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“综合实践活动”课程是一门与学科课程有着本质区别的新的课程,是我国基础教育课程体系的结构性突破。它是基于学生的直接经验、密切联系学生自身的生活和社会生活、体现对知识的综合运用的课程形态,是一种以学生的经验与生活为核心的实践性课程。开发与实施综合实践活动课程,是我国面向21世纪课程改革的新举措,也是我国新世纪基础教育课程的重要组成部分。综合实践活动课程具有整体性、实践性、开放性、生成性、自主性的特点,为我国中小学开展开放式、个性化教育,促进学生的发展搭建了操作平台。 东北师大附小自2001年9月开展“南湖的学习”研究性学习,并于2002年5月将“研究性学习”并入学校承担的教育部人文社会科学“十五”规划项目《综合实践活动与小学生自己概念的形成实验研究》课题中,使他们对综合实践活动课程的研究逐步深入,结合学校的实际,他们将综合实践活动划分为六个领域,即志愿者活动、学校大型活动、班团队活动、假日活动、学年主题研究性学习和学科研究性学习。在近两年的综合实践活动实施过程中,老师们萌生了许多深切的感悟,同时也有一些困惑,下面请听听他们的看法:
The course of “integrated practice activities” is a new course that is essentially different from the subject courses, and is a structural breakthrough in the curriculum system of basic education in our country. It is based on the direct experience of students, closely related to the student’s own life and social life, reflects the comprehensive use of knowledge of the curriculum is a kind of student’s experience and life as the core of practical courses. The development and implementation of a comprehensive practice curriculum is a new measure for our country’s curriculum reform in the 21st century and an important part of our basic education curriculum in the new century. The comprehensive practice curriculum has the characteristics of integrity, practicality, openness, generative and autonomy, and provides an operating platform for the open and individualized education of primary and middle schools in our country and the promotion of students’ development. Northeast Normal University attached small since September 2001 to carry out “South Lake learning” research study and in May 2002 will be “research study” into the school of humanities and social sciences by the Ministry of education “Tenth Five-Year Plan” project “integrated practice Activities and primary school students to form their own concept of experimental study, ”subjects, so that their comprehensive practical activities of the curriculum gradually deepened, combined with the reality of the school, they will be divided into six areas of comprehensive practical activities, namely volunteer activities, school activities, Class Team Activities, Holiday Activities, School Year Research Learning and Disciplinary Research Learning. During the implementation of the comprehensive practice in the past two years, many teachers have deeply felt their feelings. At the same time, they also have some puzzles. Please listen to their opinions below: