Comprehensive practical activity is a practical course based on students' direct experience, closely connecting with students' own life and social life, and embodying the comprehensive application of knowledge. [1] The Outline of Basic Education Curriculum Reform (Trial) clearly stipulates that comprehensive practical activity classes should be set up as compulsory courses from primary school to high school, including information technology education and research-based learning. Community service, social practice and labor technology education. Some achievements have been made in exploring the theoretical basis of comprehensive practical activities, such as Zhang Hua's Experiential Curriculum Theory. [2] Contrary to its policy guarantee and theoretical support, the experience of comprehensive practical activities is almost blank.
This experiment is a research project we did in Shanghai Pudong New Area Oriental Primary School on October 2000, and it is also the experimental part of the project "Formulating the Guiding Outline of Comprehensive Practical Activities for Grade 3-6" undertaken by the Ministry of Education. The objectives of this experiment are: (1) to study and improve the theory of comprehensive practical activities; (2) Enrich and improve the forthcoming Guiding Outline of Comprehensive Practical Activities for Grades 3-6; (3) Confirm the value and implementation framework of comprehensive practical activities in primary schools, and provide an example for the promotion of comprehensive practical activities.
Second, the development of the experiment
(A) the overall concept of the course
1. Course objectives
(1) Get close to the surrounding natural environment, love nature, and initially form the consciousness and ability to consciously protect the surrounding natural environment;
(2) Investigate the surrounding social environment, consciously abide by social behavior norms, increase social communication ability, and develop a preliminary awareness of serving the society and a responsible attitude towards society;
(3) gradually master basic life skills, form self-care habits, initially have the ability to know themselves, and develop a diligent and positive attitude towards life;
(4) Stimulate curiosity and thirst for knowledge, initially develop a correct attitude towards inquiry activities, and develop the ability to initially explore problems.
2. Curriculum principles
(1) Adhere to students' independent choice and actively practice. Respect the content and methods of activities selected by students according to their own needs, motives and interests;
(2) Integrated design and implementation of comprehensive practical activities to achieve the integration of research-based learning, community service and social practice, labor technology education, information technology education and other fields;
(3) Taking research-based learning as the activity mode of comprehensive practical activities;
(4) Encourage and support students to explore and make use of curriculum resources inside and outside the school, and strengthen the ties among schools, families and communities;
(5) Adopt a flexible class hour system, combining centralized use with decentralized use of class hours.
3. Course structure
Based on the requirements of primary school curriculum integration, the experiment tries to set up comprehensive practical activities from the first grade of primary school (the presentation form of comprehensive practical activities in the first and second grades of primary school is "Morality and Life"), thus constructing a complete system of comprehensive practical activities from primary school to the first and fifth grades. According to the three dimensions of the content development of the comprehensive practical activity curriculum: nature, society and self, the research group has planned the overall structure of the comprehensive practical activity curriculum in Oriental primary schools (see figure 1).
4. Experimental steps
The first stage (February-July, 20001year): A class was selected as the experimental object in the third, fourth and fifth grades by random sampling. The experimental class carried out comprehensive practical activities according to the three main lines of "exploring the natural world, paying attention to social life and feeling self-growth".
The second stage (September 5438+0, 2006 ~ June 2002 1): realize the transition of comprehensive practical activities from point to surface. Senior one and senior two implement comprehensive practical activities according to the plan in the curriculum structure. The original experimental class (the fifth grade has graduated, and the third and fourth grades have been promoted to the fourth and fifth grades respectively) carried out theme-free activities on the basis of past experience. In addition, other classes (non-experimental class in grade three and grade one) still follow the clue experiment of "exploring the natural world, paying attention to social life and feeling self-growth".
The third stage (February ~ July, 2002): comprehensive practical activities are fully rolled out and the overall design of curriculum structure is implemented.
(B) the organization and implementation of the curriculum
1. Preparation stage of the course
(1) Training teachers. The school hired experts from East China Normal University to train all the teachers, and through participation and consultation, established activity clues and operation methods of comprehensive practical activities with teachers.
(2) guarantee class hours. Through reasonable overall planning, it is guaranteed that three classes in the experimental class are special classes for comprehensive practical activities every Friday afternoon.
(3) Establish a mechanism. Set up a "comprehensive practical activity group" led by the research room and attended by the Moral Education Department and the Young Pioneers.
