Elementary school comprehensive practice teaching excellent work summary sample three

When we write the summary of the work of integrated practice teaching in elementary school, we must carefully review our previous work, so that we can timely find problems in the work and solve them, the following is shared with you as a reference to the excellent work of integrated practice teaching in elementary school summarized in three samples, to provide a reference to the reference, welcome to your reference, welcome to your reference.

? Elementary comprehensive practice teaching excellent work summary sample 1

? Rural elementary school comprehensive practical activities to promote the stage of work summary With the continuous deepening of the subject research, the main goal of this stage is to the subject research stage of the initial derived from the series of objectives and content, the activities of the series of ways to validate, modify, refine, so that it tends to be a series of more orderly, systematic, and the results of the research to show, promote. In the research work of the subject group of all teachers carefully summarize and organize the information, carefully organize the practice of verification, the local educational resources and classroom teaching, and made greater achievements, the formation of this stage of scientific research results. In the research we mainly did the following aspects of work.

? First, strengthen the theoretical study, improve the level of scientific research

? The level of mastery of educational theory is a sign of the basic qualities of teachers, the mastery of educational theory will be directly related to the success or failure of the teacher's scientific research.

?1, actively support teachers to carry out theoretical learning. At the beginning of this phase of our subject group organized teachers to study the relevant scientific research theory: "the method of scientific research", "the expression of the results of scientific research", "the evaluation of scientific research results". Through the study of each teacher to recognize the theoretical study of data collection and organization, generalization, analysis of the method, for the formation of scientific research results to provide a guarantee.

?2, please experts to guide the efficiency of scientific research, this phase of the research work of our subject group y feel that the theoretical support alone is not enough, there must also be a systematic guidance of experts, so as to ensure that the scientific research less detour. At the same time can also () to make scientific research results. Therefore, the school invited the provincial education association and the provincial education publishing house experts to our school to all teachers to make systematic research lectures. In the course of the lecture experts explain systematic and vivid, teachers listen carefully to a few. After the training teachers y feel the training timely. For the future of scientific research pointed out the direction for the next step of the research pointed out the method.

?3, out of school to learn from the experience of others. Teachers of the subject group after learning to have a deep understanding of textbook research, the method of textbook research due to a certain mastery. However, there is still no complete perceptual understanding of textbook research, the method of textbook research by a certain mastery. However, there is still no complete perceptual understanding of the textbook research, in response to this situation the school organizes teachers to go out to learn from others, to learn from the experience of others, to learn how others are research. After these series of activities, the subject of the teacher's scientific research level has improved greatly, for the next step of the research provides theoretical and practical experience.

? Second, organize the information, the formation of scientific research results

? Teaching scientific research results is the summary of a stage of scientific research, is the crystallization of the wisdom of the subject group of teachers, cohesion of all teachers, but also the affirmation of this stage of scientific research work.

?1, the development of the catalog certification finishing. After the previous stage of investigation and research, in-depth excavation of the local curriculum resources, but these studies are only fragmented, not systematic, only to collect and organize these materials according to a certain chapter in order to form a systematic school-based materials. After discussing the research we drew up a "beautiful campus, beautiful landscapes, moving legends, tragic history, wisdom of the people, simple countryside, the golden years, brilliant achievements, talented students, patriotic enthusiasm" and other ten chapters for compilation.

?2, the organization of teachers and experts to review the draft. After the school textbook is written, he is in the end how much effect on the students, how much influence on the students, but also to learn to solicit the views of various aspects. At this stage, our group invited the leaders of the Municipal Teaching and Research Office to evaluate the school-based materials, they agreed that this school-based materials combined with the reality of their hometowns, linked to the students' existing life experience (), covers a wide range of areas, and is able to cultivate the students' moral character of love for their hometowns. In the process of writing can be combined with the subject curriculum, can penetrate into the classroom teaching, to achieve the hometown feelings of educating people, for the hometown of the purpose of educating talent.

? Third, the practice of argumentation, improve the results of scientific research

? Practice is the only standard for testing the truth, only our research results for practice, in practice to test his impact on students, reflecting her value.

? In teaching to test the results. After a period of time before the research has formed the results of scientific research, the results of this outcome of the students' learning and the formation of moral character whether there is a role in promoting the classroom teaching, we have verified. The school textbook is introduced into the classroom into the teaching of various subjects. Let students go into nature and society, participate in activities, and learn knowledge in activities. In Civics teaching, we make full use of the school-based teaching materials to educate students to love their hometowns, study hard and cultivate a strong will. In art education, let students go into nature, have their own heart song experience, with their own hands to depict. After studying that a moving article, a beautiful picture, a new mental outlook fully reflects his value.

