School comprehensive practice implementation plan
Part 1: School Comprehensive Practice Implementation Plan
First, the guiding ideology
Continue to adhere to the in-depth promotion of basic education curriculum reform as an opportunity to focus on the overall development of students' comprehensive quality, strengthen the research and research functions of "research, guidance, and service" in solid and effective teaching and research activities, form an effective teaching and research mechanism, and deepen comprehensive practice. The level and level of implementation of the activity curriculum. Fully implement the spirit of the "Guidelines for Comprehensive Practice Activities", promote the further development of curriculum awareness among schools and teachers, and vigorously develop and utilize curriculum resources. Based on school-based teaching and research, and taking teachers as the foundation, we focus on the effectiveness of curriculum implementation, the diversity of curriculum development, the individualization and diversification of comprehensive practical activities, the development of students' needs and needs, the optimization of curriculum structure, and the standardization. Course development, giving full play to the unique educational function of the comprehensive practical activity curriculum.
Second, the expected goal
Based on curriculum reform, based on information technology education, research learning, community service and social practice, and labor and technology education, with the core of training students' innovative spirit, practical ability and humanistic quality, focusing on improving teachers' academic quality, Stable and orderly promotion of the implementation of the comprehensive practical activity curriculum in our district.
1. Strengthen supervision and management of comprehensive practical activity courses
Guide the school to fully understand the importance of the comprehensive practical activity curriculum, conscientiously implement the curriculum plan, have a correct understanding of the nature and value of the curriculum, and avoid artificially decomposing the comprehensive practical activity curriculum into four specific courses to open or use disciplinary courses or Local courses and school-based courses are used to separate the hours of comprehensive practical activities, so as to ensure the normal and orderly development of teaching activities.
2. Develop school-based curriculum resources according to local conditions and appropriate measures
The curriculum resources are the sum of all the conditions for the design and implementation of the school curriculum, and are the cornerstone of the curriculum. Guide the school to fully develop the school-based curriculum with the characteristics of the school on the basis of fully researching, developing, reorganizing and utilizing the material resources, human resources and cultural resources of the local, community and school, and form a comprehensive practical activity curriculum with rich characteristics of the school.
3. Strengthen the construction of teachers in the comprehensive practical activity curriculum
Teachers are the core figures in curriculum development and implementation. They should be the guides, organizers, participants, coordinators and evaluators of student activities. Therefore, on the basis of ensuring the relative stability of teachers in comprehensive practical activities, they pass a series of different levels. Exchange, seminars, and observation activities to help front-line teachers gradually develop curriculum planning and design skills; organization, management and coordination skills; inquiry and problem-solving skills; ability to collect and process information; and front-line teachers have considerable curriculum science literacy.
Third, the implementation strategy
1. Taking the construction of the teaching staff as the core, and strive to improve the scientific literacy of teachers
Rich network resources
Training related to the actual needs of teachers
The formation of the backbone teachers of the disciplines in the district, through the guidance of key teachers, thematic issues, thematic topics, and the curriculum of the subject.
From time to time, we will organize seminars at various levels to create a good academic research atmosphere and build a platform to create conditions for the growth of teachers.
Organize excellent case selection activities.
2. Promote the implementation of comprehensive practical activity courses with the subject base as a breakthrough
Strengthen the construction of teaching and research bases for comprehensive practical activities, give play to the demonstration and radiation functions of base schools, and strengthen inter-school cooperation and exchanges.
Various seminars will be held in the region to communicate with each other on common issues through exchanges and discussions, and help weak schools to obtain targeted solutions.
Strengthen the construction of school teaching and research groups to improve the research level of the school.
3. Taking the investigation and supervision as an opportunity to promote the development of school curriculum and management
Pay attention to the implementation of the curriculum of the school, and investigate the overall planning, specific plans, and teacher equipment of the course.
Pay attention to the work of the school's classroom teachers, and conduct research on the activities and implementation of the grades and classes.
Focus on the status of students in the course and conduct research on student participation activities.
Fourth, the specific arrangements
Teaching and research level:
July: Forming a comprehensive practice activity course subject center group
Rich network resources
Review the comprehensive practice promotion plan and plan submitted by each school
Comprehensive practice activity course storytelling
Special training
August: Review the school-based textbooks submitted by each school
Special training
Organize relevant personnel to demonstrate the promotion plan, plan and school-based textbook sample submitted by each school
September: Regular research: regular implementation of the school's implementation of the comprehensive practical activity curriculum
Organize schools to exchange semester course implementation plans online
Organizing a group discussion
October: Establish a comprehensive practice activity course subject base
Comprehensive practical activity course seminar
November: Improve the comprehensive practice activities online content
Organizing comprehensive practical activity courses teachers to discuss key issues in the course of curriculum implementation
December: Comprehensive case study for comprehensive practical activity courses
Research: Understanding student participation in comprehensive practice activities from student-level information
January: Conducting on-site seminars on comprehensive practice activities
The implementation of the comprehensive practical activities curriculum in the comprehensive summary area, scientific deployment for further work
School level:
June: Schools discuss the faculty of comprehensive practical activities and determine staffing arrangements
July: Each school will report the main person in charge of the course and the list of lead teachers of each grade to the district teaching and research section.
Each school will develop curriculum and management planning, grade implementation plan, project report area teaching and research section
Arrange teachers to participate in district-related training
August: Each school will submit a sample of the school textbook to the district teaching and research section.
Organize relevant teachers to participate in district training
September: Forming a school comprehensive practice activity subject teaching and research group
Each school will semester course plan online
October: Organizing teachers to participate in district seminars
November: Organizing teachers to write school synthesis is a typical case of the course
Curriculum resource development exchange
December: Organizing teachers to participate in the district comprehensive practice activities excellent case collection activities
Rethinking the progress of the activity from the perspective of student development and conducting a special discussion
January: Organizing teachers to participate in district subject base activities
Implementation of the comprehensive practical activity curriculum of each school
Part 2: School Comprehensive Practice Implementation Plan
First, the guiding ideology
The comprehensive practical activity curriculum is to improve students' comprehensive practical quality, develop their potential, and enable students to achieve comprehensive, harmonious and full development. Taking activities as the main form and taking practice as the main link, students are required to actively participate in various activities, such as “doing”, “inspecting”, “experiencing”, “exploring”, “designing”, “making”, “imagining” ", "reflection", "experience" and other activities, discover and solve problems, experience and feel life, and then learn scientific research methods, develop the ability to apply comprehensive knowledge, enhance the close relationship between schools and society, and train students Social responsibility.
Second, the overall goal:
1. Get close to the surrounding natural environment, love nature, and form the consciousness and initial ability to consciously protect the surrounding natural environment;
2. Investigate the surrounding social environment, consciously abide by social behavioral norms, enhance social communication skills, and develop a preliminary awareness of serving the society and a responsible attitude towards society;
3. Understand the basic habits of self-care and develop a diligent and positive attitude towards life;
4. Inspire curiosity and curiosity, develop the correct attitude to engage in scientific research, and develop the initial ability to explore problems.
5. Through comprehensive practical activities, students will acquire some specific skills in information technology, labor technology, community service and other activities; and gain positive experience and rich experience in participating in comprehensive practice, create perfect personality, develop cooperation and share Good self-motivation and other good personality qualities, forming a love for nature and a sense of responsibility towards society and self.
Third, the specific goals
1. Enhance students' understanding and understanding of nature, and enhance their ideology and ability to care for nature and protect the environment.
Into nature, enhance understanding and understanding of nature, and understand the inner relationship between man and nature;
Caring for the natural environment, exploring natural issues on its own, and being environmentally conscious;
Participate in environmental protection activities and enhance environmental protection capabilities.
2. Actively participate in social activities and community services, enhance understanding and understanding of society, enhance social practice ability, and form a sense of social responsibility and obligation.
Enter the society, enhance understanding and understanding of society, and understand the relationship between individuals and society;
Caring about social reality, actively exploring social issues, actively participating in community activities within its capacity, serving the society, and developing social practice capabilities;
Comply with social norms, develop social communication skills, and learn to live and work together with others;
Caring for others, caring for society, having a sense of serving the society and a responsible attitude towards society.
3. Master basic life skills and labor skills, have self-awareness, and develop responsible life attitudes.
Reflect on self, enhance self-awareness, establish self-confidence, establish a life ideal, and be proactive;
Master basic life skills, learn to adapt to social life, and develop a responsible attitude towards life;
Understand and understand modern production and labor technology, correct labor attitude and form good labor habits.
4. Develop the ability to actively acquire knowledge and information, develop learning habits of active access to information and active inquiry, and develop information literacy, inquiry skills and creative spirit.
Learn to ask questions, develop acquisition plans, and organize implementation;
Form the ability to collect information and process information autonomously;
Conduct problem research, experience the inquiry process, and conduct in-depth exploration of natural, social and self-interest issues of interest;
Develop the habit of active inquiry, form a sense of problem, develop inquiry ability and innovative spirit.
5. To form a basic and stable faculty, to comprehensively promote curriculum reform as a starting point, strengthen school-based teaching and research, improve the quality of teachers, and promote the steady development of research projects.
Fourth, the development and implementation of resources
In view of the actual situation of the school, our semester advocacy mainly focuses on the following clues for design and development.
