How to organize and guide students to carry out comprehensive practical activities

Integrated practical activities emphasize student activities as the main body, emphasizing the need for students to learn and practice independently, to obtain the development of their own abilities, innovative spirit and ability to explore. But this does not mean that students' practical activities do not need the guidance of teachers. Without teachers' organization and guidance, even the best curriculum can hardly achieve the expected results. Therefore, teachers' organization and guidance are the basic conditions for accomplishing the objectives of the course.

The teacher's organization and guidance include: the organization and guidance of the preparatory stage of the activity; the organization, management and guidance of the activity process; and the organization and guidance of the teacher in the stage of summarizing, exchanging, evaluating and displaying.

How can we effectively organize and guide students to carry out comprehensive practical activities, first of all, we need to understand the concept of: what is comprehensive practical activities and its characteristics? The national "curriculum reform" and "guidance" is defined in this way: comprehensive practical activities is a comprehensive learning activities under the guidance of the teacher students independently, is based on students' experience, closely linked to the students' own life and social realities, reflecting the comprehensive application of knowledge of the practical courses. From its definition, the comprehensive practical activity course is not simply a way of teaching activities, but a practical and comprehensive course; it is a developmental course focusing on the development of students' comprehensive practical ability, innovative spirit and inquiry ability. The contents covered include: research study, community service and social practice, labor and technology education, and information technology education. From the definition and coverage of the content it has a distinctive comprehensive, practical, independent, generative characteristics.

Integrated practical activities in terms of its nature and characteristics, the organization and guidance of students to carry out integrated practical activities, from a broad perspective should be divided into two aspects, one is the teacher's organization of learning, and the other is the student's learning. Therefore, the general process of comprehensive practical activities can be summarized as such two lines:

One is the teacher's organization of learning, including:

1. Establishment of the theme of the activities

Establishment of the theme of the activities must be linked to the actual life of the students, to be based on the characteristics of the school, to be able to practicable and easy to operate, and only in this way will be conducive to the development of the activities and the implementation of the activities.

2. Establish the organization of activities

Activities in the process of independent inquiry activities, or group cooperative activities, or classroom-based activities, according to the content of the theme of the activities of the flexible choice).

3. Design activity programs or opening report.

The opening report generally includes the following aspects: the background of the subject research, the theoretical basis of the subject research, the content of the study, the purpose and significance of the study, the division of labor of the researchers, the design of the research process, the form of the research results show, the main literature references, etc.

Designing the activity program is very important, in fact, it is a guiding program, which can lead you to carry out the activities step by step, and be able to make the activities carried out without detours, less bias. Teachers and students activities to write the opening report is much the same way to write the opening report, here no longer say the back to speak to.

4. Organize practical activities

Including the line of student learning, from guiding students to choose the topic, write a sub-topic report, the implementation of the activities and supervision, data collection and collation, and finally the final project, in fact, this link basically encompasses the process of teachers organizing students to learn the activities

5. Summary, the organization of exchange of the results of the activities

6. Activity process

7. Writing the final report

The second is the students' learning, including:

1. Selecting the topic (determining the sub-topics under the theme)

2. Starting the topic (writing the topic report and curation)

3. Carrying out the practical activities (implementation of the activities, collection and organization of the data)

4. Finishing the topic (writing the report)

4.

5. Show report and exchange (activity summary exchange)

6. Reflection

To carry out the activities of the two aspects is not to say that the two lines are independent of each other, but the two lines start and progress, each other integrated together.

From the point of view of the activity process, in order to carry out a good comprehensive practical activities, first of all, the teacher should establish a good activity theme, choose the theme should be practical, easy to operate. And to make the theme of the overall planning of activities, write a good opening report.

Then it is necessary to organize students to enter the preparatory stage of the activity, first of all, select the topic, tutors should help students to do three things: guide the selection of the topic; guide the grouping (or not, according to the content of the activity can be flexibly selected); guide the students to write the design of the activity.

1. Guide the selection of topics.

The selection of topics is recommended to divide the activity theme into several sub-topics for research, comprehensive practical activities advocate students to choose their own topics, but can not be left to their own devices. Counseling teachers should guide students around their own learning, life to choose the theme of the activity, learning, life problems encountered into the theme of the study. Selection of the topic should be new and distinctive, the sub-topic entry point should be small, digging deep, operability should be strong.

