Comprehensive Practice Course Answers

Comprehensive practical activities True or False

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Comprehensive curricula essay questions

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The first job

1. essay questions ?????? Analysis of Comprehensive Practice Course implementation requirements for teachers.

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The basic requirements of teachers

Comprehensive Practice the instructor made a series of qualifications and competency requirements, including the following aspects.

Planning and design skills:

Comprehensive practical activities for teachers and students to provide a broad, free space, as well as a broad background activity. Instructor able to independently and freely and flexibly guide students in such a wide area of ??environmental programs in selected theme or subject, arrange activities process. This requires that the instructor has a strong ability to plan and design capabilities to implement comprehensive practical activities.

According to the guidance of teachers should be good student life experience and existing knowledge base specific contexts and conditions, to guide students to self-select or proposed activities, theme or topic, and rationally develop the program of activities to ensure the smooth and effective comprehensive practical activities to be implemented.

Organization, management and coordination capabilities:

Factors Comprehensive Practice design is quite complex, it requires the instructor has a strong organization and coordination ability. Instructors to organize and manage students, guide students to make up the group activities, and coordinate the relationship between the various departments of student activities, through communication with relevant departments or personnel, time and space for students to carry out activities comprehensive practical activities to create a relaxed, full use of various curriculum resources. In addition, instructors will also coordinate better teachers in the Steering Group to guide the relationship between the teacher, the student activities to be a strong leader.

The ability to explore and solve the problem:

Practical features integrated practice requirements instructor has a strong practical ability. Instructor you have to learn to explore issues and problem solving. Only teachers with awareness of the problem, have the ability to explore, in order to better guide students to carry out research study.

Instructors guide students to focus on the process, the ability of self-development practice. Teachers and students grow up with their own comprehensive practical activities.

The ability to collect and process information:

Comprehensive practical activities, students are faced with the complicated data or information. Teachers should guide students themselves must have the capacity for independent access to information, the initiative to collect and process information.

Instructor to get clear information on the ways and channels to guide students to gather information through a variety of ways. Different methods to guide teachers should master the method of collecting and processing information, learn to use the investigation, study, literature search, measurement and experiment to collect data and learn to count, organize, methods of data analysis. The only way to guide students to collect and process information in a comprehensive study.

2. Analysis discusses the nature of the problem ?????? get comprehensive practice course.

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Nature comprehensive practice activity courses: A

Comprehensive Practice Courses beyond the boundaries of traditional single discipline, the issues of interest to general issues of human society, interdisciplinary knowledge and students, in the form of practical activities of the whole system together to achieve the learning knowledge and experiential knowledge, a single disciplinary knowledge combined with organic interdisciplinary knowledge, theory and practice, curricular and extra-curricular, school and outside the school. Through independent, creative experience and exploration activities, to the full student body and mind development.

First, a comprehensive practice activity curriculum is a comprehensive curriculum that emphasizes beyond textbooks, classroom and school limitations, areas of the field of student life and social activities extend to the natural environment in time and space activities, in close student of nature, society, and life ties.

Second, comprehensive practice activity courses are practical courses, which focus on practical learning student diversity, students transition to a single kind of giving and receiving knowledge as the basic way to gain knowledge of the results for the direct purpose of learning activities, emphasizing diversification the hands-on learning, such as exploration, surveys, interviews, visits, operations, services, labor practices and technical practices. Focus on students' personal experiences and experiences of actual activity process.

Third, comprehensive practice activity courses are experiential course, it goes beyond disciplinary boundaries has a strict system of knowledge and skills, with emphasis on the experience of students, practical and social needs and social issues at the core, in the form of themed curriculum resources integration to effectively train and develop students' ability to solve problems, inquiring mind and comprehensive practical ability to target.

Fourth, the comprehensive practical activities curriculum development curriculum, it embodies the new course management and development system. In the new round of basic education curriculum reform, the comprehensive practical activities curriculum is formulated by the National Curriculum and Guidelines, local education authorities to be guided according to local differences, according to the appropriate school curriculum resources, school-based development and implementation. Thus Comprehensive Practice Course is not just which level of courses, which embodies the features and functions of three course management systems. So, it is the most comprehensive practical activities to reflect the characteristics of the school, meet the developmental course individual differences of students.

Second job

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Analysis Discussed goal Comprehensive Practice Course title ??????.

The overall objective of integrated practice activity curriculum includes the following five areas:

(1) a positive experience and experience personally participate in practice. Comprehensive practical activities of this organization in the form of an open curriculum for students to open up an open learning approach. Students full play to their potential in a variety of activities, pro-active use of various ways to experience the wide variety of practices. Accumulated a wealth of emotional experience and practical experience in the independent learning activities.

(2) form an overall understanding of nature, society, self intrinsically linked, developing love of nature and of society, responsibility for self. Comprehensive Practice Course from the practice of student life, its subject is a holistic natural world, the social world. Students carry out comprehensive practical activities, and gradually get knowledge of the interrelated nature, society and the integrity of the self. And from which to learn to take things as a whole, its development of nature, society and their own sense of responsibility.

(3) take the initiative to identify problems and to form an independent problem-solving ability and attitude from his own life. Maximize the students' initiative is one of the important features of comprehensive practical activities, the implementation of integrated practice curriculum emphasizes students to identify problems in their own living environment, and solve the problem of a series of activities around the issue. In the middle of the most important is the student's ability to play the analysis of problem-solving, its purpose is to make students' creative ability, practical ability is improved.

(4) develop practical ability, the development of the integrated use of knowledge and innovation. Comprehensive practical activities focus on students to develop problem-solving practical ability in problem situations, but also in specific operational level also requires students in the specific context of comprehensive practical activities, the use of their existing knowledge base, you can get a variety of help to analyze and solve problems, so that their thinking ability, practical ability and innovation ability is improved.

(5) develop cooperation, sharing, proactive, such as good personality traits. Dynamic generative features comprehensive practical activities determines the uncertainty in the process of its implementation. Therefore, the student is likely to be hampered by various factors in the implementation process. And to get rid of all the difficulties, requires students to carry forward the spirit can be good at communicating with people, and gradually form a cooperative in practice, sharing, proactive, such as good personality traits.

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2. essay questions ?????? Analysis of the Value of Comprehensive Practice Course.

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Value of Integrated Practical Activity Curriculum

Design and implementation of integrated practice activity curriculum's aim is to change the way students learn, cultivate students' innovative spirit and practical ability; students concerned about the fate of the country, social issues, environmental issues, attention to social needs and actively participate in social life, to serve the community; cultivate the spirit of patriotism, the formation of social responsibility, strengthen school education and social development, scientific and technological progress, contact the student life and social life, enhance the relevance and effectiveness of moral education. These are the combined value of the pursuit of practical activity courses. Specifically, the value of comprehensive practice activity courses lies in the following aspects.

(A) focus on students' way of life, to meet the growing needs of students and the needs of social development

Students have some abstract thinking skills, open minded, with a strong desire to explore, they are not satisfied to simply book learning by rote, with some basic knowledge and research capacity; With the continuous expansion of living space and knowledge and experience of constantly enrich their outlook on life, world outlook and gradually form of life, to society, to form a preliminary understanding of self, initially formed a thinking individual and social life, ability to judge. Stage of basic education is to train responsible life, creative life, there is a critical stage of life personality, outlook on life is the key stage of education, values ??education and moral education; they are not satisfied with the acceptance of mere book knowledge learning, social life longing for adults, with a desire to participate in social life, and has a certain social practice. Expand teaching space and school activities, and guide them to learn in life, learning by doing, learning in the application, actively participate in social life, and service to society, become the objective requirements of the students physical and mental development. Thus strengthening the overall quality of training of students, it is the inherent requirement of physical and mental development of students.

Design and implementation of integrated practice activity curriculum, but also the objective requirements of China's national conditions. In today's society of science and technology progress, social lifestyle change escalating social background, must be full implementation of quality education, to overcome the drawbacks of one-sided education books, guide students to carry out comprehensive practical activities, to develop their comprehensive practical ability, innovation and the ability to explore, as well as social responsibility, learning to adapt to the objective requirements of age, the information society and social development of our country's reform and opening period, and meet the needs of each student for lifelong learning.

(B) change the way students learn, desire to develop lifelong learning, innovation and comprehensive practical ability

For a long time, schoolchildren learn there is a single way of learning, lifelong learning is not conducive to unilateral tendencies of the desire and ability of the students' development, showing the importance of knowledge results obtained in a single receptive learning, emphasis on cognitive cognitive domains learning and teaching materials about by decisive aspects of mechanical and so on. This limitation on learning styles, which greatly restricted the students 'active learning, is not conducive to the aspirations of lifelong learning development of students, it is difficult to develop students' innovative spirit and ability to explore, as well as a comprehensive practical ability.

