Comprehensive practical activity plan

In order to ensure that things or work are carried out in a scientific and orderly manner, it is often necessary to carry out detailed plan preparations in advance. The plan can clarify a general direction for an action. So does anyone know how to write a standardized plan? The following are 3 comprehensive practical activity plans that I have compiled for you. You are welcome to share them. Comprehensive Practical Activity Plan 1

Topic: Entering Autumn

Fourth grader Zhang Hongyan and Hao Lei

Activity Theme: Entering Autumn

Activity background:

Comprehensive practical activities are practical courses based on students’ direct experience, closely linked to students’ own lives and social life, and reflecting the comprehensive application of knowledge. It allows children to enter life, society, nature, let their minds fly in the vast world, explore and study. It is conducive to strengthening students' understanding of nature and society.

Autumn is the season of harvest, autumn is the season of joy, autumn is the season of beauty, and autumn is the season of reverie. In order to cultivate students' comprehensive practical ability, activities with the theme of "Into Autumn" were carried out. Through practical activities, children can return to nature, get close to nature, feel the beauty of autumn in the embrace of nature, understand that autumn is a harvest season, and experience the joy of harvest and the fun that autumn brings to people.

Participants: All fourth grade students

Purpose of the activity:

Knowledge and skills

1. Guide students to learn in nature Observe and learn to discover, stimulate the initial awareness of research-based learning, and initiate the desire to actively explore problems.

2. Cultivate students’ inquiry learning abilities and scientific learning habits through learning design research plans and implementation research plans.

Process and Method

1. Through activities, students can understand the characteristics of autumn and improve their observation, expression and communication skills. Cultivate students' love for life.

2. Be able to learn how to collect information from multiple channels and organize and classify the information, and initially form a distinctive result display.

3. Cultivate students’ observation and investigation and analysis abilities, and their ability to express themselves in their own language, words, pictures, music, etc.

Emotional attitudes, values ??

1. Students walk into nature, look for autumn, and understand autumn, which can allow students to increase their life experience and feel the endless fun of nature, thus motivating students Concern and love for nature, and further interests and hobbies in natural sciences.

2. Experience the exploratory learning method by experiencing various research processes and results exhibitions.

Comprehensive practical activity design

Activity plan and steps:

The first stage: Determine the theme and design plan.

Activity goal: Cultivate students' ability to collect and process information, design activity plans, ask questions, and cooperate with others.

Activity content: Determine the theme and design plan.

Activity methods: investigation, discussion, conversation, group cooperation and exploration.

Activity steps:

1. Distribute survey forms before the activity to investigate students’ understanding of autumn.

Autumn I know

When autumn comes:

Autumn weather characteristics:

(1) Temperature ( ) degrees - ―( ) degree

　 (2) Rainfall ( )

Other characteristics of autumn

In the park, ( )

In the orchard, ( )

In the vegetable garden, ( )

In the field, ( )

What are the other characteristics of autumn?

Poems, words, good words and sentences describing autumn

2. What do you want to study in this comprehensive practical activity? Why? Identify the research topic.

3. Divide into groups according to the principle of voluntary association.

4. Each group designs an activity plan.

5. Communicate, complement each other, and continuously improve the activity plan.

The second stage: collect various information about autumn.

Activity goal: Cultivate students’ observation skills, investigation and analysis skills, and the ability to collect and process information.

Activity content: Guide students to observe, investigate and interview. Collect various information about autumn.

Activity method: Students let their parents lead them to observe, investigate, visit, collect and record in nature.

Activity steps:

1. Observe and look for autumn in nature.

Students, led by their parents, went to nature to look for autumn. During the activities, they either took photos of autumn, drew a picture of autumn, or looked for a souvenir of autumn.

2. Preparation before investigation and visit.

(1) Determine the content of the investigation based on your own observations in nature.

(2) Make a questionnaire or outline an interview outline.

(3) Make it clear who to investigate or interview. You can investigate with school teachers, classmates, your own father, mother, grandfather, grandmother, relatives and friends, nursery workers, farmers, etc.

Be careful to be polite when investigating and interviewing.

3. Investigate, interview, collect, and record in groups or individually.

4. Use modern information technology to collect information.

5. Organize the collected information. The group will summarize and organize the collected information, merge the same ones, list the different ones, classify the pictures and text materials, and organize the works observed in autumn. On the one hand, it prepares for communication in the whole class, and at the same time it is a process of inductive learning. The third stage: Report the investigation situation and show the autumn in your own eyes.

Activity goals: Cultivate students’ love for autumn, nature, and life, as well as their ability to express themselves in their own language, words, pictures, music, etc.

Activity content: Report the investigation situation and show the autumn in your own eyes.

Activity methods: communication, reporting, discussion, and display.

Activity steps:

1. Group report, communicate and report the contents of your investigation and observation in the group.

2. Exhibition:

Part 1: Photography and picture exhibition.

Students sorted out the photos they took or found, and then introduced the beautiful scenery of autumn respectively.

Part 2: Painting Exhibition.

I would like to introduce my autumn to everyone.

Part Three: Souvenir Exhibition.

For example: collected objects (rice, peanuts, soybeans, cotton, persimmons, pears)

Leaf stickers

Part 4: Praise for autumn.