For example, the second grade nine class Su teacher chose the theme of the content of the "arts" research, the arts are too many kinds, this topic gives the children a wide range of space, such as comedy, fast board, Shandong fast book, etc. The range is too wide, so you can let the children to find the information of the sea and the sky. Can be divided into several sub-topics to study: types of music; music traditional repertoire what; traditional repertoire characteristics; music traditional repertoire development history; as a local opera species Laiwu Bang is not music ah and so on, the main topic into a number of small topics, easy for students to grasp, so that it is more operational, so as to avoid the activities of the loss of one or the other, superficial, take the form of such a shortcoming.

2. Guidance on grouping.

Whether the group can be based on the content of the activity, some are not suitable for grouping we do not group. Grouping can not be left to arbitrary grouping of students, we must investigate, observe and understand the specific situation of students, such as students have what hobbies, what resources advantage (video cameras, cameras), what social relations ah, etc., to ask some of their own ability and influence in the student body, the ability to interact with the ability to collaborate with the ability of students to organize the student group, suggesting that they group group to take into account the different aspects of the students. The point of grouping is that each group will have the ability to organize its own group of students. The significance of grouping is that each group has a sub-topic, each student has something to do, the activities are more targeted, but also to ensure the effectiveness of the activities. For example: the study of opera, a group to study the types of opera, another group to study the traditional repertoire of Chinese opera, what has gone through the development of the course of time, etc. divided into several groups, the main subject is divided into a number of small subjects to study so that students can easily operate.

3. Instruct the students to prepare the activity design program or the opening report.

Research topics have been selected, the activities of each group has been clear, the next step is to guide the students to prepare the activity design program or the opening report.

Writing activity design or opening report is a specific guidance program for teachers of student activities, is an important basis for activities, which stages, what time, what to do, how to do are to be clarified through the opening report. Generally include the following aspects:

One is the background of the activity.

Activity background writing can focus on two aspects: how the subject is proposed? Why study this topic .　　

Background material must be the development of society, people are more concerned about the issue, as well as some of the highlights of people's lives, as well as the growth of students in the hot spots, etc., when writing can go straight to the heart of the matter, the question, you can also explain the importance of exploring the theme and the sense of urgency, but also on the background of the material for a high degree of generalization after the background of the material to point out that the hidden problems, pay attention to the children to tell the need to explore what, what specific issues need to be explored. It is important to tell children what needs to be explored and what specific issues need to be explored. Finally to solve what problems and so on, the design should be directed, problematic and guiding. For example: Jing teacher to carry out comprehensive practical activities "with the World Expo", that is, 2010 is a more popular topic, the world's attention, the background of the opening activities, Jing teacher is written: when the world's attention is focused on the two sides of the Huangpu, hundreds of millions of children of China's heart boiled up as the new century of the "four good young people". As the new century's "four good teenagers" we have no reason not to pay attention to the World Expo, to understand the world, to feel the civilization of all mankind's achievements, to feel the world's future. 2002 since the success of the application for the World Expo, set the world's wisdom, lifting the country's efforts, we and the World Expo all the way, let us in the known World Expo on the basis of the continuation of counterparts, into the World Expo! Let's continue to walk into the World Expo on the basis of the known World Expo, through watching TV, collecting information on the Internet, investigating and visiting, so that people who don't know the World Expo will recognize the World Expo, so that people who know the World Expo, into it, and eventually can reap the fruits of this activity in science and technology, humanities, arts, environmental protection, the future and other aspects. (This background description of both the Expo content of a high degree of generalization, but also ways and means of leading, the design of the problem is more directional and guiding)

The second is the purpose of the activity

and subject teaching purposes, should also be designed from the students' knowledge, ability, emotional development. Different activities should be established for different purposes. For example: "Into the World Expo" King teacher guided students to establish four goals

1. Understanding the significance of the World Expo.

2. Knowledge of the World Expo, the World Expo products, broaden students' horizons.

3. Understand the World Expo Laiwu exhibits products, stimulate students love their hometown, the construction of hometown feelings.

4. Through the activities to develop students hands-on practical ability and sense of cooperation.

The four objectives, knowledge, ability, emotional development of several indicators are involved in the establishment of a more comprehensive goal.

Three is the activity implementation plan

This is also the most important part of the opening report. Including the time of the activity, the content of the activity, the steps of the activity process and the ways and means adopted by the activity.