At present, primary and secondary schools in the design and implementation of comprehensive practical activities, one of which is targeted is that changes in student learning styles and lifestyles as well as in the education scene in general life situations. By comprehensive practical activities for students to open an open space, by students independently, creatively expand learning activities.

As a comprehensive learning activities of students under the guidance of teachers autonomous, integrated curriculum of practical activity beyond a single classroom teaching knowledge, emphasizing the importance of direct and indirect learning experience combining learning experience. The only effective way of learning is not a student knowledge book knowledge obtained. And to accept the knowledge and information-based learning activities different is that the student lifestyle change or existence in education, the students explore discovery, daring to question, research, experimental demonstration, cooperation and exchange, community involvement, community service and labor and technical education as an important developmental teaching activities.

Comprehensive practice reflected the students are the main subject of education and self-development, pay attention to the students' individual and social life needs. Students subjectivity is formed and developed in practical activities, activities and student exchanges are becoming the main actors and social life of individuals living in a necessary way. Basic education to the full implementation of quality education and innovative education, we must pay attention to the development of the value of practice and communication activities. Close student life, social contact, to meet the development needs of many students is the basic starting point of comprehensive practical activities, and thus its fundamental course is to promote the value of students' comprehensive practical ability, the ability to explore, as well as social responsibility and so on. Integrated practice through comprehensive hands-on learning, changing a single student knowledge receptive learning activities or way of life, emphasizing the students through the study and practice of building a positive, lively, self-inquiry learning cooperation, and gradually master of science method.

(C) the student-oriented "Living World", a close student life, students and community ties

Comprehensive practical activities beyond the confines of book knowledge and learning, requiring students to ask questions from life, social reality around man and nature, man and others or society, man and self, human and cultural aspects, self-made theme, and in-depth nature field situation, social background or social activities, carry out exploration, participatory social experience, experiments and other learning activities, the formation of natural, social, self-awareness as a whole, the development of good feelings, attitudes and values. Thus, the practice is closely integrated with student life, contact with the student community, a bridge.

This will undoubtedly help strengthen students' understanding of the natural, social understanding and participation, in close contact with the student social life, establish new ways of learning; to achieve creative spirit and practical ability to focus on a wide range of emotional development of students the basic curriculum values, attitudes and values.

Of course, the value of comprehensive practical activities curriculum is also reflected in, optimizing the structure of primary and secondary school curriculum, innovative programs to promote policy and institutional foundation of education.

The third operation

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1. essay questions ?????? Peculiarities of comprehensive practical activity courses.

A: Features Comprehensive Practice Course are: comprehensive, practical, open, generative and autonomy and so on.

1, based on the experience of students, emphasizing comprehensive interdisciplinary

Comprehensive practical activities, students face is composed of the basic elements of a personal, social, natural and so full of life in the world. These basic elements blend with each other, interconnected to form a variety of networks. In this network of relationships, students and nature, students and others, students and society, the relationship between students and the students themselves are living in the world's most common relationship. Students deal with these relationships, involving all areas of nature, society, politics, economy, culture, art, history, geography, environment, science, technology, and ethics, and is a fusion of nature. The goal is to educate students to be able to deal with these complex relationships in the world. However, properly handle these complex and diverse relationships, miscellaneous exchange alone different disciplines of knowledge can not be solved, it must be based on a certain level of experience, the integrated use of knowledge.

Therefore, the comprehensive practical activities curriculum is not subject to a single knowledge center, but in the psychological level students learn comprehensive knowledge of interest, social life and interdisciplinary-based design, emphasize the development of the integrated use of knowledge and comprehensive ability . A comprehensive range of practice covers all areas of student life, including students and nature, students and social life, the basic situation of students with self-relationship with the problem. Theme comprehensive practical activities from the design and implementation of individual life and social life, students must reflect the theme of integration inherent personal, natural, social, reflecting the inherent integration of science, art, morality.

? In short, comprehensive practical activities must be based on the integrity of the person's overall personality development of the world and life, based on the overall development of each student.

2, in order to rely on the real world, highlighting the practical activities

Education aims to cultivate a sound personality of the person, the human personality is not manifested through knowledge, but individual embodied in the process to meet the needs of the real world. Therefore, the comprehensive practical activities must be based on students' real life as the basis, in the form of activities, so that students in direct contact with the vast nature, full participation in society, gain valuable personal and direct experience full of emotions from this hands-on activities emotional experience, including fully experience the sense of fulfillment and accomplishment of creative activity brings. Practice is practice in the real life world of the living world is extremely rich, so practice is also rich content, which must use a variety of practices. Practice not simply apply the knowledge of the process, not simply to consolidate the process of knowledge, but a real experience of the process. Students through practical activities, can find their own problems, ask questions, solve problems, especially students face the problem of interest, on their own initiative to explore and boldly questioned, survey research, experimental demonstration, cooperation and exchange, the whole process hands-on, be able to get real-life experience to solve real problems, develop practical ability and the ability to innovate, improve the overall quality.