1. Use the subject curriculum to generate comprehensive practical activities
Comprehensive practical activities are not subject courses, but also compulsory courses. They cannot be attached to other courses, but they are not opposites, but are interrelated. Comprehensive practice activities form an organic whole with various subject areas. Knowledge in the subject area can be extended, integrated, reorganized and promoted in comprehensive practical activities; the problems found in comprehensive practical activities, the acquired knowledge and skills can be expanded and deepened in the teaching of various subject areas; in some cases, Comprehensive practice activities can also be carried out in conjunction with certain disciplines. Subject knowledge is no longer the only learning resource, so we should break through the rigid model of self-enclosement of subject teaching. To expand the knowledge field of students and improve students' comprehensive learning ability, we must make the classroom become the planning center for students' whole learning life, and carry out comprehensive practical activities based on subject courses, open up and outside the class, and integrate the development of subject resources and non-disciplinary resources. Design to bring a colorful real life into the classroom. Therefore, we will consider the activities of developing comprehensive practical activities if we integrate organically with the subject content.
2. Entering social life and generating comprehensive practical activities
Our life is rich and colorful, but many students turn a blind eye to their own lives, and the colorful life is unremarkable to them. This is because they are often accustomed to the little things around them. Therefore, the students are guided to enter the social life, to obtain the survival experience, to let students see the things happening around with the research perspective, to select and determine the topics from social life, to generate comprehensive practical activities from the small things around the students, and this is the curriculum reform. The important concept. Such as "smoking has no poison", "network advantages and disadvantages", "understand the environment around" and other activities through visits, visits, field trips, actual participation, personal exploration, to understand the social phenomena and social issues. Therefore, we will focus on guiding students to develop awareness and ability to pay attention to society and serve the society, enhance social responsibility and social practice ability, strengthen the connection between school and society, teaching and life, explore the resources of students' learning and growth, and enable students' learning life. More fulfilling, more interesting, more meaningful and creative, and effective use of off-campus educational resources. ,
3. Into nature, generate comprehensive practical activities.
According to the situation of the school and the surrounding natural environment, guide students to discover problems independently from the natural environment, and guide students to collect information of various natural environments through observation, investigation, experiment, and exploration, care for nature, improve environmental awareness, protect and Improve the living environment and ecological environment, and prevent pollution and other public hazards.
4. Based on the characteristics of school-based localities, we will fully explore the resources of activities and generate comprehensive practical activities.
Huangdao has a long history and profound cultural heritage. During this semester, we let students start from loving their hometown and let students know about their hometown. Use the school labor base to let students master some labor skills and develop students' inquiry ability.
Activity mode
This course is mainly based on activities as a carrier, characterized by integration, focusing on practice, mainly research-based learning activities based on subject research; and experiential learning activities based on social investigations. Through social surveys, discussion and analysis, role-playing, and newspaper creation, students explore and discover themes, and through research on social issues and scientific phenomena from different perspectives, they can discover problems and draw conclusions. Through a variety of activities, increase the opportunities for students to experience first-hand experience, experience various feelings in the activities, exercise students' creative will in practice, cultivate students' creative personality quality, and develop students' creative thinking.
V. Activity evaluation
Comprehensive practice activities are evaluated in a variety of ways by observing, documenting, and describing students' performance in the course of their activities as a basis for evaluating students. This semester will give full play to the evaluation of this mechanism to stimulate students to carry out comprehensive practical activities, through evaluation to let students feel self-growth, promote self-reflection, enjoy the joy of success.
Student evaluation of comprehensive practical activities
1. Focus on the process: The evaluation of the comprehensive practice activities of the national small school does not overemphasize the scientific and rationality of the results. It focuses on the process of primary school students' obtaining results and experiences, and pays attention to the performance of primary school students in the course of activities. In specific operations, teachers can Through observation, the behavior of the primary school students in the process of comprehensive practice activities, emotional emotions, participation level, effort level and other performances are recorded by means of instant comment, and it is used as a criterion for evaluating primary school students.
2. Respect for diversity: The evaluation of the comprehensive practice activities of the national small school encourages and respects the self-expression of the pupils' individuality: speech, painting, writing, performance, production, etc. While the teacher evaluates the activity, through discussion, negotiation, communication, etc. Guided by the way, primary school students conduct self-evaluation and mutual evaluation.
3. Attention to reflection: play the guiding function of evaluation, guide primary school students to reflect on their own practical activities. By mobilizing the cognitive and emotional factors of primary school students, encourage primary school students to consciously record the activity process (especially important details), invest in discussion of issues, share of results In thinking and thinking, take the initiative to examine his own advantages and disadvantages, gradually improve his actions, broaden his horizons, and achieve self-reflection and self-improvement.
Teacher evaluation of comprehensive practical activities
The evaluation of teachers in the national comprehensive practice activities is based on the following criteria: profoundly understand the essence of comprehensive practical activities and participate in the practice of this course in a responsible manner; continuously improve and update their knowledge structure to meet the broad knowledge needs of students. The ability to organize, manage, and coordinate the ability to plan, design, and develop curriculum activities, the ability to explore and solve problems, the ability to collect and process information, and the ability to regulate classroom teaching.
6. Specific activities:
Third grade
Be a beautiful leaf, fight for civilized small tourists, human friends, safety education, reasonable Internet access, learn to do Lei Feng, go into the fall, I love school, and care for resources. Campus safety search lines, causes of accidental injuries, orchard practice activities, "Signs on the face", "Wonderful Zero", "Into the Fall".
fourth grade
1. Happy Games 3 class hours
2. Looking for autumn 2 class hours
3. Vegetable baby's secret 2 class hours
4. Care for flowers 3 lessons
5. Focus on disposable items 2 class hours
6. Community my home 2 class hours
7. Clothing Grand View Garden 2 class hours
8. I love school 2 class hours
9. Plastics around us 2 class hours
10. Survey of pocket money 2 class hours
Fifth grade
Course specific content
first step:
Huaixiao Vegetable Garden Investigation Activity Plan:
The first stage: organizational division of labor
Established the Huai Xiao Caiyuan Investigation Activity Group and set up two groups:
1. Vegetable survey group
2. Fruit survey team
Second stage: carrying out activities
Through interviews, on-the-spot inspection, to understand the growth process of several vegetables and fruits, the main problems existed, the vegetable garden managers conducted collective discussions on the future planning of the vegetable garden, exchanged with each other, and wrote survey reports and experiences.
The third stage: the results show
The second step:
Guanjialou Farmers Market Visit Experience Program:
The first stage: discussion of research topics, division of research groups, clear research content; second phase: collaborative research phase, investigation, interview, experience, filling out forms, reviewing materials, and completing related operations;
The third stage: exchange report, results display, students report the research results through charts, manuscripts, and communication knowledge tabloids.
Sixth grade
1. Information technology: learning the technology of browsing, downloading, processing, and extracting information through the Internet; learning to collect, organize, store, and extract information from television, newspapers, and books.
2. Labor technology: learning simple labor such as picking peanuts and collecting persimmons; learning simple public welfare labor and housework, self-room arrangement and finishing.
3. Community Services: Investigate and understand fire safety knowledge and community greening.
4. Special research: Combine subject knowledge, conduct literature research and investigation research on a topic; study research plan formulation, research report writing, etc.
5. Other content: Students can choose their own learning content, determine the topic, and formulate implementation plans according to their individuality, hobbies and interests.
Part 3: School Comprehensive Practice Implementation Plan
In order to fully implement the curriculum plan, we will vigorously promote the standardization and normalization of the implementation of the comprehensive practical activity curriculum in our city, according to the Ministry of Education's Basic Education Curriculum Reform Outline and the Zhejiang Provincial Department of Education on Implementing the Ministry of Education's Basic Education Curriculum Reform Outline. "Opinions", "Zhejiang Compulsory Education Comprehensive Practice Activities Teaching Guidance Outline", "Zhejiang Compulsory Education Section Comprehensive Practice Activities Teaching Suggestions" and "Wenzhou City Compulsory Education Stage Comprehensive Practice Activities Course Guidance Opinion" and other spirits, combined with the actual situation of our city This embodiment is specially formulated.
First, the guiding ideology
Guided by the scientific concept of development and comprehensively promoting quality education, the goal is to build a comprehensive practical activity curriculum culture with distinctive school characteristics, and to cultivate students' innovative spirit, practical ability, social responsibility and good personality. The curriculum system with sufficient resources and links between the schools and the professional and part-time curriculum of the professional teachers will focus on the implementation and management of the curriculum, and ensure the full implementation of the requirements of the comprehensive practical activities curriculum.
Second, the implementation significance
Comprehensive practical activities are the curriculum areas of national setting, local management, and school development. They are compulsory courses prescribed by the state in compulsory education. Their contents mainly include research study, community service and social practice, information technology education, labor and technology education. The establishment of the compulsory course of comprehensive practical activities is a major reform of the basic education curriculum system and curriculum structure. It is an important measure to promote the transformation of the talent training mode and implement the quality education goal under the new situation. The implementation of the comprehensive practical activity curriculum is conducive to embodying the basic concepts of the new curriculum reform, comprehensively implementing quality education; facilitating the close connection between education and real life, improving the curriculum structure of school education; encouraging teachers to implement curriculum creatively and promoting The change of students' learning style is conducive to expanding the space and vision of moral education and cultivating students' good moral quality; it is conducive to the school to carry out special education and deepen the connotation of curriculum culture.