Teachers can guide students to write in the form of suggestions, generally should include such aspects: what is the content of the study? Carry out activities with what method, take what way, specific in the implementation of activities

Activities in the process of those steps? How many stages? Each step of each stage to do what? What problems are solved? To achieve what kind of purpose requirements? Teachers should be guided to help students design. This part of the writing the more detailed the better, so that more instructive

No matter what method, what form, it is just to provide students with a reference, just a guiding opinion, the students can be completed in full, can also participate in the completion of the whole process, but also can be divided into small groups and part of the task to complete, depending on their ability. In the course of the activity, the teacher can also provide students with some information to serve as a reference for the activity.

Fourth, the presentation of research results

The presentation of research results depends on the content of the theme activities, can be a small paper, survey reports, laboratory reports, models made, pictures, video materials, etc.

The above four points are the basic components of the opening report of the sub-themes under the main topic, synthesized to form a chart, as shown in the figure:

Integrated Practical Activities Opening Report

Year Month

Topic Name

Main Topic

-Subtopic

Class

Team

Group Leader

Instructor

Team members

and division of labor

Last name

Tasks

Background of the activity

Purpose of the activity

Significance of the activity

Activities

Plan

Research results show form

4. Activity implementation stage

Prior to the implementation of the activity, the teacher should help students to do a series of preparatory work, such as helping students to design the process of the activities of the record sheet, the interview record sheet, the investigation report form, the research results of the form of the questionnaire form and so on, a series of forms, all the preparatory work is completed, then the teacher can organize Students according to the plan according to the division of labor into the activities of the specific implementation stage.

Activities in the process, the teacher should give specific methodological guidance in a timely manner, especially in the activities of the students encountered difficulties, can not be ignored, can not be left to their own devices. So as not to die in the middle, halfway. Activities in the process of random guidance is very important, teachers should always help, be encouraged, and also timely adjustments to prevent detours, time-consuming and laborious.

Teachers should strengthen the process of management and supervision of activities, in strict accordance with the requirements of the process link to do to implement, to prevent the East a hammer West a stick, did not catch no fishing, no planning. To remind students to complete a variety of forms to fill out the work in a timely manner, to allow students to summarize the activities while recording, to collect and organize the activity information in a timely manner, the teacher should personally check the information collected by the students to see whether a variety of investigation forms filled out is complete and complete to do a good job, can't settle scores in the autumn. At the same time, it is also necessary to evaluate in a timely manner. There are many common research methods, the more commonly used methods of collecting information, interviews, surveys, etc.

The purpose of collecting information is to facilitate the retrieval of information, processing and organizing the record should pay attention to the following points: to allow students to choose their own useful things, to choose a search method to facilitate their own search, the use of their own language to summarize the main content of the information, but also pay attention to the data sources are labeled as such. Record information in a broad way, such as excerpts, write a synopsis, write reflections.

The second method of research is interviewing, the basic steps of interviewing include: determining the subject of the interview, determining the content of the interview, determining the method of interviewing, formal interviewing, and making records of several links. When doing the interview, we should pay attention to the division of labor, who do the interview, who do the record, who do the filming, who do the recording, the division of labor should be clear. In addition to the design of the interview questions, and make a good record, the record should remember the main points, remember the easy to forget points, remember the doubts, remember the original words of the interviewee, remember the typical scene. For example, Ms. Liu's interview with Mr. Bi, the principal of the school, was well designed and very representative (see slide).

The third research method is investigation. Before the survey to do a good job of preparation, what is the content of the survey, the survey object is who ah, but also to draw up a good outline of the survey, the design of a good questionnaire. The design of the questionnaire should pay attention to its rationality, to have universal significance, the design of the problem should be clear, easy to operate. It is best to use multiple-choice format to carry out. After completing the survey, we should promptly organize the survey information, by organizing the raw data, form the conclusion of the survey, clarify their own views, and write a survey report. The content of the survey report broadly includes: the background of the survey, the survey time, the purpose of the survey, the content of the survey, the participants, the survey process, the results of the survey, the investigation of thoughts or experiences and so on eight aspects.

By carrying out the activities, students get first-hand information about the activities, and then enter the stage of student finalization.

5. Organize students to conclude the project

The teacher in this stage should organize students to sift, organize and form conclusions on the information in the process of the activity, write reports on the activity, small essays, etc., and express and communicate in different ways. When summarizing, students should be guided to focus on the experience, understanding, and harvest in the process of the activity to summarize and reflect. When writing the activity report, the teacher should give the necessary guidance, can not overstep the authority, do not adult.