3, to life itself as the center, open highlight content

Comprehensive practical activities consider the needs and social needs of the students in real life, based on the challenges of the times and the need for quality development of students, to promote the overall development of students as the overall purpose. Comprehensive practical activities for the students' real needs, for individual differences of students to meet their integration into comprehensive practical ability in the field of the whole community needs.

In content, the comprehensive practical activities for students throughout the life of the world, with changes in student life and change their course content is open. Although the new curriculum content standards for Integrated Activities include four major research areas of learning, community service and social practice, labor and technical education, IT education, but for different regions, different schools, different classes and different students , its specific activities are diverse, different needs and problems of its community context in which the students because of the natural resources and the students real life is different.

Comprehensive practical activities focus on a variety of learning experiences and personal creative expression of students produced in the course of its activities and the results of the process are openness. In learning modalities and activities of the process, students can according to the existing curriculum resources, their existing experience, take a different approach. Research study, community participatory learning, experiential learning and hands-on learning, are all integrated practice in basic activities. These modalities and activities of the process also vary due to different situations and, because of task-specific. Comprehensive Practice course does not require that kind of modalities and activities of students in the process of fixing to take, not to give too many students in the box, no strict operating procedures, with great flexibility and elasticity, students can use a variety of forms expression activity results. Through this open process activities to encourage students to experience, develop the spirit of innovation.

4, pay attention to practice, emphasizing the generation of knowledge

Since the implementation of integrated practice activity curriculum emphasizes students' personal experience, and obtain the actual developmental experience, therefore, the value of the course is a comprehensive practical activities in the implementation of the program, students participate in the activities of the process itself, it was in obtained in the course of progressive development, and students to reflect on the process by experience, it is conducive to the awakening of their self-awareness and ability. If the student is separated from the activities outside the process, then the students' innovative spirit, the ability to explore, social responsibility and the ability to integrated use of knowledge would be difficult to pass comprehensive practical activities to develop. Therefore, the value of comprehensive practical activities curriculum is that students continue to form in the course of a good sense of behavior, emotions, attitudes and values, and to continue to construct the whole spiritual world of self, develop practical ability. Students involved in the process of comprehensive practical activities, the student is self-generating process, the value of integrated practice activity curriculum reflects the dynamics of the process. If certain knowledge and skills, feelings and attitudes and values ??can be passed to the students by telling way in the curriculum, then comprehensive practical activities curriculum, knowledge and skills, processes and methods as well as attitudes and values ??are not to "tell" way to pass, it must require students to experience the activities and experience in the process, in order to continue to generate.

From the comprehensive practical activities curriculum design and implementation point of view, integrated practice activity curriculum has become a value to student development itself is constantly generated, teachers and students a creation of the course. The formation process of the course is dynamically generated, every class, every school has a comprehensive practical activities of the overall plan, before the beginning of each activity has a well-designed activities, which are planned comprehensive practical activities side . However, the essential characteristics of the integrated practice activity is generated, meaning that each activity is an organic whole, rather than mechanical assembly process according to a predetermined pattern.

Theme comprehensive practical activities, activities, active process, all students under the guidance of teachers, found the problem from their real-life situations, the proposed theme of the event, so that self-determined or selected. During deployment activities, students gather information to solve problems and from situations and resources he can contact in and develop the program of activities or planned activities independently. It is in the process of self-development of the program of activities, students gained practical experience and development. Continues to generate new theme, proudly interest in the process, in which the students of the natural, social, self-awareness is deepening, constantly enrich the experience, this is the generation of comprehensive practical activities concentrated expression. The overall planning of comprehensive practical activities and careful not to limit its generative design, generative but to make it play more with a sense of direction, more productive. Thus, in the design and implementation of integrated practice activity curriculum, we should give full play to the subjectivity of students and teachers to promote the comprehensive development of students dynamically generated and literacy.