Third, the course objectives
Guide students to gain positive experience and rich experience in practical learning, form an overall understanding of nature, society and self-inner relationship; experience and initially learn scientific methods of problem solving, have problem awareness, develop good scientific attitude, innovative spirit and practice Ability; form a strong sense of social responsibility, develop good personality qualities such as cooperation, sharing, and positive development.
Fourth, class schedule
According to the adjustment of Zhejiang Province Foundation [20XX] No. 120, the curriculum of the provincial compulsory education curriculum is set: 3 classes per week in grades 3-6, 2 classes per week in grades 7-8, and 1 class per week in grade 9. The above classes do not include information technology courses, and the labor and technology of each grade are 1 class per week. Disciplinary teaching at all levels and types of schools shall not occupy the time of comprehensive practical activities.
When the school arranges the class hours, it can concentrate on a few days or a week when it is necessary to take flexible and flexible classes with the activities, without prejudice to the normal teaching of the school, without prejudice to the total number of classes in the semester of the comprehensive practical activities. Engage in a theme event. All types of schools in the city must design and direct at least three theme activities per semester per year, and each theme activity should be no less than 3 class hours. It is recommended to arrange 2 sessions on Thursday or Friday to make full use of the weekend activities, and arrange 1 lesson on Monday or Tuesday for communication, summary or request for the next stage of activities.
V. Activity content
In the curriculum setting of our province, the basic areas of comprehensive practical activity courses are research learning activities, social practice and community services, as well as class team activities, school traditional activities, mental health education, environmental education, science and technology education, and “green certificate education”. "The content of the event.
Each school can be designed and organized according to the three dimensions of closeness and exploration of nature, experience and integration, understanding and self-improvement, in the form of theme activities, such as:
Cultural and artistic themes: such as traditional culture, hometown customs, hometown celebrities, sports logo design, newspaper design, my heart's living room, paper-cut art, flower arrangement art appreciation.
Social life topics: such as diet and health, Yueqing dialect, local specialties, the cost of pocket money, learning to be a small reporter, star idol in my heart, poor students out of school, paying attention to foreign population.
Topics in science and technology: such as environmental pollution and its protection, campus environmental surveys, garbage problems, cities and greening, and science around us.
Technology production invention theme: such as model making, invention creation, flower arrangement art design, engraving process, computer design, paperwork, mason and other processing techniques.
Community services and social practices: such as old-age services, legal propaganda, environmental sanitation, adoption of green space, popular science activities, military training, social production labor, outings, visits, etc.
The school class activity classes organized by each school are in line with the theme and can be regarded as a comprehensive practical activity class.
The ninth grade comprehensive practice activities can integrate school and local courses.
Sixth, organization and implementation
Strengthen leadership and raise awareness
Seriously implementing the curriculum plan to ensure the seriousness of the national curriculum plan is the most basic requirement for the school to fully implement the education policy and implement quality education. As the first person responsible for the implementation of the curriculum, the principal must raise awareness, take the lead in learning, and work hard to become an expert in comprehensive practical activity courses.
Build a team and improve the network
1. The school should encourage teachers to teach or transfer to teach comprehensive practical activity courses, and establish a team of comprehensive practical activities with special and part-time work. The provincial and municipal model schools strive to have at least one full-time teacher of comprehensive practical activities from the beginning of the semester. Other large-scale schools must have at least one full-time instructor from the next semester, and small-scale schools should be equipped with multiple part-time teachers. Instructors; determine the grade-level person in charge of the comprehensive practical activity curriculum, the class leader, and establish a teacher-use mechanism for “class-level, grade-level collaboration, and school coordination” to ensure that all aspects of the implementation of comprehensive practice activities are implemented.
2. Under the guidance of the teaching and research staff of the municipal teaching and research section, each school district should establish a teaching and research group for comprehensive practical activities. Schools with conditions should set up a teaching and research group for comprehensive practical activities, and select full-time and part-time teachers with organizational ability, responsibility, and comprehensive quality as the team leader. Formulate the implementation plan of the comprehensive practice activities of the whole school, organize, guide, participate in the implementation and carry out teaching and research activities, thus initially forming a network of teaching and research at the city, school district and school level. Teaching and research institutions at all levels should regularly conduct comprehensive practice activities and conduct regular seminars.
3. The municipal teaching and research section and the teacher training school shall carry out the training of the comprehensive practical activity teachers in different levels and in batches, and open a comprehensive practical activity course training class to promote the transformation of teachers' concepts and improve the teachers' ability to implement comprehensive practical activities.
Integrate resources and actively develop
All schools in the city should optimize the combination of school curriculum resources and social curriculum resources; study and analyze the background and conditions of local and community, fully explore the local natural conditions, socio-economic and cultural conditions, national cultural traditions and other aspects of curriculum resources, reflecting the curriculum resources Local characteristics. At the same time, we must pay attention to the human resources of teachers, students and social related personnel, and attach importance to the information resources accompanying modern information technology. It is necessary to focus on integrating team activities, traditional school activities, student mental health activities, environmental education, anti-drug education, etc., while making full use of local museums, science and technology museums, moral education bases, science and technology demonstration bases and other off-campus activities to form a benign interaction mechanism.
Careful organization, serious implementation
1. Each school shall establish a leading group for the implementation of comprehensive practical activities. The principal must personally serve as the team leader, and at the same time designate a school-level leader to be in charge of the planning, organization and implementation of the course, and coordinate the relevant departments. It is necessary to start from the actual situation of community school resources, teacher conditions, venue equipment and funds, and open, open, and comprehensive courses of comprehensive practical activities to ensure the smooth implementation of comprehensive practical activities.
2. The teaching office and the teaching and research section shall formulate the overall plan of the “Comprehensive Practice Activities”, “Semester Curriculum Implementation Plan” and the individual performance appraisal rules of the teachers, guide and review the comprehensive practical activities of each grade, and make a summary of the whole school in time. It is good to collect, organize, archive and other related work materials for each activity, and accumulate materials for future teaching and research.
3. Clarify the implementation of the teacher responsibility system in the comprehensive practical activity curriculum. According to the school semester curriculum implementation plan, determine the amount of tasks each teacher should undertake for a comprehensive practical activity course every semester. Teachers of comprehensive practical activities should formulate the weekly calendar of activities, implement the contents of comprehensive practical activities in units of “weeks”, supervise and inspect the implementation of the curriculum and the implementation of the plan in a timely manner, and make special use for special purposes.
4. Each school shall determine a certain proportion of curriculum development, teacher training, and activities for comprehensive practical activities in daily public funds.
5. Intensify the construction of comprehensive practice bases. The Municipal Education Bureau strives to build at least two comprehensive practice bases with a certain scale that can meet the practical activities of local students in 20XX.
Seven, process management
Scientific organization and effective management are guarantees for the smooth implementation of comprehensive practical activity courses.
The organizational form strives to be flexible and diverse.
The group activities are the main organizational forms of the comprehensive practical activity curriculum. Each school can adopt the combination of group activities, individual activities and collective activities according to the actual situation, and use them flexibly. In the process of the activity, it is required to do a diary of the activity and record the basic situation of the activity in time.
Teacher guidance must be meticulous.
Teachers are the organizers, instructors and participants of comprehensive practical activities. The instructors must formulate specific guidance plans for the theme of student activities, prepare activity plans, presuppose problems, difficulties and solutions that may be encountered during the development of the activities, and earnestly Guide students to formulate plans, implement plans, conduct practice and inquiry through visits, field visits, data review, experimental observation, design and production, volunteer services, etc., and obtain rich information and materials.
The implementation process must be safe and reasonable
All schools must gradually strengthen the system construction and process management of the number of comprehensive practical activities, activity groups, activity results, teacher work, curriculum resources and teaching materials, and scientifically and reasonably calculate the workload of the instructors of comprehensive practice activities. It is necessary to enhance the awareness of safety and disease prevention, carry out necessary safety education for students, and improve students' self-protection awareness and ability. All schools shall formulate safety systems and plans for comprehensive practical activities, strengthen communication and contact with students' families and relevant departments of the society, and ensure the safety of teachers and students in carrying out various outing activities.
Eight, evaluation reward
The school should use the growth record bag, the observation of the activity process, the self-reflection of the students, the consultation and democratic evaluation of teachers and students, and the results display according to the principles of holistic, diversified and procedural, and comprehensively practice each student. The performance in the activity is evaluated in stages. In the student evaluation activities, teachers should focus on collecting and analyzing the data and data of the student's activity process and results; clarify the improvement points for promoting student development, propose improvement plans; handle the comprehensive evaluation activities student evaluation process and results, individuals and groups, The relationship between the evaluation cycle and the necessity and effectiveness of time and space and multi-subject evaluation.