(4) Material preparation. Coordinate the work of various departments in the school and provide various convenient conditions for students' practical work. Buy a portfolio, store students' various materials and achievements, as well as teachers' suggestions and comments on activities, and record students' activity process and growth footprint.
(5) Mobilize parents. Hold a parent-teacher conference and publish a special issue of the school newspaper "Oriental Bridge" to gain parents' understanding and support for the course. Prepare "parents' proposal" to give parents the opportunity to participate in curriculum construction.
2. The implementation stage of the course
The comprehensive practical activities of senior one and senior two take the form of class activities, and students participate in the activities under the leadership of teachers. From grade three to grade five, students' independent activities are the main activities, with the help of teachers. This paper only reports the development of comprehensive practical activities in grades 3-5.
(1) Overall implementation framework of comprehensive practical activities (see Figure 2)
(2) the concrete implementation of comprehensive practical activities
Explore the natural world
● Teachers create problem situations by designing an open questionnaire (questionnaire 1), and determine the direction of activities by primary school students' independent choice.
● Organize activities by questionnaire classification. According to the students' answers, the survey results are divided into four categories: independently studying something; Cooperate in the research of something; For the same research object, some students require independent research, and some students hope to cooperate in research; Only one student chose a certain research object, but wanted to cooperate with other students. The first three establish the organizational form of activities on the basis of respecting students' choices. The fourth way is to find a partner among classmates first, but there is no result yet, and teachers can cooperate.
This is what I want to learn!
● Independent researchers or research groups choose tutors. Teachers fill in the questionnaire (Questionnaire 2) on the basis of guiding students to narrow the scope of topics, define activities and plan activities in detail. At the same time, make a portfolio, and students fill in the cover content of the portfolio: subject name, researchers, partners, division of labor, and instructors.
Question2 I want to have a plan!
● Design of students' practical activities. Accompanied by teachers or parents when necessary. Return the collected data, pictures, monitoring charts, parents' suggestions, teachers' comments and research results to the portfolio. Teachers monitor students' activity process through "daily progress-my little file", and at the same time, on the basis of careful observation, complete "instant comments" on students and track "typical cases".
Three-day progress of questionnaire survey-my little file
● Show the results on the basis of summarizing the materials. There are two kinds of achievement exhibitions: works exhibitions (newspaper clippings, small model making, etc. ) and the display of theme activities (introduction, speech, performance, etc.). ). The class teacher will make overall arrangements to guide teachers and students to discuss and determine the content and specific methods of the activity. After the demonstration, the teacher evaluated the students' grades.
Teachers provide reflection questionnaire (questionnaire 4), and students reflect on the activity process and record their own experiences and feelings.
Pay attention to social life
● Go to the society, and determine and record the general scope of the topic through extensive investigation of families, classes, schools or communities.
● Group according to the range determined by students. Considering primary school students' autonomous activity ability, in order to facilitate teachers to lead students to carry out social practice and investigation, on the basis of respecting students' wishes, the theme of activities should be relatively concentrated, not too much.
● The members of the activity team choose the instructor, and under the guidance of the instructor, plan the specific activity theme and detailed activity plan (questionnaire 2), and make another portfolio at the same time.
● With the help of teachers or parents, carry out activities through extensive social communication, investigation and experience activities to find solutions to problems. At the same time, we also use "daily progress-my little file" to monitor the whole process, do a good job of classifying and filing portfolios, and use "instant comments" to ensure communication between home and school.
● Instruct teachers to discuss with students to determine the content of the exhibition, and the form of the exhibition is determined by the students themselves. In the exhibition, we share each other's achievements by asking impromptu questions to strengthen the communication between students. Teachers and parents participate as appreciators.
● After the demonstration, students will discuss it on the spot. According to the theme provided by the teacher, members of each group reflect on their performance in the whole activity process on the basis of communication, discussion and comment.
Feel self-growth
Use questions (are you willing to let others know about your experience? Do you want to know what you look like in the eyes of others? ) Guide students to determine the theme of activities in this field-"I in others' eyes, I in my mind", and start the process of self-knowledge by reviewing and investigating their whole growth process, especially their own growth experience.
Considering the communication basis of group members, this field still maintains group collocation in the implementation field of "paying attention to social life".
● According to the first questionnaire, starting from "I in my eyes", initially plan the specific content of self-reflection. At the same time, in order to understand their image in the eyes of others, within the scope of classmates, we will draw lots to decide a classmate who will evaluate ourselves, and within the scope of parents and teachers, we will inspect our parents and teachers and decide for ourselves.