6. Activity display.

The sixth link is the activities of the display stage, the activities of the display of many forms, teachers can guide the students according to the characteristics of the activities of the appropriate form of display, such as multimedia, ppt courseware, flash courseware, web pages, group reports, handwritten reports, display boards, display booklets, specimens, debates and so on, the display, the teacher to master the classroom display reporting organization, to plan and purposeful training of students to be aware of. Purpose of conscious training of students, so that students learn to report methods to master reporting skills.

7. Reflection.

The last link is the reflection stage, teachers should organize students to self-assessment, mutual evaluation, guidance to students to write activities, try to organize the activities of the case. Teachers should carry out self-reflection, write cases and final reports, and make analysis and summarization.

Activity cases are an important form of reflection of teachers' achievements and an important form of communication and learning among teachers, and case writing is at the same time an important reflection of teachers' level of scientific research. A complete case of comprehensive practical activities generally include activity design, activity process, classroom report transcripts, teacher reflection, case review.

These are the major parts of the comprehensive practical activities that teachers organize for their students. Comprehensive practical activities are different from general activity classes, and the process can generally be divided into three stages: the preparation stage, the implementation stage, and the summary evaluation stage. Most of the implementation of its activities is done outdoors, so it is easy for teachers to step into a misunderstanding: a one-sided view of integrated practical activities is to let students go outside the classroom, outside the school to investigate, visit, study, activities, and then return to the school, back to the classroom, to show the collected information is integrated practical activities. The result is that teachers lack effective guidance, students blindly activities, lack of real depth of experience, comprehensive practical activities effect can be imagined. Therefore, we teachers should get out of this misunderstanding, to effectively achieve the goal of comprehensive practical activities, to fully utilize our Friday activity class time, to guide students to practice effectively. (In accordance with the national curriculum standard 2 hours per week)

How to do a good job on this comprehensive practical activities class, according to the comprehensive practical activities of the theme of the implementation of the process of activities, comprehensive practical activities can be divided into three basic forms of classroom teaching: First, the theme is established, the activities of the planning stage of the form of teaching and learning organization; second is the process of activities of the exchange of teaching and learning, methodological guidance in the form of teaching and learning organization; third is to sum up the exchange of the evaluation stage of the Teaching organization. Correspondingly, there are also three types of classes: theme establishment activity planning class; activity exchange method instruction class; summary exchange evaluation demonstration class. Each type of class also has a corresponding teaching mode and process.

Theme establishment activity planning class includes the following links:

1. Raise the question, establish the theme

2. According to the interest, natural grouping (according to the theme of the content, can be flexible to choose)

3. Program development

4. Activity program report exchange

5. According to the results of the discussion, improve the program

6. p>6. Summarizing and evaluating

Activity exchange methodology guidance class includes the following links:

1. Group report on activities

(including the purpose of the activity, the content of the activity, the process of the activity, the experience, confusion, etc.)

2. Organization of the review, establish research methods

Through the review and discussion, to guide the students to understand the general steps required to study the subject matter, the organization of the methodology, and the methodology to be applied to the research. The general steps of the methodology required for the topic, the organization of students on the activities of other groups of students to comment on the positive aspects, point out the shortcomings and the direction of future efforts to guide students to find new topics, re-establishing and revising the research steps and research methodology.

3. Modify and improve the activity program

4. Summarize the evaluation,

Summary of the exchange of evaluation show class includes the following links:

1. Group report on the theme of the activity

Students briefly report on the theme of the activity of the research of their own group, and the reasons for the selection of the topic to do a simple explanation.

2. group report on the results of the research

3. This session of the teacher to guide students to report on the process of the activity, the results of the research, as well as the related experience of the feelings and so on.

4. group communication, show results

After the group report, the teacher should give students an opportunity to speak freely, group communication, results show, sure that other groups of good, worthy of learning, learn from things, while pointing out the existence of shortcomings and to be further perfected

5. summarize the evaluation of the reflections.

To this point, comprehensive practical activities to complete a cycle, teachers should do a good job in a timely manner to collect and organize the information of the activities of the group, to help students write a summary, write a sub-topic report, write a small paper, etc., on the missing parts should be added in a timely manner to improve, but also to further summarize and reflect on the process of teaching and learning, and write a summary of thematic activities in time to write a summary of the topic and a report on the topic.