The school shall establish a teacher evaluation system for full-time and part-time comprehensive practice activities and incorporate it into the teacher's annual assessment. The evaluation of teachers should focus on the ability and effectiveness of teachers in the organization, planning, design, guidance, management, and work attitude of comprehensive practice activities. According to the spirit of Wenjiaozhong [2009] No. 33, full-time teachers who have been instructed for comprehensive practical activities and achieved certain results throughout the year can be counted as one-half of the working years of the class teacher. The total amount of teacher hours should be included in the course of the comprehensive practical activity course. Teachers who have completed three years of comprehensive practical activity courses and have excellent grades will be given priority when applying for senior titles. The teaching quality of teachers' comprehensive practical activity courses should be one of the advanced basis for the evaluation, promotion, professional title evaluation and evaluation of teachers' teaching business.
The Municipal Education Bureau shall establish an evaluation system for the implementation of comprehensive practical activity courses in schools, and establish the comprehensive practical activities as an important part of the annual inspection of teaching routine management, from organizational leadership, class arrangement, teacher arrangement, curriculum resource development and utilization, school-based teaching and research. The implementation, management system, and specific guarantees will be comprehensively evaluated, and the results will be directly linked to the school's first evaluation and the principal's annual performance salary. If the comprehensive practical activity curriculum does not meet the requirements and the rectification is not effective, the city will be notified and criticized; if the application for the establishment of various municipal-level advanced schools is declared, the qualifications for the evaluation shall be rejected by one vote; if they belong to the provincial and municipal model schools, the warnings and rectification will be ineffective. Two or more people reported to the relevant departments at the higher level to cancel the title of the model school.
Part 4: School Comprehensive Practice Implementation Plan
Comprehensive practice activities are courses for national regulations, local guidance, and school development and implementation. The comprehensive practical activity course has gone out of the textbook, walked out of the classroom, and walked out of the traditional knowledge transfer method. In terms of the curriculum structure, it is the school, the teacher and the students, the "course freedom" is the largest, the "course space" is the most extensive, and the "course implementation" is the most. Flexible course. However, the comprehensive practical activity curriculum is a curriculum field set by the state, local guidance and the school is based on actual development. The content of the activity is an organic whole, rather than a mixture of several themes that are randomly assembled. How to reflect the comprehensive practice activities Overall, and focus on the characteristics of the school, to develop the content of comprehensive practical activities as a whole? The development of the school's comprehensive practical activity curriculum has played a very important role. Let's talk about our own views and understanding on the formulation of the implementation plan of the school's comprehensive practical activity curriculum.
I. The importance of formulating the implementation plan of the comprehensive practical curriculum of schools
From the issues reported in the last semester, most schools lack comprehensiveness, comprehensiveness and cohesiveness in the development and implementation of comprehensive practical activity courses, and there are duplications in the theme activities of different grades, reflecting the lack of school characteristics and regional characteristics. . At the same time, the current school conditions, teachers and other current conditions also require the school to comprehensively plan the development and implementation of comprehensive practical activities curriculum, in order to meet the requirements of comprehensive practical activity curriculum reform.
Therefore, a school should “normalize” the implementation of comprehensive practical activities curriculum, and develop a scientific and standardized comprehensive practical activity curriculum overall implementation plan is the first work of curriculum development and implementation. For the value of the curriculum that fully utilizes the comprehensive practical activities, it is very important and necessary for the school to develop the school and the professional development of the teachers to deal with the relationship between the school's presupposition and generation. The overall implementation plan of the comprehensive practical activity curriculum is not only the overall planning and arrangement of the school, but also the basis for the implementation, management and inspection of the comprehensive practical activity curriculum of the school.
Second, the basic framework of the school comprehensive practical activity curriculum program
The school is the base and platform for the implementation of comprehensive practical activity courses. The specific tasks such as course objectives, content, methods, evaluation, resource development and utilization are all completed in the school. The basic framework of the school's comprehensive practical activity curriculum implementation plan generally includes the following parts: the preface of the course, the course objectives, course content, curriculum implementation, course management, and course evaluation.
1 Introduction
The preface of the course includes the basic theory, nature, significance, guiding ideology and curriculum background of the school's school-based implementation of comprehensive practical activities. It is an important part of the curriculum implementation plan, the guiding ideology of the school's overall implementation plan, and the basic concept of teachers' development and guidance of students' comprehensive practice activities. The preface of the course helps to calibrate the teaching behavior of schools and teachers and helps to reflect the value of the integrated practical curriculum as a compulsory national course.
2. Course objectives
The goal of the course is that the school will decompose the objectives of the comprehensive practical activities according to the grades, and make corresponding requirements and regulations for each grades according to the four designated areas. It is the guiding outline of the National Nine-Year Compulsory Education Curriculum Comprehensive Practice Activities. Specific requirements for school implementation. The course objectives help teachers to focus and guide in the implementation of comprehensive practical activities, and to achieve the corresponding target requirements.
For example, the overall goal
1. Let students acquire positive emotional experiences that are personally involved in inquiry, and cultivate students' psychological qualities of being willing to explore, the spirit of innovation, and the ability to adapt to society. Promote the improvement of the quality of subject teaching through research activities.
2. Form an overall understanding of the inner relationship between nature, society and self, develop a sense of responsibility towards nature, society and self; enhance students' understanding of nature, society and culture in the context of life, and enhance students' hometown and school The understanding and understanding of the hometown, for the motherland's construction and development, diligent study, determined to become talented.
3. Form attitudes and abilities to actively discover problems from life and solve problems independently;
4. Further expand the knowledge field of students, improve their comprehensive quality, develop practical ability, and develop comprehensive application and innovation ability of knowledge;
5、關注自我生活方式，形成積極、健康的生活態度和生活方式，養成良好的學習習慣和良好的心理品質，養成合作、分享、積極進取等良好的個性品質。
6、促成學生學習方式的轉變，使他們學會探究，學會運用所學動手實踐，學會學習。
Milestones
1、階段目標隨年級遞增：
國小低段：關心自然、學會關心自我
國小中段：關心自然、學會關心自我、關心他人、
國小高段：關心自然、學會關心自我、關心他人、關心社會
3、課程內容
課程內容是綜合實踐活動課程實施方案的重要核心內容，也是學校根據本地實際，在充分徵求教師、學生、學生家長及其他社會成員意見的基礎上，將綜合實踐活動主題圍繞學生與自然的關係、學生與社會的關係以及學生與自我的關係三條線索，從學生的生活經驗、認知水平和能力出發，按照不同年級段設計與規劃，較好體現課程實施內容統籌規劃和學生活動課題選擇等關係重要措施。為了充分利用地方資源優勢，突出體現地方性，形成學校特色，提倡學校抓住地方特色，確立一個大課題為主作為長期主題，各個年級圍繞大主課題擬定班級課題，班內再細化子課題，做全做細做透。 短期主題為輔。
4、課程實施
課程實施是學校綜合實踐活動課程實施方案的重要環節，是達到綜合實踐活動課程目標的主要手段，也是指導教師和學生以綜合實踐活動課程主題為中介而開展的教學過程性活動。課程實施部分主要是根據綜合實踐活動主題活動方式的不同，給教師提供實施的大致過程和基本策略，有助於教師和學生了解綜合實踐活動大致過程和每一個階段的指導任務和學習任務。如，一個活動實施的大致過程包括活動的準備階段——活動的實施階段——活動的匯報交流階段，各個階段對學生和教師的要求等。
5、課程管理
課程管理包括組織管理、師資配備、課時安排、課程制度與基地建設等內容。具體來說，組織管理包括學校根據實際，成立學校綜合實踐活動課程開發、實施和管理領導小組，明確各職能部門課程管理職責，建立綜合實踐活動課程教研組等方面的規定。師資配備明確綜合實踐活動指導老師。課時安排是學校根據國家綜合實踐活動指導綱要的規定，結合學校實際對本校綜合實踐活動課程實施作出的課時安排，並作為一門必修課程將課時安排進入學期課程安排表，有助於學校按課程實施方案有目的、有計畫地實施與開展。課程制度包括教師工作量制度、制定檢查與評價制度、指導教師考核和獎勵制度等，課程制度在課程實施方案中可以總體概述，每項課程制度可以作為學校課程實施方案的附屬檔案進行單列。
6、課程評價
課程評價是根據綜合實踐活動課程評價的理念與要求，結合本校實際，對本次學生開展綜合實踐活動的學業質量，對教師開展綜合實踐活動的指導效果進行管理，保障學校綜合實踐活動課程順利實施而所作一些規定。課程評價可以包括學生學業評價和教師評價等內容。
總之，綜合實踐活動的開發與實施過程是一種個性化、校本化的過程，它充分體現了課程對學生、教師和學校的適應性。綜合實踐活動課程的開發和實施，是一項系統工程，更是一項大有希望的朝陽事業，準確地確定和完整地把握綜合實踐活動課程的基本理念和課程的價值取向，依照學生心理和認知發展水平進行課程開發，按學段分層實施，推動實踐性學習的系統性，努力開闢實施綜合實踐活動課程的新思路。
篇五： 學校綜合實踐實施方案
First, the guiding ideology
綜合實踐活動課程是以全面提高學生的綜合實踐素質，開發人的潛能，使學生得到全面的、和諧的、充分的發展為宗旨。以活動為主要形式，以實踐為主要環節，要求學生積極參與到各項活動中去，在“做”、“考察”、“實驗”、“探究”、“設計”、“製作”、“想像”、“反思”、“體驗”等一系列活動中，發現和解決問題，體驗和感受生活，進而學習科學研究的方法，發展綜合套用知識的能力，增進學校與社會的密切聯繫，培養學生的社會責任感。
First, the guiding ideology
Continue to adhere to the in-depth promotion of basic education curriculum reform as an opportunity to focus on the overall development of students' comprehensive quality, strengthen the research and research functions of "research, guidance, and service" in solid and effective teaching and research activities, form an effective teaching and research mechanism, and deepen comprehensive practice. The level and level of implementation of the activity curriculum. Fully implement the spirit of the "Guidelines for Comprehensive Practice Activities", promote the further development of curriculum awareness among schools and teachers, and vigorously develop and utilize curriculum resources. Based on school-based teaching and research, and taking teachers as the foundation, we focus on the effectiveness of curriculum implementation, the diversity of curriculum development, the individualization and diversification of comprehensive practical activities, the development of students' needs and needs, the optimization of curriculum structure, and the standardization. Course development, giving full play to the unique educational function of the comprehensive practical activity curriculum.