5, respect for individual differences of students, emphasizing student autonomy

Open and Integrated practice activity areas and activities, open modalities and activities of the process, create the conditions for play student autonomy. Such activities will be internal student needs, motivations and interests at the center position, the students according to their interests, hobbies, level of experience and have their actual needs, identify problems from the field in real life, to determine the theme of the event, to develop program activities, and to carry out exploration activities on their own issues, and consciously take the initiative to seek, to find, and then determine their own form of presentation of results of the activities. Students through reflection on the whole process and the results of their own to evaluate, revise and exchange. Students are the real subject of the whole event, teachers will only be effective for the activities of timely guidance, nor is this the only guide is the traditional education gesticulating, calling the shots even acting on their behalf, but stood by providing support to students and help to achieve. Every program activities, implementation details, concrete steps and action plan, course of action, the results of the report, the results of the exchange, all completed by the students themselves, teachers can not replace the student, the student is not taking the job, otherwise it would lose the course meaning. Therefore, comprehensive practical activities, student autonomy is fully guaranteed. On the basis of full respect for the personality of students, reflecting the student's subjective position and desire to explore.

2. essay questions ?????? of Curriculum implementation of integrated practice activities, teachers should have the idea of ??what courses?

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A: The concept of comprehensive practical activities curriculum, curriculum concept is the people's basic views on the course, which includes "What is the curriculum?" "Why do you want to implement such a course" basic questions "how to implement these courses?" And so on?. Different views of the course, there have been a different curriculum concept.

1, knowledge based curriculum concept

This view of the course curriculum as a "subject" or the curriculum as a "knowledge" that the value of the program is to provide sufficient knowledge to prepare students for the future life. That course is a means for the future of children in preparation for adult life. Our curriculum is this more obvious knowledge based curriculum since a very long time. Which, in theory, stick to the "course that is discipline" views or "course that is the sum of the UNESCO purpose" in the value of the course, the importance of knowledge into the extreme, thereby forming a unified curriculum, stereotyped.

2, experience-based curriculum concept

This view of the course curriculum regarded as experience, that course is a means to promote children's self-realization, emphasized the importance of the activities in the course of study, emphasizing the centrality of the students in the course, focusing on the experience and activities of the value of growth and development of children . It is a presence of people's attention, pay attention to the meaning of experience and activities, emphasizing courses and mediation as a means of self-realization, emphasizing the concept of people is the main course of education.

View of the above two courses reflects two different values, through curriculum design and curriculum implementation at its disposal, human development also have their own advantages and disadvantages. We need to learn from each other's reasonable ingredients, contact Human development requires a comprehensive new historical conditions, the establishment of a new curriculum concept.

Be understood in view of the new curriculum courses should no longer limited to "knowledge", "subject", "teaching subjects", "teaching" and so on within the narrow category, and the curriculum is understood as: a kind of human life and individual life experience experience content, through the practice of these children live in a world of content, access to knowledge and grasp of the life of the world and promote the child's own development. In view of this curriculum, children are the main course, "life-world" is the scope of the course content, curriculum construction and life of children through creative practice, the implementation of programs to understand, experience, explore and create as a fundamental, teachers It is not a simple executor of course, but the creators of course, is dynamically generated practice curriculum subject. Teachers and students work together to create a course in a particular scenario, the scenario is changing, courses are also evolving. Comprehensive practical activities curriculum is based on this new concept to design and curriculum implementation.

Fourth operation

1. Background essay questions ?????? Analysis of Comprehensive Practice Course generated.

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Background comprehensive practical activities: a.

? "Comprehensive Practical Activities" course both in response to the overall trend in the world of curriculum reform, but also reflects the practical needs of curriculum reform.

Since the 1990s, the world, all regions have launched a common trend of curriculum reform initiatives designed to adapt to the challenges of the new century, showing a return to the course is to advocate for children and experience life, the pursuit of integration courses. Comprehensive trend is not just alter one's course curriculum organization, that is a deep change in the course of values ??in nature. The current Division doctrine curriculum system is the product since the 18th century Enlightenment, it is the pursuit of "instrumental rationality", the man and his life in one of the world separated, advocate for effective control of the world; it is the subject of cultural strengthening the "elite culture "and of the" Popular culture "separated, which is in fact strengthen the interests of the minority, even though it is a" value-neutral "stance appears; it will eventually lead to the student's personality," one-sided "because it makes isolated from various disciplines to students of mind "cast" to each other. When the requirements of the times man and his life in the world in which harmony, when the times required disciplinary culture return to the living world and the "popular culture" integration time, when the times of personality overall development, integration courses has become inevitable . Thus, European and American countries have advocated "explore the theme" activities and "design study" activities, Japan dedicated "comprehensive learning time" in the new curriculum system, China's Taiwan Province, put the "Integrated Activities" as the new curriculum of the seven areas of learning One.

