How to strengthen the integration of comprehensive practical activity classes with the curriculum of various disciplines

How to strengthen the integration of comprehensive practical activities and various disciplines

I. Background and significance of strengthening the integration of comprehensive practical activities and various disciplines

Reforming the way of learning, advocating transformation, and letting the students get personalized emancipation in learning is one of the core concepts of the current curriculum reform of basic education. For this reason, while reconstructing the fields of various disciplines based on the new philosophy of learning, the new integrated practical activities course provides an independent implementation area for students to change the disciplinary learning style of accepting learning as the main body to the research-based learning style characterized by independent inquiry. We know that there is a close connection between the comprehensive practical activities and the disciplinary courses as well as their relative independence. The knowledge needed in comprehensive practical activities is based on the subject curriculum, and students in comprehensive practical activities should comprehensively use the basic knowledge and basic skills they have mastered in the subject curriculum to solve problems in daily life. The knowledge and basic problem-solving skills acquired independently by students in integrated practical activities in turn promote the learning of subject courses and contribute to the integration of knowledge. The topics of comprehensive practical activities can be generated in the subject curriculum, and the knowledge of the subject curriculum can be extended and expanded in comprehensive practical activities. However, since there are no curriculum standards for comprehensive practical activities (only guidelines), there are no teaching materials, no teaching guides, no full-time teachers and no evaluation standards. Therefore, the comprehensive practical activities class struggles to get fully implemented, in order to make the comprehensive practical activities class become a regular class, we are actively studying in practice how the comprehensive practical activities class and the various disciplines, especially biology teaching and learning mutual penetration, and then comprehensive practical activities class and biology teaching and learning to effectively integrate, more powerful to promote the development of education.

Integrated practical activities course is a new course with the essential difference between the curriculum of various disciplines, is a structural breakthrough in China's basic education curriculum system. Comprehensive practical activities guidance program" in the comprehensive practical activities and the relationship between the disciplinary curriculum mentioned: "the problems found in the various disciplines of the knowledge gained in the comprehensive practical activities in the extension, synthesis, reorganization and upgrading; comprehensive practical activities found in the problems, knowledge and skills gained in the teaching of the various disciplines to expand and deepen; in the principle of integrated planning, comprehensive practical activities The curriculum can be interpenetrated with the subject curriculum, organic integration, so as to carry out experimental research. The main ways are: 1. comprehensive practical activities in the integrated use of subject knowledge; 2. integrated practical activities found in the problem, the use of subject knowledge to solve; 3. integrated practical activities and the integration of activities in the discipline; 4. comprehensive practical activities in the implementation of the concept of the curriculum infiltration in the teaching of disciplines. Therefore, seeking common ground while reserving differences and properly handling the relationship between comprehensive practical activities and various subject areas is both a subject of great significance and a creative and artistic subject.

Correctly grasp the relationship between comprehensive practical activities class and various disciplines, in practice, the subject teaching and comprehensive practical activities intermingle and integrate. Integration of knowledge of various disciplines has become a new feature of the present and future development of education in the world, and this integration is a "win-win", not only is conducive to the promotion of the concept of teaching disciplines and the transformation of the teaching method, so that the students better and faster mastery of the basic knowledge and basic skills, to improve their analysis of the problem, problem-solving ability, to stimulate their interest in the learning of disciplinary knowledge. The teacher can also maximize his or her interest in learning the subject matter. Teachers can also maximize their creativity and design interesting and diverse teaching activities that are close to what students have learned in each subject and their life experiences. In short, the integration of the curriculum is to provide an effective platform for students to acquire comprehensive knowledge and develop comprehensive ability.

Second, the comprehensive practical activities and the basis for the mutual penetration of various disciplines

First, the consistency of the two types of courses in the goal.

As two parts of the school curriculum system, activity courses and academic courses are to achieve the school's cultivation goals as their own fundamental task, only the angle and focus of the two play a different role. The goal of the academic curriculum focuses on allowing students to master the basic system of cultural knowledge, with moral, intellectual, physical, aesthetic and labor aspects of the basic knowledge and skills, on the basis of which is committed to the comprehensive and harmonious development of the basic qualities of the students; activities of the course of the goal of the course of the various types of practical activities to make the combination of theory and practice, to improve the students' ability to operate in the real world, to solve real-world problems, and cultivate the initiative of the students, Creativity, the development of students' hobbies and personality strengths.

Secondly, the two types of courses are complementary in content.

This is mainly manifested in two aspects.

One is the complementarity of knowledge of different contents. As we all know, the knowledge content of the subject curriculum is based on the logical order of knowledge of various disciplines and students' physical and mental development of the order of the systematic organization, once determined, it has a strong stability, it is not appropriate to push the new at any time. This is an obvious shortcoming of the subject curriculum in today's rapid development of science and technology and frequent change of knowledge. Activity courses are different, the choice of content has a greater openness and flexibility, according to the needs of the time and place to quickly adjust to incorporate some valuable "instant information", such as in science and technology activities to introduce the relevant scientific and technological achievements in the class team activities to collect and introduce the latest domestic and international current events. In this way, the activities of the curriculum to a greater extent to make up for the lack of subject course content lagging behind, to ensure that students learn the knowledge of the integrity of the time.