Second, the expected goal
Based on curriculum reform, based on information technology education, research learning, community service and social practice, and labor and technology education, with the core of training students' innovative spirit, practical ability and humanistic quality, focusing on improving teachers' academic quality, Stable and orderly promotion of the implementation of the comprehensive practical activity curriculum in our district.
1. Strengthen supervision and management of comprehensive practical activity courses
Guide the school to fully understand the importance of the comprehensive practical activity curriculum, conscientiously implement the curriculum plan, have a correct understanding of the nature and value of the curriculum, and avoid artificially decomposing the comprehensive practical activity curriculum into four specific courses to open or use disciplinary courses or Local courses and school-based courses are used to separate the hours of comprehensive practical activities, so as to ensure the normal and orderly development of teaching activities.
2. Develop school-based curriculum resources according to local conditions and appropriate measures
The curriculum resources are the sum of all the conditions for the design and implementation of the school curriculum, and are the cornerstone of the curriculum. Guide the school to fully develop the school-based curriculum with the characteristics of the school on the basis of fully researching, developing, reorganizing and utilizing the material resources, human resources and cultural resources of the local, community and school, and form a comprehensive practical activity curriculum with rich characteristics of the school.
3. Strengthen the construction of teachers in the comprehensive practical activity curriculum
Teachers are the core figures in curriculum development and implementation. They should be the guides, organizers, participants, coordinators and evaluators of student activities. Therefore, on the basis of ensuring the relative stability of teachers in comprehensive practical activities, they pass a series of different levels. Exchange, seminars, and observation activities to help front-line teachers gradually develop curriculum planning and design skills; organization, management and coordination skills; inquiry and problem-solving skills; ability to collect and process information; and front-line teachers have considerable curriculum science literacy.
Third, the implementation strategy
1. Taking the construction of the teaching staff as the core, and strive to improve the scientific literacy of teachers
Rich network resources
Training related to the actual needs of teachers
The formation of the backbone teachers of the disciplines in the district, through the guidance of key teachers, thematic issues, thematic topics, and the curriculum of the subject.
From time to time, we will organize seminars at various levels to create a good academic research atmosphere and build a platform to create conditions for the growth of teachers.
Organize excellent case selection activities.
2. Promote the implementation of comprehensive practical activity courses with the subject base as a breakthrough
Strengthen the construction of teaching and research bases for comprehensive practical activities, give play to the demonstration and radiation functions of base schools, and strengthen inter-school cooperation and exchanges.
Various seminars will be held in the region to communicate with each other on common issues through exchanges and discussions, and help weak schools to obtain targeted solutions.
Strengthen the construction of school teaching and research groups to improve the research level of the school.
3. Taking the investigation and supervision as an opportunity to promote the development of school curriculum and management
Pay attention to the implementation of the curriculum of the school, and investigate the overall planning, specific plans, and teacher equipment of the course.
Pay attention to the work of the school's classroom teachers, and conduct research on the activities and implementation of the grades and classes.
Focus on the status of students in the course and conduct research on student participation activities.
Fourth, the specific arrangements
Teaching and research level:
July: Forming a comprehensive practice activity course subject center group
Rich network resources
Review the comprehensive practice promotion plan and plan submitted by each school
Comprehensive practice activity course storytelling
Special training
August: Review the school-based textbooks submitted by each school
Special training
Organize relevant personnel to demonstrate the promotion plan, plan and school-based textbook sample submitted by each school
September: Regular research: regular implementation of the school's implementation of the comprehensive practical activity curriculum
Organize schools to exchange semester course implementation plans online
Organizing a group discussion
October: Establish a comprehensive practice activity course subject base
Comprehensive practical activity course seminar
November: Improve the comprehensive practice activities online content
Organizing comprehensive practical activity courses teachers to discuss key issues in the course of curriculum implementation
December: Comprehensive case study for comprehensive practical activity courses
Research: Understanding student participation in comprehensive practice activities from student-level information
January: Conducting on-site seminars on comprehensive practice activities
The implementation of the comprehensive practical activities curriculum in the comprehensive summary area, scientific deployment for further work
School level:
June: Schools discuss the faculty of comprehensive practical activities and determine staffing arrangements
July: Each school will report the main person in charge of the course and the list of lead teachers of each grade to the district teaching and research section.
Each school will develop curriculum and management planning, grade implementation plan, project report area teaching and research section
Arrange teachers to participate in district-related training
August: Each school will submit a sample of the school textbook to the district teaching and research section.
Organize relevant teachers to participate in district training
September: Forming a school comprehensive practice activity subject teaching and research group
Each school will semester course plan online
October: Organizing teachers to participate in district seminars
November: Organizing teachers to write school synthesis is a typical case of the course
Curriculum resource development exchange
December: Organizing teachers to participate in the district comprehensive practice activities excellent case collection activities
Rethinking the progress of the activity from the perspective of student development and conducting a special discussion
January: Organizing teachers to participate in district subject base activities
Implementation of the comprehensive practical activity curriculum of each school
Part 2: School Comprehensive Practice Implementation Plan
First, the guiding ideology
The comprehensive practical activity curriculum is to improve students' comprehensive practical quality, develop their potential, and enable students to achieve comprehensive, harmonious and full development. Taking activities as the main form and taking practice as the main link, students are required to actively participate in various activities, such as “doing”, “inspecting”, “experiencing”, “exploring”, “designing”, “making”, “imagining” ", "reflection", "experience" and other activities, discover and solve problems, experience and feel life, and then learn scientific research methods, develop the ability to apply comprehensive knowledge, enhance the close relationship between schools and society, and train students Social responsibility.
Second, the overall goal:
1. Get close to the surrounding natural environment, love nature, and form the consciousness and initial ability to consciously protect the surrounding natural environment;
2. Investigate the surrounding social environment, consciously abide by social behavioral norms, enhance social communication skills, and develop a preliminary awareness of serving the society and a responsible attitude towards society;
3. Understand the basic habits of self-care and develop a diligent and positive attitude towards life;
4. Inspire curiosity and curiosity, develop the correct attitude to engage in scientific research, and develop the initial ability to explore problems.
5. Through comprehensive practical activities, students will acquire some specific skills in information technology, labor technology, community service and other activities; and gain positive experience and rich experience in participating in comprehensive practice, create perfect personality, develop cooperation and share Good self-motivation and other good personality qualities, forming a love for nature and a sense of responsibility towards society and self.
Third, the specific goals
1. Enhance students' understanding and understanding of nature, and enhance their ideology and ability to care for nature and protect the environment.
Into nature, enhance understanding and understanding of nature, and understand the inner relationship between man and nature;
Caring for the natural environment, exploring natural issues on its own, and being environmentally conscious;
Participate in environmental protection activities and enhance environmental protection capabilities.
2. Actively participate in social activities and community services, enhance understanding and understanding of society, enhance social practice ability, and form a sense of social responsibility and obligation.
Enter the society, enhance understanding and understanding of society, and understand the relationship between individuals and society;
Caring about social reality, actively exploring social issues, actively participating in community activities within its capacity, serving the society, and developing social practice capabilities;
Comply with social norms, develop social communication skills, and learn to live and work together with others;
Caring for others, caring for society, having a sense of serving the society and a responsible attitude towards society.
3. Master basic life skills and labor skills, have self-awareness, and develop responsible life attitudes.
Reflect on self, enhance self-awareness, establish self-confidence, establish a life ideal, and be proactive;
Master basic life skills, learn to adapt to social life, and develop a responsible attitude towards life;
Understand and understand modern production and labor technology, correct labor attitude and form good labor habits.
4. Develop the ability to actively acquire knowledge and information, develop learning habits of active access to information and active inquiry, and develop information literacy, inquiry skills and creative spirit.
Learn to ask questions, develop acquisition plans, and organize implementation;
Form the ability to collect information and process information autonomously;
Conduct problem research, experience the inquiry process, and conduct in-depth exploration of natural, social and self-interest issues of interest;
Develop the habit of active inquiry, form a sense of problem, develop inquiry ability and innovative spirit.
5. To form a basic and stable faculty, to comprehensively promote curriculum reform as a starting point, strengthen school-based teaching and research, improve the quality of teachers, and promote the steady development of research projects.
Fourth, the development and implementation of resources
In view of the actual situation of the school, our semester advocacy mainly focuses on the following clues for design and development.
1. Use the subject curriculum to generate comprehensive practical activities
Comprehensive practical activities are not subject courses, but also compulsory courses. They cannot be attached to other courses, but they are not opposites, but are interrelated. Comprehensive practice activities form an organic whole with various subject areas. Knowledge in the subject area can be extended, integrated, reorganized and promoted in comprehensive practical activities; the problems found in comprehensive practical activities, the acquired knowledge and skills can be expanded and deepened in the teaching of various subject areas; in some cases, Comprehensive practice activities can also be carried out in conjunction with certain disciplines. Subject knowledge is no longer the only learning resource, so we should break through the rigid model of self-enclosement of subject teaching. To expand the knowledge field of students and improve students' comprehensive learning ability, we must make the classroom become the planning center for students' whole learning life, and carry out comprehensive practical activities based on subject courses, open up and outside the class, and integrate the development of subject resources and non-disciplinary resources. Design to bring a colorful real life into the classroom. Therefore, we will consider the activities of developing comprehensive practical activities if we integrate organically with the subject content.
2. Entering social life and generating comprehensive practical activities
Our life is rich and colorful, but many students turn a blind eye to their own lives, and the colorful life is unremarkable to them. This is because they are often accustomed to the little things around them. Therefore, the students are guided to enter the social life, to obtain the survival experience, to let students see the things happening around with the research perspective, to select and determine the topics from social life, to generate comprehensive practical activities from the small things around the students, and this is the curriculum reform. The important concept. Such as "smoking has no poison", "network advantages and disadvantages", "understand the environment around" and other activities through visits, visits, field trips, actual participation, personal exploration, to understand the social phenomena and social issues. Therefore, we will focus on guiding students to develop awareness and ability to pay attention to society and serve the society, enhance social responsibility and social practice ability, strengthen the connection between school and society, teaching and life, explore the resources of students' learning and growth, and enable students' learning life. More fulfilling, more interesting, more meaningful and creative, and effective use of off-campus educational resources. ,
3. Into nature, generate comprehensive practical activities.
According to the situation of the school and the surrounding natural environment, guide students to discover problems independently from the natural environment, and guide students to collect information of various natural environments through observation, investigation, experiment, and exploration, care for nature, improve environmental awareness, protect and Improve the living environment and ecological environment, and prevent pollution and other public hazards.
4. Based on the characteristics of school-based localities, we will fully explore the resources of activities and generate comprehensive practical activities.
Huangdao has a long history and profound cultural heritage. During this semester, we let students start from loving their hometown and let students know about their hometown. Use the school labor base to let students master some labor skills and develop students' inquiry ability.
Activity mode
This course is mainly based on activities as a carrier, characterized by integration, focusing on practice, mainly research-based learning activities based on subject research; and experiential learning activities based on social investigations. Through social surveys, discussion and analysis, role-playing, and newspaper creation, students explore and discover themes, and through research on social issues and scientific phenomena from different perspectives, they can discover problems and draw conclusions. Through a variety of activities, increase the opportunities for students to experience first-hand experience, experience various feelings in the activities, exercise students' creative will in practice, cultivate students' creative personality quality, and develop students' creative thinking.
V. Activity evaluation
Comprehensive practice activities are evaluated in a variety of ways by observing, documenting, and describing students' performance in the course of their activities as a basis for evaluating students. This semester will give full play to the evaluation of this mechanism to stimulate students to carry out comprehensive practical activities, through evaluation to let students feel self-growth, promote self-reflection, enjoy the joy of success.
Student evaluation of comprehensive practical activities
1. Focus on the process: The evaluation of the comprehensive practice activities of the national small school does not overemphasize the scientific and rationality of the results. It focuses on the process of primary school students' obtaining results and experiences, and pays attention to the performance of primary school students in the course of activities. In specific operations, teachers can Through observation, the behavior of the primary school students in the process of comprehensive practice activities, emotional emotions, participation level, effort level and other performances are recorded by means of instant comment, and it is used as a criterion for evaluating primary school students.
2. Respect for diversity: The evaluation of the comprehensive practice activities of the national small school encourages and respects the self-expression of the pupils' individuality: speech, painting, writing, performance, production, etc. While the teacher evaluates the activity, through discussion, negotiation, communication, etc. Guided by the way, primary school students conduct self-evaluation and mutual evaluation.
3. Attention to reflection: play the guiding function of evaluation, guide primary school students to reflect on their own practical activities. By mobilizing the cognitive and emotional factors of primary school students, encourage primary school students to consciously record the activity process (especially important details), invest in discussion of issues, share of results In thinking and thinking, take the initiative to examine his own advantages and disadvantages, gradually improve his actions, broaden his horizons, and achieve self-reflection and self-improvement.
Teacher evaluation of comprehensive practical activities
The evaluation of teachers in the national comprehensive practice activities is based on the following criteria: profoundly understand the essence of comprehensive practical activities and participate in the practice of this course in a responsible manner; continuously improve and update their knowledge structure to meet the broad knowledge needs of students. The ability to organize, manage, and coordinate the ability to plan, design, and develop curriculum activities, the ability to explore and solve problems, the ability to collect and process information, and the ability to regulate classroom teaching.
6. Specific activities:
Third grade
Be a beautiful leaf, fight for civilized small tourists, human friends, safety education, reasonable Internet access, learn to do Lei Feng, go into the fall, I love school, and care for resources. Campus safety search lines, causes of accidental injuries, orchard practice activities, "Signs on the face", "Wonderful Zero", "Into the Fall".
fourth grade
1. Happy Games 3 class hours
2. Looking for autumn 2 class hours
3. Vegetable baby's secret 2 class hours
4. Care for flowers 3 lessons
5. Focus on disposable items 2 class hours
6. Community my home 2 class hours
7. Clothing Grand View Garden 2 class hours
8. I love school 2 class hours
9. Plastics around us 2 class hours
10. Survey of pocket money 2 class hours
Fifth grade
Course specific content
first step:
Huaixiao Vegetable Garden Investigation Activity Plan:
The first stage: organizational division of labor
Established the Huai Xiao Caiyuan Investigation Activity Group and set up two groups:
1. Vegetable survey group
2. Fruit survey team
Second stage: carrying out activities
Through interviews, on-the-spot inspection, to understand the growth process of several vegetables and fruits, the main problems existed, the vegetable garden managers conducted collective discussions on the future planning of the vegetable garden, exchanged with each other, and wrote survey reports and experiences.
The third stage: the results show
The second step:
Guanjialou Farmers Market Visit Experience Program:
The first stage: discussion of research topics, division of research groups, clear research content; second phase: collaborative research phase, investigation, interview, experience, filling out forms, reviewing materials, and completing related operations;
The third stage: exchange report, results display, students report the research results through charts, manuscripts, and communication knowledge tabloids.
Sixth grade
1. Information technology: learning the technology of browsing, downloading, processing, and extracting information through the Internet; learning to collect, organize, store, and extract information from television, newspapers, and books.
2. Labor technology: learning simple labor such as picking peanuts and collecting persimmons; learning simple public welfare labor and housework, self-room arrangement and finishing.
3. Community Services: Investigate and understand fire safety knowledge and community greening.
4. Special research: Combine subject knowledge, conduct literature research and investigation research on a topic; study research plan formulation, research report writing, etc.
5. Other content: Students can choose their own learning content, determine the topic, and formulate implementation plans according to their individuality, hobbies and interests.
Part 3: School Comprehensive Practice Implementation Plan
In order to fully implement the curriculum plan, we will vigorously promote the standardization and normalization of the implementation of the comprehensive practical activity curriculum in our city, according to the Ministry of Education's Basic Education Curriculum Reform Outline and the Zhejiang Provincial Department of Education on Implementing the Ministry of Education's Basic Education Curriculum Reform Outline. "Opinions", "Zhejiang Compulsory Education Comprehensive Practice Activities Teaching Guidance Outline", "Zhejiang Compulsory Education Section Comprehensive Practice Activities Teaching Suggestions" and "Wenzhou City Compulsory Education Stage Comprehensive Practice Activities Course Guidance Opinion" and other spirits, combined with the actual situation of our city This embodiment is specially formulated.
First, the guiding ideology
Guided by the scientific concept of development and comprehensively promoting quality education, the goal is to build a comprehensive practical activity curriculum culture with distinctive school characteristics, and to cultivate students' innovative spirit, practical ability, social responsibility and good personality. The curriculum system with sufficient resources and links between the schools and the professional and part-time curriculum of the professional teachers will focus on the implementation and management of the curriculum, and ensure the full implementation of the requirements of the comprehensive practical activities curriculum.
Second, the implementation significance
Comprehensive practical activities are the curriculum areas of national setting, local management, and school development. They are compulsory courses prescribed by the state in compulsory education. Their contents mainly include research study, community service and social practice, information technology education, labor and technology education. The establishment of the compulsory course of comprehensive practical activities is a major reform of the basic education curriculum system and curriculum structure. It is an important measure to promote the transformation of the talent training mode and implement the quality education goal under the new situation. The implementation of the comprehensive practical activity curriculum is conducive to embodying the basic concepts of the new curriculum reform, comprehensively implementing quality education; facilitating the close connection between education and real life, improving the curriculum structure of school education; encouraging teachers to implement curriculum creatively and promoting The change of students' learning style is conducive to expanding the space and vision of moral education and cultivating students' good moral quality; it is conducive to the school to carry out special education and deepen the connotation of curriculum culture.