● Complete questionnaire 5 through shopping activities. Looking back on the years of growing up and some important details, we should reflect deeply on ourselves and collect and accept comments and opinions from different aspects with a frank attitude. Find out the distance between self-knowledge and others' knowledge. On the basis of summarizing the mutual understanding, we should reflect on the realistic self and design the ideal self in the future.
● Show your growth footprint, specialty and personality in various forms, and frankly express your evaluation and vision for the future image on the basis of summing up the opinions of all parties.
● Organize discussion meetings between teachers and students to discuss such issues as "whether self-evaluation conforms to reality" and "whether self-design conforms to future development", and reflect on the authenticity of self-evaluation and the rationality of self-design.
(C) the evaluation of the course
1. Evaluation characteristics
(1) Evaluation becomes an integral part of the curriculum.
The evaluation of comprehensive practical activities is no longer an external part of teaching and learning, but is integrated with teachers' guidance and students' learning activities, which occurs and develops simultaneously. The application of portfolio evaluation and the final reflection in various fields of activities all reflect this feature. What is particularly striking is that in the field of "feeling self-growth", the process of curriculum development is actually the process of students' "self-reflective evaluation", and the realization of this process internally constructs the curriculum content in this field. In other words, the process of evaluation has become the process of curriculum creation, and the development of curriculum is to fulfill the function of evaluation.
(2) Emphasize the evaluation process.
Take measures such as students recording "daily progress-my little file" or teachers giving "instant comments" to make evaluation run through the whole process of comprehensive practical activities. The content of evaluation mainly focuses on students' emotions, participation and involvement in activities.
(3) Advocating evaluation diversification.
In the experiment, first of all, primary school students are encouraged to have various activities and express their achievements. Secondly, portfolio evaluation, demonstration evaluation, discussion evaluation and other multiple evaluation methods are adopted. Third, the pursuit of diversification of evaluation subjects. The evaluation of students includes information from parents, students themselves and instructors. The evaluation of teachers adopts different forms such as student evaluation, teacher self-evaluation and administrative evaluation.
(4) Pay attention to the reflection of evaluation.
At the end of each activity field, students are guided to reflect on their gains and losses in practical activities and plan their future actions appropriately by issuing questionnaires, holding teacher-student symposiums and classmates' symposiums. At the same time, teachers reflect on their own guiding strategies by writing cases.
2. Evaluation method
Evaluate students and teachers according to the contents in the table, and reflect the progress of students and teachers by comparing the evaluation results before and after.
(1) Student evaluation
Name: Gender: Grade: Date:
(2) Teacher evaluation (see next page)
Curriculum management
1. Set up a specialized agency to coordinate comprehensive practical activities.
Oriental Primary School has set up a "comprehensive practical activity group", which stipulates the implementation process of curriculum management (Figure 3):
The principal's office is responsible for the unified coordination of curriculum development; The research office is responsible for the training and assessment of teachers; The organization and implementation of the course is mainly based on the comprehensive practical activity group, and the moral education department and the Young Pioneers are also included in the comprehensive practical activity group. The group has a group leader, who is responsible for convening other members of the group to discuss the formulation and implementation of the curriculum regularly and supervise the work of the grade group; The grade leader is responsible for negotiating with the class teacher of this grade to determine the specific implementation plan of the course; The head teacher is responsible for the overall coordination and management of the activities of each group.
2. Formulate corresponding rules and regulations.
(1) teacher establishment system. According to the requirements of General Principles of Comprehensive Practical Activities, all teachers participate in the implementation of "group guidance and collaborative teaching". The person in charge also serves as the director of the project.
(2) Project responsibility system. Considering the number of student activity groups, the school stipulates that each teacher must guide more than two groups. Instruct teachers to sign a project responsibility letter with the research office, and the research office will regularly check the implementation of the project.
(3) Teachers' workload system. As the convener of each group of tutors in this class, the head teacher adds two class hours every week.
(4) Teacher reward system. According to the teacher's curriculum development ability and the attitude, ability and effect of guiding students, the instructor will be rewarded by groups or individuals.
(5) Teachers' teaching and research system. The core members of the research group hold seminars regularly. Each grade group from grade one to grade five arranges a class hour every week to carry out teaching and research activities for grade groups.