What are the problems in the development of curriculum resources of comprehensive practical activities in primary schools?

First, the problems existing in the school.

The school is the main body of the comprehensive practical activity curriculum in primary schools.

Schools carry out comprehensive practical activities.

Management evaluation of curriculum planning, resource development, school-based training and curriculum implementation. However, as

There are some problems in the implementation of comprehensive practical activity curriculum in primary schools.

To some extent, this hinders the development of comprehensive practical activity curriculum in primary schools.

(A) school curriculum management

The effective construction and implementation of the system is the fundamental guarantee for the smooth development of all work.

Comprehensive practical activities in primary schools

Course is a new course, which needs systematic support. However, some schools were not established in time.

Video courses and learning materials for primary and secondary schools

Video courses, study materials, open classes, and visiting forums with teachers.

The relevant systems and measures for the implementation of the comprehensive practical activity curriculum cannot be guaranteed and promoted by institutional measures.

Construction and development of comprehensive practical activity course. And some schools can't follow the national curriculum.

The phenomenon that comprehensive practical activity courses are crowded out by subject courses is serious.

(2) The arrangement of the school in guiding teachers is unreasonable.

Although the course of comprehensive practical activities in primary schools is the most free and independent course for students, it is still in the classroom.

Teachers still play an important role in curriculum implementation. When they walk out of the classroom, they learn from nature, society and life.

When acquiring knowledge, it is inseparable from the guidance of teachers; When they are confused in activities, they can't

Without the teacher's guidance. It can be said that teachers are indispensable factors for students to carry out comprehensive practical activities.

However, some schools have set up full-time comprehensive practical activity instructors to be responsible for the comprehensive practical teaching of the whole school.

Because students' activities in comprehensive practical activities are generally organized in groups,

A lesson

At least students will be divided into several groups, and the number of teachers is too small, so they are vulnerable groups and will inevitably live in the life of teachers.

Many aspects of dynamic design, such as organization and management, have great influence, and ultimately affect the comprehensive practice.

The implementation of activity curriculum is developing in depth. Some schools give comprehensive practical classes to class teachers, lacking the right.

Reflections on the quality of teachers who guide comprehensive practical activities.

(3) The school curriculum requirements pay too much attention to the results of activities and ignore the process of activities.

A school spends a considerable part of its energy on the planning and summary of comprehensive practical activities.

In fact, some even started to plan how to publish students' papers and works before the activities.

Collect products, hold a student achievement exhibition, and even invite people from all walks of life and social elites to participate in the achievement exhibition.

Will wait. Although the summary stage of comprehensive practical activities is worthy of attention, it exaggerates the results and ignores them.

It is a pity that we only pay attention to the real process and ignore the excavation of rich educational resources in the process.

It runs counter to the basic idea and goal pursuit of comprehensive practical activities.

Second, the problem of teachers.

Teachers are the key to the effective implementation of the comprehensive practical activity curriculum in primary schools.

It is a comprehensive practical activity class in primary schools.

Specific implementers, directors and managers of process implementation. Compared with the implementation of traditional subject courses, the scale is small.

The implementation of comprehensive practice course involves many factors, long time, many places and high safety requirements. Therefore,

Teachers have fearful thoughts and emotions in the process of implementation.

And most teachers lack the relevant knowledge of this course.

Knowledge and ability are often at a loss when they encounter problems. For various reasons, when teachers implement the curriculum,

The existing problems mainly include:

(A) Most teachers pay too much attention to the form of activities and ignore the essence of activities.

At present,

Encouraged by the spirit of the new curriculum reform, primary schools all over the country have set up comprehensive practical activities.

Courses, and through activities, speeches, seminars and other forms of exchange and discussion. various

A phenomenon can be found in the exhibition of activities: many activities are organized in a lively way.

Rich and colorful, but what did these lively activities bring to students and what role did they play?

The teacher who implemented it can't say clearly. This is often due to teachers' lack of understanding of curriculum objectives and prices.

Grasp the value and pursue accurately.

Comprehensive practical activities are for the development of students,

Formalism,

Although superficial activities bring people sensory satisfaction,

But it lacks the essence of students' development.