Existing in the current curriculum system of the following disadvantages: First, it recognizes that the relationship between individuals, society and nature-based vision atomistic, mechanistic, ignoring the integrity of the world, but also the original internal unity of science, art and morality in isolation from ; second, it familiar subject knowledge and skills training for the purpose of ignoring the healthy development of students' personality; third, it is too much reliance on the acceptance of learning, neglect found that explore the value of learning in human development; fourth it is understood the study closed in books and imprisoned in the house of course, ignoring the practical ability to acquire and form of human social experience.

Seen in this light, the pursuit of a comprehensive curriculum is the development direction of China's basic education curriculum reform. Set in the basic education curriculum Comprehensive Practice Course reflects the overall trend of course.

2. essay questions ?????? Policy Analysis Comprehensive Practice Course implementation.

Implementation strategy of comprehensive practical activity courses: A

1. Clear curriculum ideas, pay attention to the implementation of integrated practice activity curriculum. Education departments at all levels should attach importance to the implementation of integrated practice activity curriculum, according to some experimental zone problems exist in the implementation process, we targeted organizational learning, research, communication and teacher training, curriculum ideas to further clarify and establish a new concept of curriculum actively seek multilateral cooperation of the community, comprehensively promote the orderly implementation of integrated practice activity curriculum.

2. Reconstruction of Teaching Management System of the new curriculum. To establish a "people-oriented" teaching management concept, organization and implementation of integrated practice activity curriculum into the field of vision of teaching management, to transform learning as a major theme of teaching management, the management objectives and management processes organic unity, and actively explore the establishment promotion of students, teachers, and common development of teaching administration system.

3. Focus on the integration in the curriculum implementation. (1) emphasis on the integration of organic and curriculum. Design new curriculum beyond a single discipline centers, emphasizing guide students to actively deal with the relationship between man and nature, man and society, man and self, people and culture. Thus, at the implementation level to grasp the link between comprehensive practical activities and curriculum, pay attention to mutual penetration and extending between the content, based on different courses reflect the unique value on the realization of the common values ??of different courses. (2) the integration of attention and curriculum. School-based curriculum has broad connotation and richness, comprehensive practice activity course there are some common, cross-cutting content, such as labor and technical education, social practice and study of learning. Therefore, the schools to local conditions, and the time to fully tap the natural and outside the school environment, human environment and reality production, educational resources, available life inherent in the focus on integration and through comprehensive practical activities curriculum and curriculum. (3) emphasis on the integration of learning activities the way. Comprehensive Practice Courses emphasize inquiry learning, community participatory learning, experiential learning and operational learning a variety of practical learning. Teachers should pay attention to guide students in specific natural situations, social situations or specific activities, the investigation, study, visits, interviews, test, measurement, labor, service, production, data collection, social promotion, performance, summarize and exchange , the respondent, reflection and other learning activities, take a variety of forms of organization, the importance of individual independent inquiry, cooperative inquiry group, class cooperative inquiry, cross-class and cross-grade to explore cooperation, integration of schools and other learning activities cooperative inquiry methods.

4. Train teachers, build teaching and research network. Each experimental area in the implementation process, to be good at discovering and developing a group of teachers, teaching and research form a network of teaching and research staff at all levels, composed of teachers, establish a professional guide, self-reflection, peer coaching school-based research system as an essential element of continuously promote the professional development of teachers.

5. Strengthen exchanges and cooperation. Effective communication and cooperation between the two sides can provide inspiration and help alleviate pressure on schools and teachers, to achieve common development. On the one hand inside the school to establish a collective lesson planning group, teachers play their advantages in resources; on the other hand break between school, boundaries between regions, the establishment of teaching and research center, give full play to the exemplary teachers of radiation, leading role, actively carry out observation, research, the results of exchanges and other activities to promote the balanced development of all regions.

Fifth jobs

?????? relations Comprehensive Practice Course and curriculum 1. Analysis of essay questions.

A: In the new basic education curriculum, the comprehensive practical activities form an organic whole and the various disciplines. Both both its relative independence, and there are close links. In particular, there is a comprehensive practical activities and subject areas contact the following three aspects: first, knowledge of subject areas may extend comprehensive practical activities, integration, restructuring and upgrading; the second problem, comprehensive practical activities found

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