Summary of comprehensive practical activities

This semester, the four classes carried out a series of comprehensive practical activities around the theme "My Game, I am the Master", and now summarize the development of this semester.

First, the generation of the theme

According to the survey, more than 90% of school-age children in China do not like to participate in sports. They don't like to play, they don't play, let alone play creatively, and the phenomenon of overweight, obesity, and myopia is not uncommon. During leisure time and holidays, they are keen to watch Korean dramas as super girls, indulging in online games, preferring to read anime books and pocket books, and appear to be introverted, incompetent, and inconsistent with the students around them. Traditional games are mostly group activities, with a large amount of exercise and fun. The rules of the game can subconsciously teach students how to get along with their partners. Therefore, it is necessary to return traditional games to children's lives, thus making up for the lack of parenting education and school education, correcting the misunderstandings of students' interpersonal relationships, developing good healthy behaviors and lifestyles, and promoting the harmonious development of students' mind and body.

Traditional games are a wonderful resource of rural curriculum resources and have rich cultural connotations. Emphasizing the discovery, protection, development and utilization of this local resource will greatly enrich the educational content of the school, broaden the life horizon of students, close the relationship between schools, families and communities, coordinate the gap between urban and rural education, and promote the intangible cultural heritage of rural areas. Inheritance and development have injected new connotations into the construction of a new socialist countryside.

Second, the implementation of the event

1, "Listen to my mother to tell the story of the past"

In order to make traditional games enter the students' horizons and make them feel fun, it is necessary to carefully dig out the curriculum resources with local flavor.

First of all, through the modern media such as books, film and television, and the Internet, collecting, sorting, rolling hoops, jumping rubber bands, playing tops, throwing sandbags, hopscotch, lower diagonal chess, dancing lions, dragon boat, dragon boat, monkey boxing, etc. have disappeared. A traditional game of vision. Activities such as excerpting materials, drawing diagrams, and writing notes are used to develop students' ability to collect and process information. Secondly, interview people of different ages and different regions to understand the types and ways of playing traditional games in different eras and environments. Students prepare interview outlines, write interview notes, organize game methods, and feel the development of society. Third, ask relevant experts to give a report on sports, health, health knowledge, and understand the health value of the game; tell the history of the game's origin, development, change, and decline, and make students through interviews, post-sense, and other means. Education by traditional culture promotes national pride and self-confidence. Finally, in response to expert reports, through surveys, survey visits, comprehensive research on the cultural connotation of traditional games, the competitive spirit of modern sports, health and health knowledge, etc., to run a special issue of Olympic knowledge, open a disease prevention theme class, and further make the game enter Student life.

2, "My game is my master"

To make traditional games popular among students, let them play and be good at playing.

First, guide students to count, organize, and categorize the collected games. Such as jumping classes have hopscotch, jumping rubber bands, skipping ropes. For the physique and interests of students, freely combine into a number of groups to ensure everyone's participation. Secondly, parents and community members are invited to demonstrate and guide students to master the manufacturing methods of game tools. As for the gameplay, the students' initiative and creativity are fully utilized, so that they can explore in the experiment, grow in the experience, get happiness in the game, feel happiness in the participation, and learn to get along in cooperation. Third, under the guidance of teachers , unified props production methods, unified game rules, and use the spare time to vigorously carry out the "Happy Ten Minutes" activity, let the students play. All staff training to improve the training level of the game.

3, "The fruit of the summer"

Through various forms, students should have fun, play with the results, and then play.

First, hold traditional game competitions and go through traditional game festivals. Students want to make their own ideas, organize their own organizations, participate in everyone, change the situation of the former sports meets, art festivals only the backbone of the participation, so that everyone can get the stage to show, enjoy the joy of the game in the cooperative game. Secondly, bring traditional games into the community. For example, during the Spring Festival, the lion dance team and the sorghum team will be organized to pay tribute to the community, and the Dragon Boat Festival will participate in the community dragon boat race. The school's game festival can also take the form of a parent-child game. Third, hold traditional games and modern sports knowledge contests, and deeply explore the cultural connotation of traditional games and the competitive spirit of modern sports.

4, "hope"

To let traditional games enter children's lives, we must also play the innovative spirit of students, create and innovate games, so that students can play new ideas and play a sense of accomplishment.

Students' innovation can be to change the tools and manufacturing methods of the game, or to change the gameplay of the game, or to combine several games to create new games, or to create unique game types. Let the traditional game exude the atmosphere of the times and truly enter the depths of the students' hearts.

In addition, it is necessary to dig deep into the cultural connotation of traditional games, so that game culture such as chess culture, martial arts culture and ball culture form an independent comprehensive practical course.

Third, activity reflection

1, teachers must have a strong sense of resources, be good at mining, sorting out the valuable resources of "traditional games", effective resource integration and curriculum development. With resource awareness, the mountains and plains are all available materials, and the short sticks and stones that are handy can be used as tools to help students develop intelligence and cultivate sentiment.

2, we must vigorously strengthen the construction of school-based curriculum, so that the "traditional games into children's life" research serialization, systematization, so that school-based activities form a characteristic. At the same time of carrying out activities, we should also introduce curriculum resources such as the beautiful natural environment in the countryside, rich and varied customs and humanities, and talents with various skills.

3. In the process of the event, parents and community members should be widely invited to participate. Schools should break through the closed school-running model, enhance the community's awareness of education, actively seek community support for school education, and inject vitality into the construction of a new socialist countryside.

Comprehensive practical activities seminar experience

National Small Comprehensive Practice Activity Course Experience

Third-year comprehensive practical activity curriculum plan

The third grade comprehensive practical work plan