Sexual contribution, this phenomenon is not the real pursuit of comprehensive practical activity curriculum. Secondly, some teachers use

The way of subject teaching is to implement comprehensive practical activities. At present, some teachers use "lecturing" comprehensive exercises.

The comprehensive practice activities are implemented in a dynamic way, even in some open classes.

In-depth discipline teaching method ",press" review existing knowledge "

、

"Introducing a new theme"

、

"teacher

Teach "

、

"Students' classroom discussion"

、

"Conduct classroom exercises" and other links. Appear this kind of phenomenon

Not surprising. This is because these teachers are not clear about the difference between comprehensive practical activities and subject teaching.

The implementation mode and basic requirements of comprehensive practical activities are still unclear.

We often use thematic thinking to understand synthesis.

Guidance of practical activities.

(2) Some teachers lack the overall management of students' study time.

Some teachers are keen on the implementation of comprehensive practical activities, but lack scientific spirit and scientific consciousness.

Grasp the psychological characteristics of students and understand their learning load.

There was once a teacher who provided security for fourth-grade students.

Thirteen comprehensive practical activities were arranged, each of which involved investigation, research and network.

Get information, write papers, etc through the Internet. As a result, the students are so busy after class that some parents have to take their place.

Visit the children

Go to "research"

, to "write"

(C) Some teachers lack the development and utilization of curriculum resources

Comprehensive practical activities emphasize curriculum and life,

The organic connection of society,

It breaks through the limitations of the traditional classroom,

Extending to social life and natural environment, it is precisely because of this that comprehensive practical activity curriculum resources

Development and utilization are particularly important. However, at present, a considerable number of teachers have a poor understanding of curriculum resources.

The disadvantage is that the curriculum resources are limited to text resources such as teaching materials, which is conducive to the development of material resources.

Underutilized, or the scope of development and utilization is too narrow; Some teachers also accused the school of having too few resources, saying that

Curriculum resources are conditional resources.

Third, the problem of students.

Pupils are the main objects that affect the implementation of comprehensive practical activity curriculum in primary schools.

Is a direct participant in the activity.

And beneficiaries. However, at present, in the process of implementing comprehensive practical activities, students are the main body of activities.

There are still some problems in the implementation process, which make the activities unable to proceed smoothly and affect students' subjectivity and self-awareness.

Subjectivity cannot be fully reflected.

(A) students' interest transfer in curriculum implementation

In the course of comprehensive practical activities in primary schools, students choose topics and check them according to their own interests.

Looking for information, participating in the activity process,

Show the activity works, conduct self-evaluation, etc. At the beginning of the course implementation,

Students often show strong interest and enthusiasm, but in the middle and late stage of the activity, students

Interest will often shift, and there will be a phenomenon that is inconsistent with the expected activity goals. If there is one at this time,

Teachers force students to take part in activities,

Some students will cope passively,

Some students give up halfway,

This will not achieve the expected goal.

(B) students' understanding of the course

Influenced by traditional ideas and parents, coupled with the limited knowledge level of primary school students, they think they can take the exam.

Going to a key school is their goal. They regard their grades as their only grades, so they don't want to.

Devote time and energy to comprehensive practical activities,

I think this will affect my normal course study.

Xi。 Therefore, students can't correctly understand the course of comprehensive practical activities, which makes the course in the process of implementation.

Lack of positive driving force.

(C) students' choice of activities in the implementation of the curriculum

Students find interesting problems in their daily life.

Ask questions that interest you through the guidance of the teacher.

Choose a topic in the topic, but the activities taken by students with different topics are very single, and students are active.

In the process of giving, there is a lack of choices for various activities, which are limited to classmates and small cooperation.

Group cooperation, but rarely participate in cross-class, cross-grade, cross-school cooperative exploration.

The course of comprehensive practical activities is a direct experience with students as the main body.

Close contact with students' own lives

It embodies the comprehensive application of knowledge. Therefore, understanding comprehensive practical activities

The problems existing in the course implementation and the reasons for these problems are very necessary. only

Only by understanding the causes of the problems can we solve the existing problems and effectively implement the overall reality.

Practical activity curriculum promotes the healthy development of comprehensive practical activity curriculum.