? In all the subject group of teachers *** with the efforts of this stage of the research results are remarkable. Laid the foundation for the completion of the entire subject.

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Elementary comprehensive practice teaching excellent work summary sample 2

? Curriculum reform has been carried out for two and a half years, our school as a sample school of comprehensive practical activities curriculum reform, for this reason, we take the strategy is: learning, research and practice at the same time. In the previous stage, we have achieved relatively good results in the work of student assessment and school-based curriculum, which has been recognized by parents and students. The integrated practice teachers in our school have learned many new ideas and teaching methods from their participation. In order to carry out the comprehensive practice activities research in depth, this semester we have done the following.

? First, the practice aspect

? First of all, set up a comprehensive practical activities curriculum research and implementation team, developed a study and research plan, and according to the plan to carry out a number of learning and seminar activities, to further strengthen the curriculum concept, a clear direction for the implementation of the course, the organization of the form, especially the form of students' learning activities. The comprehensive practical activities in our school are based on the direct experience of learners, closely linked to children, life and society, and embody the comprehensive application of knowledge and the practice of scientific conclusions and the discovery of new knowledge in the form of curriculum in practical operations characterized by students' independent activities. Its basic philosophy embraces the integration of three educational ideas, namely, the organic integration of the idea of comprehensive education, the idea of practical education, and the idea of subjective education. Combined with the content of the textbook and the work of the school's political education department and the Young Pioneers' Brigade, the content of this semester's comprehensive practical activities has been reorganized. This semester to "develop good hygiene habits", "campus kaleidoscope", "the sea of books on the waves", "fruity fragrance

? Secondly, after the previous phase of practical research, teachers on the development of the theme, the study of ways and means to have more knowledge, learning to pay more attention to students' preferences, personality, original knowledge level. This semester we intend to take the fifth grade integrated practice group as a leader, leading to other grades of integrated practice activities of the subject of research, research to the evaluation stage, is currently being discussed, to draw up a can highlight the characteristics of our school, personalized integrated practice of student growth record book in order to be able to better guide the inspection of students' practical activities.

? In the first and second grade students' knowledge, level, ability, hobbies and other aspects of the situation on the basis of a comprehensive survey, to fully stimulate students' interest, mobilize their participation in the enthusiasm, combined with the characteristics of the school, the characteristics of the surrounding environment and based on the relevant theory of comprehensive practical activities course, developed our school comprehensive practical activities course of the implementation of the activities of the first and second grades of the program, after the section of the teachers to practice and modify

? Third, we consider that the implementation of comprehensive practical activities in the course of the curriculum, some of the students' practical activities, need to be supported by the community, parents and cooperation. To this end, we have carried out extensive publicity through a variety of ways, so that the community and parents also fully realize that: in the context of education reform, in order to promote the overall improvement of students' quality, the implementation of the comprehensive practical activities course is very necessary and timely, in order to create a good social atmosphere for the implementation of the course.

? Fourth, in the specific implementation of the course of the process, we pay great attention to the role of teachers to grasp the requirements of the teacher is first with the students, is a participant in practical activities, followed by practical activities of the instructor. Students' learning styles must be transformed, must be a variety of learning styles of integrated use, so that students of different levels can have a practical experience of the process of activities, and, the organization of practical activities should be a diversity of forms, such as individual independent inquiry, group inquiry, teachers and students **** with the same inquiry, the class collective inquiry and so on. With the city's curriculum reform sample school research work, our work focus on how to use our growth record book this aspect. Our third, fourth and fifth grade comprehensive practice class teachers to "student developmental assessment" as the theme of in-depth discussions and research, to guide students to creatively use the "comprehensive practice evaluation manual for elementary school students". Pay attention to the use of "self-assessment", "other assessment", "collective assessment", "re-assessment" and other forms of evaluation, and timely Appropriate evaluation of students' performance (including knowledge, level, ability, achievement, emotion, attitude, etc.) in the process of practical activities is carried out and deposited in the students' course materials bag together with the results of the practical activities. Through the experimental comparison of two classes using the manual and not using the manual, we found that the manual is very suitable for the middle grades and can effectively guide the students to carry out the activities. Evaluation of senior students with the evaluation manual has not shown too much incentive effect, the evaluation of the activities of senior students can be considered to use modern information technology - computer, so that it tends to be more modern, personalized, in this regard there is still to be studied.