Third, the course objectives
Guide students to gain positive experience and rich experience in practical learning, form an overall understanding of nature, society and self-inner relationship; experience and initially learn scientific methods of problem solving, have problem awareness, develop good scientific attitude, innovative spirit and practice Ability; form a strong sense of social responsibility, develop good personality qualities such as cooperation, sharing, and positive development.
Fourth, class schedule
According to the adjustment of Zhejiang Province Foundation [20XX] No. 120, the curriculum of the provincial compulsory education curriculum is set: 3 classes per week in grades 3-6, 2 classes per week in grades 7-8, and 1 class per week in grade 9. The above classes do not include information technology courses, and the labor and technology of each grade are 1 class per week. Disciplinary teaching at all levels and types of schools shall not occupy the time of comprehensive practical activities.
When the school arranges the class hours, it can concentrate on a few days or a week when it is necessary to take flexible and flexible classes with the activities, without prejudice to the normal teaching of the school, without prejudice to the total number of classes in the semester of the comprehensive practical activities. Engage in a theme event. All types of schools in the city must design and direct at least three theme activities per semester per year, and each theme activity should be no less than 3 class hours. It is recommended to arrange 2 sessions on Thursday or Friday to make full use of the weekend activities, and arrange 1 lesson on Monday or Tuesday for communication, summary or request for the next stage of activities.
V. Activity content
In the curriculum setting of our province, the basic areas of comprehensive practical activity courses are research learning activities, social practice and community services, as well as class team activities, school traditional activities, mental health education, environmental education, science and technology education, and “green certificate education”. "The content of the event.
Each school can be designed and organized according to the three dimensions of closeness and exploration of nature, experience and integration, understanding and self-improvement, in the form of theme activities, such as:
Cultural and artistic themes: such as traditional culture, hometown customs, hometown celebrities, sports logo design, newspaper design, my heart's living room, paper-cut art, flower arrangement art appreciation.
Social life topics: such as diet and health, Yueqing dialect, local specialties, the cost of pocket money, learning to be a small reporter, star idol in my heart, poor students out of school, paying attention to foreign population.
Topics in science and technology: such as environmental pollution and its protection, campus environmental surveys, garbage problems, cities and greening, and science around us.
Technology production invention theme: such as model making, invention creation, flower arrangement art design, engraving process, computer design, paperwork, mason and other processing techniques.
Community services and social practices: such as old-age services, legal propaganda, environmental sanitation, adoption of green space, popular science activities, military training, social production labor, outings, visits, etc.
The school class activity classes organized by each school are in line with the theme and can be regarded as a comprehensive practical activity class.
The ninth grade comprehensive practice activities can integrate school and local courses.
Sixth, organization and implementation
Strengthen leadership and raise awareness
Seriously implementing the curriculum plan to ensure the seriousness of the national curriculum plan is the most basic requirement for the school to fully implement the education policy and implement quality education. As the first person responsible for the implementation of the curriculum, the principal must raise awareness, take the lead in learning, and work hard to become an expert in comprehensive practical activity courses.
Build a team and improve the network
1. The school should encourage teachers to teach or transfer to teach comprehensive practical activity courses, and establish a team of comprehensive practical activities with special and part-time work. The provincial and municipal model schools strive to have at least one full-time teacher of comprehensive practical activities from the beginning of the semester. Other large-scale schools must have at least one full-time instructor from the next semester, and small-scale schools should be equipped with multiple part-time teachers. Instructors; determine the grade-level person in charge of the comprehensive practical activity curriculum, the class leader, and establish a teacher-use mechanism for “class-level, grade-level collaboration, and school coordination” to ensure that all aspects of the implementation of comprehensive practice activities are implemented.
2. Under the guidance of the teaching and research staff of the municipal teaching and research section, each school district should establish a teaching and research group for comprehensive practical activities. Schools with conditions should set up a teaching and research group for comprehensive practical activities, and select full-time and part-time teachers with organizational ability, responsibility, and comprehensive quality as the team leader. Formulate the implementation plan of the comprehensive practice activities of the whole school, organize, guide, participate in the implementation and carry out teaching and research activities, thus initially forming a network of teaching and research at the city, school district and school level. Teaching and research institutions at all levels should regularly conduct comprehensive practice activities and conduct regular seminars.
3. The municipal teaching and research section and the teacher training school shall carry out the training of the comprehensive practical activity teachers in different levels and in batches, and open a comprehensive practical activity course training class to promote the transformation of teachers' concepts and improve the teachers' ability to implement comprehensive practical activities.
Integrate resources and actively develop
All schools in the city should optimize the combination of school curriculum resources and social curriculum resources; study and analyze the background and conditions of local and community, fully explore the local natural conditions, socio-economic and cultural conditions, national cultural traditions and other aspects of curriculum resources, reflecting the curriculum resources Local characteristics. At the same time, we must pay attention to the human resources of teachers, students and social related personnel, and attach importance to the information resources accompanying modern information technology. It is necessary to focus on integrating team activities, traditional school activities, student mental health activities, environmental education, anti-drug education, etc., while making full use of local museums, science and technology museums, moral education bases, science and technology demonstration bases and other off-campus activities to form a benign interaction mechanism.
Careful organization, serious implementation
1. Each school shall establish a leading group for the implementation of comprehensive practical activities. The principal must personally serve as the team leader, and at the same time designate a school-level leader to be in charge of the planning, organization and implementation of the course, and coordinate the relevant departments. It is necessary to start from the actual situation of community school resources, teacher conditions, venue equipment and funds, and open, open, and comprehensive courses of comprehensive practical activities to ensure the smooth implementation of comprehensive practical activities.
2. The teaching office and the teaching and research section shall formulate the overall plan of the “Comprehensive Practice Activities”, “Semester Curriculum Implementation Plan” and the individual performance appraisal rules of the teachers, guide and review the comprehensive practical activities of each grade, and make a summary of the whole school in time. It is good to collect, organize, archive and other related work materials for each activity, and accumulate materials for future teaching and research.
3. Clarify the implementation of the teacher responsibility system in the comprehensive practical activity curriculum. According to the school semester curriculum implementation plan, determine the amount of tasks each teacher should undertake for a comprehensive practical activity course every semester. Teachers of comprehensive practical activities should formulate the weekly calendar of activities, implement the contents of comprehensive practical activities in units of “weeks”, supervise and inspect the implementation of the curriculum and the implementation of the plan in a timely manner, and make special use for special purposes.
4. Each school shall determine a certain proportion of curriculum development, teacher training, and activities for comprehensive practical activities in daily public funds.
5. Intensify the construction of comprehensive practice bases. The Municipal Education Bureau strives to build at least two comprehensive practice bases with a certain scale that can meet the practical activities of local students in 20XX.
Seven, process management
Scientific organization and effective management are guarantees for the smooth implementation of comprehensive practical activity courses.
The organizational form strives to be flexible and diverse.
The group activities are the main organizational forms of the comprehensive practical activity curriculum. Each school can adopt the combination of group activities, individual activities and collective activities according to the actual situation, and use them flexibly. In the process of the activity, it is required to do a diary of the activity and record the basic situation of the activity in time.
Teacher guidance must be meticulous.
Teachers are the organizers, instructors and participants of comprehensive practical activities. The instructors must formulate specific guidance plans for the theme of student activities, prepare activity plans, presuppose problems, difficulties and solutions that may be encountered during the development of the activities, and earnestly Guide students to formulate plans, implement plans, conduct practice and inquiry through visits, field visits, data review, experimental observation, design and production, volunteer services, etc., and obtain rich information and materials.
The implementation process must be safe and reasonable
All schools must gradually strengthen the system construction and process management of the number of comprehensive practical activities, activity groups, activity results, teacher work, curriculum resources and teaching materials, and scientifically and reasonably calculate the workload of the instructors of comprehensive practice activities. It is necessary to enhance the awareness of safety and disease prevention, carry out necessary safety education for students, and improve students' self-protection awareness and ability. All schools shall formulate safety systems and plans for comprehensive practical activities, strengthen communication and contact with students' families and relevant departments of the society, and ensure the safety of teachers and students in carrying out various outing activities.
Eight, evaluation reward
The school should use the growth record bag, the observation of the activity process, the self-reflection of the students, the consultation and democratic evaluation of teachers and students, and the results display according to the principles of holistic, diversified and procedural, and comprehensively practice each student. The performance in the activity is evaluated in stages. In the student evaluation activities, teachers should focus on collecting and analyzing the data and data of the student's activity process and results; clarify the improvement points for promoting student development, propose improvement plans; handle the comprehensive evaluation activities student evaluation process and results, individuals and groups, The relationship between the evaluation cycle and the necessity and effectiveness of time and space and multi-subject evaluation.
The school shall establish a teacher evaluation system for full-time and part-time comprehensive practice activities and incorporate it into the teacher's annual assessment. The evaluation of teachers should focus on the ability and effectiveness of teachers in the organization, planning, design, guidance, management, and work attitude of comprehensive practice activities. According to the spirit of Wenjiaozhong [2009] No. 33, full-time teachers who have been instructed for comprehensive practical activities and achieved certain results throughout the year can be counted as one-half of the working years of the class teacher. The total amount of teacher hours should be included in the course of the comprehensive practical activity course. Teachers who have completed three years of comprehensive practical activity courses and have excellent grades will be given priority when applying for senior titles. The teaching quality of teachers' comprehensive practical activity courses should be one of the advanced basis for the evaluation, promotion, professional title evaluation and evaluation of teachers' teaching business.