The second is the complementarity of different forms of knowledge. The organizational form of the subject curriculum determines its content focuses on a chain arrangement of sub-specialty systematic knowledge, theoretical knowledge, these contents, from the perspective of the combination of knowledge and action, pay more attention to the aspect of knowledge. In particular, the content of operational skills and moral character, what students learn from the subject curriculum is mainly the basic principles of operational skills, operational procedures and moral awareness, moral emotions, for the specific practice of operational skills and moral character of the behavioral manifestations are relatively insufficient. The content of activity courses is mostly organized around a single problem or activity theme in a three-dimensional structure, focusing on comprehensive knowledge and applied knowledge. And a lot of knowledge in real life does not exist in the form of separate categories like the knowledge in the curriculum, they are theoretical and applied, categorized and comprehensive and other forms of knowledge fused together as a whole. Disciplinary courses and activity courses in different forms of knowledge content complement each other, organic penetration, in order to form a complete knowledge structure, so that students can not only systematically learn "deep", but also in relation to practical learning "live".

Third, the two types of courses in the learning activities on the way to promote each other.

According to the American educational psychologist Ausubel's theory of classification of learning, I believe that in the subject course, the students' learning activities are mainly acceptance of learning, and for the learning activities of the activity course, some people believe that it is mainly the student's independent activities. This viewpoint does consider the way of learning activities from the students' point of view, but it fails to grasp the essential characteristics of activity courses and is not properly expressed. Examining Dewey's activity course and the current practice of some experimental schools in China, it can be seen that "learning by doing" is the more appropriate basic learning mode that should be adopted in the activity course. Leaving the students in the practice of learning, learning from doing the basic way, the activity course will not become an activity course.

So, students in the subject course of learning and in the activity class "from doing to learn" is how to promote each other? The relationship between the two types of learning activities is realized through the transfer of the different impacts of the two on the students in each other. Migration is the influence of one type of learning on another. On the one hand, the receptive learning in the subject curriculum is suitable for students to learn a lot of indirect experience and develop the ability of logical thinking, which provides an important knowledge base and basic thinking method for the "learning by doing" in the activity curriculum, so that students can avoid taking some unnecessary detours. On the other hand, the "learning by doing" approach in the activity-based curriculum emphasizes students' personal participation and independent choice, which is conducive to the development of students' initiative, subjectivity and hands-on ability.

Student initiative and subjective consciousness for the acceptance of learning, is conducive to overcoming the past in the acceptance of learning often rote memorization, mechanical learning shortcomings, to achieve meaningful learning of learning materials for the good results. Its hands-on ability can help students to improve the quality of activities in the subject curriculum.

Fourth, the overall optimization of the two types of courses in function.

The functional difference between the subject curriculum and the activity curriculum is determined by the different characteristics of the two in terms of curriculum objectives, curriculum content and learning activities. The intellectual content chosen for the subject curriculum makes it the most important medium through which the school accomplishes its task of transmitting and disseminating the cultural heritage of mankind. The receptive approach to learning activities, which facilitates the economical and efficient transfer of knowledge from teacher to many people at the same time, determines its important role in the universalization of basic education and the improvement of the quality of the nation. Specifically for individual students, subject curricula are conducive to their mastery of basic knowledge, basic skills and the development of abstract thinking skills. However, the subject curriculum can only provide students with few practical opportunities, and the content is difficult to be closely related to social life, which has certain limitations in giving full play to the autonomy of students' learning. The immediacy, practicality and "learning by doing" approach of the activity courses determine the outstanding functions of the activity courses that can make up for the shortcomings of the subject courses: 1. to cultivate the students' sense of subjectivity and self-education; 2. to broaden students' horizons, enrich their experiences and develop their creative talents; 3. to provide students with the opportunity to learn and learn from their own experiences; 4. to develop the ability to learn from their own experience and to learn from the experience of the students. Enrich experience and develop creative talents.3. Cultivate students' interests and hobbies and develop their specialties.4. Enhance the social adaptability of primary and secondary school curricula. This is the subject curriculum and activity curriculum in the function of mutual complementary, at the same time the two also promote each other.

Third, the goal

1, to strengthen the interpenetration of the comprehensive practical activities course and the teaching of biological disciplines.

Under the guidance of modern educational theory, to strengthen the integration of comprehensive practical activities and biology teaching content, to strengthen the integration of comprehensive practical activities and teaching methods, to strengthen the integration of comprehensive practical activities and the cultivation of innovation ability, on the basis of which to build a comprehensive practical activities teaching theory system.

2. Cultivate students' innovative ability with comprehensive practical activities.

Through the opening of the comprehensive practical activities course, explore the comprehensive practical activities in the subject teaching activities, cultivate students' innovative ability of the law, form and method, for the school to cultivate innovative talents to provide the theoretical and practical basis for the construction of an open educational environment, to explore the cultivation of students' innovative thinking methodology, summarize the cultivation of students' innovative ability of the practical experience.

3. Construct the teaching mode and improve the teachers' own quality.

According to the content, tasks and requirements of comprehensive practical activity education in various disciplines, we will explore the theories and laws related to the integration of comprehensive practical activity courses and disciplinary courses, and summarize a set of teaching models, teaching techniques and methods in line with the laws of education, so as to improve the teachers' comprehensive practical activity literacy and competence, and to improve the quality and effectiveness of education and teaching.