? Second, think

? Review of the implementation process of comprehensive practical activities course, caused us a few thoughts:

?1, comprehensive practical activities in the process of choosing the theme, if the students according to their own interests and independent choice and determine the theme of the study, will affect the implementation of the course and the management of the organization, affecting the depth of the student's research and the effectiveness of the teacher's guidance; if the teacher for the students to pre-select and set the theme of the study, then the students will not have the opportunity to study the topic. If the teacher pre-selects and sets the research theme for the students, it will curb the full play of students' independent initiative, thus affecting the students' enthusiasm for practical activities. How to make the two organic integration, complement each other, worthy of further exploration in our future practice.

?2, so that the integrated practical activities of the curriculum is clearly differentiated from the traditional "interest class", "nature class", "production class", etc., how do we make the student "Comprehensive" use of relevant knowledge, strengthen the "practice" experience, really make teachers and students "activities", to be made further thinking and practice.

?3 For the management and evaluation of the course, how to achieve scientific, effective and sustainable, we need to think and practice, and gradually establish and improve the management and evaluation system of the comprehensive practical activities program.

?4, the depth and breadth of activity research, how do teachers grasp?

?5, how to mobilize the full participation of students, especially some students with difficulties? How to make the evaluation work fair and comprehensive? Operation is simple and feasible? This is all our future to solve the problem.

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Elementary comprehensive practice teaching excellent work summary sample 3

? First, the Chinese traditional culture comprehensive practice activities to start.

?On October 23, combined with the study of the fifth unit article in the language book, we gradually and y carry out this comprehensive practice activities.

? In the classroom at the start, students talked about their understanding of traditional Chinese culture. What is included is necessarily Chinese, not foreign, and traditional, not modern.

? Then the students have been according to their own knowledge accumulation and the information revealed in this unit in the book, summarized and organized what the traditional Chinese culture includes. According to the students' summaries, we *** summarized the following: festival customs, drama, painting, science and technology, ceramics, dance, Chinese characters, Chinese language, martial arts, couplets, architecture, handicrafts, myths and legends, ancient poems, folklore, music, dishes, costumes, calligraphy and other 20-odd elements.

? Then we laid out the steps and rough timeline for the entire event in class.

? Second, collect the information related to the activity.

? The stage of collecting information is completed by students and parents*** together. The activity requires students to choose their favorite, understand or familiar, interested in a certain aspect of the collection with a goal and direction. The teacher sends a message to parents, assigns the task, and asks for their active participation. This activity to collect information time schedule is planned for two weeks, but due to midterm exams, our activities to complete the extension of a week.

? The way to collect information, summarized by the students: through the Internet, books, newspapers, visits and other ways. The content of the collection can be text, but also pictures, objects, etc..

? At the stage of collecting information, the teacher keeps letting the information be perfected and provides more than ten books about traditional Chinese culture for students to read and refer to. According to the information students have, students and parents are required to classify and divide into columns under the guidance of the teacher. At the same time, a more multi-project outline is to be developed.

? Third, to communicate and improve the information they have collected.

? Next, using the weekend, assign homework for students to complete a handbook that presents some general knowledge in a graphic format. The collected handbills will be exhibited and the best ones will be recognized and rewarded.

? Let the students in the collection of information, complete the handbill, November 12 arranged two classes on their own materials into small groups to exchange. There are two ways to exchange, one is a natural group, exchange their different content. Then, according to the same type of content for group exchange, the issue of broader and deeper discussion, add, improve.

? Fourth, the students' work and results of the exhibition.

? Select outstanding student representatives to introduce their work and show the results of their investigations. Next, in the composition class, students will be asked to write an essay on the process or harvest of their activities based on the practical activities in these weeks and their own learning and accumulation. When the activity is over, we will be the results of this activity, using the class newspaper special issue form to summarize.

? This activity is the first time since the elementary school to carry out a long period of comprehensive practical activities, full participation and focus on the process of guidance, although the final presentation of the work is still relatively childish, but the whole process of solid and effective, can feel the children gained a lot, through independent independent collection and cooperation and communication and other learning methods, so that the children really have the experience of promoting the improvement of the students' comprehensive literacy. Also for the future activities to provide reference and help.