The Municipal Education Bureau shall establish an evaluation system for the implementation of comprehensive practical activity courses in schools, and establish the comprehensive practical activities as an important part of the annual inspection of teaching routine management, from organizational leadership, class arrangement, teacher arrangement, curriculum resource development and utilization, school-based teaching and research. The implementation, management system, and specific guarantees will be comprehensively evaluated, and the results will be directly linked to the school's first evaluation and the principal's annual performance salary. If the comprehensive practical activity curriculum does not meet the requirements and the rectification is not effective, the city will be notified and criticized; if the application for the establishment of various municipal-level advanced schools is declared, the qualifications for the evaluation shall be rejected by one vote; if they belong to the provincial and municipal model schools, the warnings and rectification will be ineffective. Two or more people reported to the relevant departments at the higher level to cancel the title of the model school.
Part 4: School Comprehensive Practice Implementation Plan
Comprehensive practice activities are courses for national regulations, local guidance, and school development and implementation. The comprehensive practical activity course has gone out of the textbook, walked out of the classroom, and walked out of the traditional knowledge transfer method. In terms of the curriculum structure, it is the school, the teacher and the students, the "course freedom" is the largest, the "course space" is the most extensive, and the "course implementation" is the most. Flexible course. However, the comprehensive practical activity curriculum is a curriculum field set by the state, local guidance and the school is based on actual development. The content of the activity is an organic whole, rather than a mixture of several themes that are randomly assembled. How to reflect the comprehensive practice activities Overall, and focus on the characteristics of the school, to develop the content of comprehensive practical activities as a whole? The development of the school's comprehensive practical activity curriculum has played a very important role. Let's talk about our own views and understanding on the formulation of the implementation plan of the school's comprehensive practical activity curriculum.
I. The importance of formulating the implementation plan of the comprehensive practical curriculum of schools
From the issues reported in the last semester, most schools lack comprehensiveness, comprehensiveness and cohesiveness in the development and implementation of comprehensive practical activity courses, and there are duplications in the theme activities of different grades, reflecting the lack of school characteristics and regional characteristics. . At the same time, the current school conditions, teachers and other current conditions also require the school to comprehensively plan the development and implementation of comprehensive practical activities curriculum, in order to meet the requirements of comprehensive practical activity curriculum reform.
Therefore, a school should “normalize” the implementation of comprehensive practical activities curriculum, and develop a scientific and standardized comprehensive practical activity curriculum overall implementation plan is the first work of curriculum development and implementation. For the value of the curriculum that fully utilizes the comprehensive practical activities, it is very important and necessary for the school to develop the school and the professional development of the teachers to deal with the relationship between the school's presupposition and generation. The overall implementation plan of the comprehensive practical activity curriculum is not only the overall planning and arrangement of the school, but also the basis for the implementation, management and inspection of the comprehensive practical activity curriculum of the school.
Second, the basic framework of the school comprehensive practical activity curriculum program
The school is the base and platform for the implementation of comprehensive practical activity courses. The specific tasks such as course objectives, content, methods, evaluation, resource development and utilization are all completed in the school. The basic framework of the school's comprehensive practical activity curriculum implementation plan generally includes the following parts: the preface of the course, the course objectives, course content, curriculum implementation, course management, and course evaluation.
1 Introduction
The preface of the course includes the basic theory, nature, significance, guiding ideology and curriculum background of the school's school-based implementation of comprehensive practical activities. It is an important part of the curriculum implementation plan, the guiding ideology of the school's overall implementation plan, and the basic concept of teachers' development and guidance of students' comprehensive practice activities. The preface of the course helps to calibrate the teaching behavior of schools and teachers and helps to reflect the value of the integrated practical curriculum as a compulsory national course.
2. Course objectives
The goal of the course is that the school will decompose the objectives of the comprehensive practical activities according to the grades, and make corresponding requirements and regulations for each grades according to the four designated areas. It is the guiding outline of the National Nine-Year Compulsory Education Curriculum Comprehensive Practice Activities. Specific requirements for school implementation. The course objectives help teachers to focus and guide in the implementation of comprehensive practical activities, and to achieve the corresponding target requirements.
For example, the overall goal
1. Let students acquire positive emotional experiences that are personally involved in inquiry, and cultivate students' psychological qualities of being willing to explore, the spirit of innovation, and the ability to adapt to society. Promote the improvement of the quality of subject teaching through research activities.
2. Form an overall understanding of the inner relationship between nature, society and self, develop a sense of responsibility towards nature, society and self; enhance students' understanding of nature, society and culture in the context of life, and enhance students' hometown and school The understanding and understanding of the hometown, for the motherland's construction and development, diligent study, determined to become talented.
3. Form attitudes and abilities to actively discover problems from life and solve problems independently;
4. Further expand the knowledge field of students, improve their comprehensive quality, develop practical ability, and develop comprehensive application and innovation ability of knowledge;
5、關注自我生活方式，形成積極、健康的生活態度和生活方式，養成良好的學習習慣和良好的心理品質，養成合作、分享、積極進取等良好的個性品質。
6、促成學生學習方式的轉變，使他們學會探究，學會運用所學動手實踐，學會學習。
Milestones
1、階段目標隨年級遞增：
國小低段：關心自然、學會關心自我
國小中段：關心自然、學會關心自我、關心他人、
國小高段：關心自然、學會關心自我、關心他人、關心社會
3、課程內容
課程內容是綜合實踐活動課程實施方案的重要核心內容，也是學校根據本地實際，在充分徵求教師、學生、學生家長及其他社會成員意見的基礎上，將綜合實踐活動主題圍繞學生與自然的關係、學生與社會的關係以及學生與自我的關係三條線索，從學生的生活經驗、認知水平和能力出發，按照不同年級段設計與規劃，較好體現課程實施內容統籌規劃和學生活動課題選擇等關係重要措施。為了充分利用地方資源優勢，突出體現地方性，形成學校特色，提倡學校抓住地方特色，確立一個大課題為主作為長期主題，各個年級圍繞大主課題擬定班級課題，班內再細化子課題，做全做細做透。 短期主題為輔。
4、課程實施
課程實施是學校綜合實踐活動課程實施方案的重要環節，是達到綜合實踐活動課程目標的主要手段，也是指導教師和學生以綜合實踐活動課程主題為中介而開展的教學過程性活動。課程實施部分主要是根據綜合實踐活動主題活動方式的不同，給教師提供實施的大致過程和基本策略，有助於教師和學生了解綜合實踐活動大致過程和每一個階段的指導任務和學習任務。如，一個活動實施的大致過程包括活動的準備階段——活動的實施階段——活動的匯報交流階段，各個階段對學生和教師的要求等。
5、課程管理
課程管理包括組織管理、師資配備、課時安排、課程制度與基地建設等內容。具體來說，組織管理包括學校根據實際，成立學校綜合實踐活動課程開發、實施和管理領導小組，明確各職能部門課程管理職責，建立綜合實踐活動課程教研組等方面的規定。師資配備明確綜合實踐活動指導老師。課時安排是學校根據國家綜合實踐活動指導綱要的規定，結合學校實際對本校綜合實踐活動課程實施作出的課時安排，並作為一門必修課程將課時安排進入學期課程安排表，有助於學校按課程實施方案有目的、有計畫地實施與開展。課程制度包括教師工作量制度、制定檢查與評價制度、指導教師考核和獎勵制度等，課程制度在課程實施方案中可以總體概述，每項課程制度可以作為學校課程實施方案的附屬檔案進行單列。
6、課程評價
課程評價是根據綜合實踐活動課程評價的理念與要求，結合本校實際，對本次學生開展綜合實踐活動的學業質量，對教師開展綜合實踐活動的指導效果進行管理，保障學校綜合實踐活動課程順利實施而所作一些規定。課程評價可以包括學生學業評價和教師評價等內容。
總之，綜合實踐活動的開發與實施過程是一種個性化、校本化的過程，它充分體現了課程對學生、教師和學校的適應性。綜合實踐活動課程的開發和實施，是一項系統工程，更是一項大有希望的朝陽事業，準確地確定和完整地把握綜合實踐活動課程的基本理念和課程的價值取向，依照學生心理和認知發展水平進行課程開發，按學段分層實施，推動實踐性學習的系統性，努力開闢實施綜合實踐活動課程的新思路。
篇五： 學校綜合實踐實施方案
First, the guiding ideology
綜合實踐活動課程是以全面提高學生的綜合實踐素質，開發人的潛能，使學生得到全面的、和諧的、充分的發展為宗旨。以活動為主要形式，以實踐為主要環節，要求學生積極參與到各項活動中去，在“做”、“考察”、“實驗”、“探究”、“設計”、“製作”、“想像”、“反思”、“體驗”等一系列活動中，發現和解決問題，體驗和感受生活，進而學習科學研究的方法，發展綜合套用知識的能力，增進學校與社會的密切聯繫，培養學生的社會責任感。
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