What are the new features of the Integrated Practical Activity Curriculum as compared with the traditional subject curriculum? What is the significance and value of having a comprehensive practical ac

What are the new features of the Integrated Practical Activity Curriculum as compared with the traditional subject curriculum? What is the significance and value of having a comprehensive practical activity course? Comprehensive practical activities have the following characteristics compared with other courses:

1. Comprehensive

Comprehensiveness is the basic characteristic of comprehensive practical activities. Comprehensiveness is determined by the complete life world that students face in comprehensive practical activities.

The student's life world consists of individuals, society, nature and other basic elements, these basic elements are intertwined with each other as an organic whole. The student's life world is composed of a variety of complex relationships intertwined together.

Among these relationships, the relationships between students and nature, between students and others or society, and between students and themselves are the most common relationships in the life world.

The process of students dealing with these relationships is the process of activities that have educational value for students' development. Thus, the development of students' personality is not the result of the miscellaneous knowledge of different disciplines, but the result of the integrated use of knowledge and continuous exploration of the world and self. Thus, the comprehensive practical activities have transcended the disciplinary boundaries of the strict knowledge system, focusing on the overall development of the students' comprehensive characteristics.

Comprehensive requirements:

★The design and implementation of the activities should synthesize the various relationships in the world of life and their experience in dealing with these relationships, and use the knowledge they already have to develop through practical activities.

★ In terms of content, the subject of comprehensive practical activities should be studied from the perspective of the basic situations and problems of the relationship between students and nature, students and social life, students and self, the theme of the comprehensive practical activities from the students' individual life and social life, the content of the students' life farther away from the content of the curriculum should not be made the subject of the course.

★The design and implementation of the theme must reflect the intrinsic integration of the individual, society, and nature, and the intrinsic integration of science, art, and morality, non-formal integration. The activity process should pursue the content and form, process and method, external operation and internal literacy to mention the comprehensive value of higher education and the wholeness of personality, based on the sound and complete development of each student.

2. Autonomy and practicability

Comprehensive practical activities have practicability. Comprehensive practical activities based on students' real life and social practice to develop and utilize curriculum resources, rather than in the logical sequence of subject knowledge to build the curriculum and implementation of the curriculum. Comprehensive practical activities to activities as the main form, emphasizing students' personal and complete experience, requiring students to "do", "investigation", "experiment", "Inquiry" and a series of activities to discover and solve problems, experience and feel life, develop practical ability and innovation.

Autonomy and practical requirements:

★ By guiding students to practical learning activities, help students learn to discover, learn to explore, learn to practice, beyond the single book knowledge learning, consciously combining direct experience learning and indirect experience.

★ The basic learning mode compatible with comprehensive practical activities is practical learning. Comprehensive practical activities emphasize students through inquiry learning, social participatory learning, experiential learning and operational learning and other practical learning activities, the classroom teaching space and materials to expand and change the way students learn and live in education, the students' inquiry and discovery, bold questioning, investigation and research, experimental demonstration, cooperation and communication, social participation, community service and labor and technical practice, etc. as important developmental educational activities.

★ Compared with the various disciplinary courses, the practical learning activity mode of comprehensive practical activities is not mainly aimed at mastering systematic book knowledge, but at developing the spirit of innovation and practical ability. In the disciplinary courses, it is difficult for exercises, operations, and even practices to really go beyond the knowledge system inherent in a particular discipline, and all of them are to a certain extent intended for students to better understand and grasp the knowledge of the disciplinary courses and to form basic skills. But the practical learning of integrated practical activities is to close the connection between students and life, students and society, the development of students' comprehensive practical ability itself.

3. Openness

The comprehensive practical activity program is open. The course is oriented to the development of each student's personality, respect for the special needs of each student's development, and its course objectives, course content, and the way of activities are characterized by openness.

Objectives have a strong relevance:

-- Students' real-life needs and social needs

-- The need for students' quality development, and to promote the development of students' personalities as a general purpose

-- To address the real-life needs of students, to meet the differences in their personalities, and to enhance their ability to integrate into society.

Content is open-ended:

-- Activities are oriented to the whole life world of the students and change with the changes in their lives. Although the new curriculum standard stipulates four major areas of information and technology education, research-based learning, community service in social practice, and labor and technology education, the specific content of the activities is varied for different regions, schools, classes and students.

-- The specific theme of the activity is open-ended. It varies according to the context of the community in which the students live, the natural environment, and the real-life needs and problems of the students. (This kind of openness is not found in the content of any other courses)

The activity process is open:

The way of the activity and the process of the activity can be carried out in different ways by the students according to the existing curriculum resources, and their own pre-existing experience. Research-based learning, social participatory learning, experiential learning and practical learning in the implementation of the subject are the basic learning modes of comprehensive practical activities, while investigation, visit, investigation, experiment, production, labor, service and so on are the basic activities in comprehensive practical activities. Activity mode and activity process varies from person to person, and does not force students to fix which activity mode and activity process to take.

4. Generative

The curriculum value of integrated practical activities is mainly directed to the implementation process of the course. Students participate in the process of the activity itself, but also in the process of gradual development, and students through the process of reflection on the experience of the process, in favor of the awakening of their self-awareness and ability.

-- The activity process generates creativity and inquiry.

-- The activity process generates students' sense of social responsibility, as well as their ability to practice in society.

-- The process of activity generates students' sense of good behavior, emotions, attitudes and values, and constructs the whole spiritual world of the self.

(In the practical activity program, knowledge and skills, processes and methods, and emotional attitudes and values can't be delivered by "telling", but must be experienced by students in the process of the activity, in order to continuously generate. (This is the unique value of the comprehensive practical activity program in the new round of basic education curriculum reform)

-- The process of the activity makes the curriculum resources continuously generated. The theme of comprehensive practical activities is under the guidance of teachers, discovering problems from students' real-life situations, independently generating the theme of the activities and determining it. During the activity process, new themes are constantly generated. Students' understanding of nature, society, and self deepens and their experience is enriched, which is the concentrated expression of the generative nature of comprehensive practical activities.

- The way of activity and the process of activity is constantly generated. Students independently collect information to solve the problem, and develop or generate the activity program (activity program has a time schedule, division of labor, activity mode, etc.).

(Note: the overall planning and careful design of the activities is not to limit its generativity, but in order to make its generativity to play a more sense of direction, more fruitful)

5. Autonomy

Comprehensive practical activities to fully respect the interests of the students, hobbies, and for the full play of the students' autonomy to open up a wide range of space.

--Independently choose the topic of study

--Independently choose the goal, content and mode of study and instructor

--Own Decide on the program of activities and the form of presenting the results of the activities

(The instructor only provides the necessary guidance to them and does not take over the work of the students)