, which deepens their learning impression and improves their hands-on ability. They have really learned to be practical and intuitive, and their interest in learning has been stimulated at once, and the learning atmosphere is very strong. Third, use various ways to evaluate students in time. There are many ways to evaluate the course of comprehensive practical activities. In the process of carrying out comprehensive practical activities, our teachers should stand on the students' side and evaluate the students in time, and pay attention to using various evaluation methods such as "self-evaluation", "other evaluation", "collective evaluation" and "re-evaluation" to evaluate the students' performance (including knowledge, level, ability, achievement, emotion, attitude, etc.). ) in the process of practical activities in a timely manner, so that students can get proper evaluation. The happiness of success in solving problems; Let students keep a strong interest in inquiry in the process of comprehensive practical activities, develop good cooperative learning habits, and improve their ability of information collection, processing and operation. Continue students' strong interest after class, after class, and even the next comprehensive practical activity class. Through the above means, according to the subject characteristics of the comprehensive practice course, let students habitually carry out practical activities with practicality, autonomy, interest and innovation as the main characteristics, and let students improve their comprehensive quality and practical ability in practical activities. I think this course will be full of vitality and win the love of students with its unique charm.
Caroline Wu Yan
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