Recite poems, ancient poems, idioms, and beautiful passages that praise autumn.

The fourth stage: I will be a campus beautician in the autumn

Activity goal: to inspire students to love school and cultivate students' sense of ownership in participating in school construction

and the spirit of inquiry and innovation, and can use the knowledge and skills acquired in activities to decorate their own schools.

Activity content: I am a campus beautician in autumn

Activity method: discussion, design, display

Activity steps:

1. Based on your observations and understanding, what kind of plants do you think should be planted or placed in which places on our campus to be more ornamental? Can it beautify the campus more? Please be the beautician of the campus in autumn and carry out beautification design.

2. Display.

3. Evaluation.

IV. Guidance in carrying out evaluation (mainly self-evaluation and mutual evaluation by group members) Comprehensive Practice Activity Plan 2

Activity goals:

1. Through the activity , enhance the awareness of safety protection and establish the emotion of cherishing life.

2. Be able to collect common traffic signs and safety warning signs through various channels, understand their meaning and function, know the traffic rules that should be followed on the way to school, and understand basic safety common sense.

3. Develop preventive measures for potential safety hazards on the way to school, learn how to face potential safety hazards, and master corresponding self-protection and prevention skills.

4. Be able to express your wishes clearly and present research results in appropriate ways.

Key points of the activity: Enhance students’ awareness of safety precautions and be able to identify various traffic signs and safety warning signs.

Activity preparation: Prepare some symbols for traffic signs and safety warning signs.

Activity time: 3 lessons

Activity process:

First lesson

1. This activity is divided into two links:

The first link allows students to investigate safety accidents that have occurred on campus and potential safety hazards on campus;

The second link allows students to make and install them themselves Safety warning signs and the design of other campus safety warning activities.

2. Activity process

(1) Activity preparation

Table 1: School safety hazard statistics table

Table 2: School safety Accident statistics table

(2) Activity process

The first link:

1. Establish an investigation team.

Students are divided into three groups according to their interests, characteristics and activity needs.

① On-site inspection team: Go deep into various parts of the campus to look for locations and facilities that may have safety hazards.

②Accident Investigation Team: Go to relevant departments of the school to investigate and learn about safety accidents that have occurred in the school.

③Safety warning sign collection group: Let students collect various safety warning signs and understand their functions and placement.

2． Investigate in groups.

① On-site inspection

Use the breaks to inspect various parts and corners of the campus, carefully look for places with hidden safety hazards, and understand what accidents may occur. For example: on rainy days, particularly slippery road sections: using large activity equipment without teacher supervision will cause dangers: exposed power sockets or wires: walls about to collapse...fill in the "School Safety Hazard Statistics Form". (Photos can be shown to assist in introducing the school's safety hazards)

②Accident Investigation

Investigate the school to understand the safety incidents that occurred on campus in the past year, and carefully fill in the "School Safety Accident Statistics" surface".

　③Collect safety warning signs

Students can collect some safety warning signs through online collection, reading books, and field observations. They can record them in the form of photos, pictures, etc., and write Their names, functions, and placement.

The second link:

(1) Introduction to the conversation:

Through the investigation of school safety accidents and safety hazards in the previous stage, the students must have gained a lot. . In this comprehensive practical activity class, are you willing to continue studying issues related to campus safety? (Students expressed their willingness)

(2) Results report and display

Next, each group is asked to present its research results to the whole class in the form they like.

①Ask the field investigation team to nominate a student to report on the safety hazards found on campus and the safety incidents that may occur. (Picture)

②Ask the leader of the accident investigation team to report on the general situation of safety accidents that have occurred in recent years. (Table)

④Teacher’s summary guides students to discuss and communicate: The students worked together and through interviews and surveys, many places with potential safety hazards were discovered. So, what effective ways can we use to remind ourselves and the whole school to pay attention, so as to avoid or reduce the occurrence of campus safety accidents?

⑤Each group will put forward reasonable suggestions after discussion.

⑥Teacher’s guidance: The students have a lot of great ideas. As you all know, the slogan of our comprehensive practical activity "I Walk with Safety" this semester is: "Care about safety, care about life." Please discuss as a group, what kind of campus warning method do you prefer and can be implemented in this class? If a group member has a different opinion, do not force it, but respect his or her own opinion.

⑦Teachers solicit students’ design intentions.

(3) Each group designs campus safety warning activities.

(1) If you want to design campus safety warning signs and slogans, then please refer to the collected signs and select the campus hazard setting points (show the slideshow for help) to design safety warning signs and slogans. The teacher advises everyone: the logos and slogans you design should be beautiful and eye-catching.

(2) Hands-on production.

Each group takes out materials: white paper, pencils, colored pens, etc.

Each group selected several logo design locations that interested them.

The team members are all responsible for making safety warning signs, which must be eye-catching and beautiful.

(3) Display design results

Ask each group to recommend a student to present his or her design work on stage, and talk about his design intention and the location of the work.

Students who have used other methods to warn about campus safety, please come on stage and share your ideas.

(4) Place safety warning signs (extension after class)

Ask students to place the safety warning signs they made in the corresponding places after class. If it is a wall, glass, moving equipment, etc., it can be pasted on it. If it is on the ground, a small wooden stick can be inserted into the ground, and the direction must be clear. In the next comprehensive practical activity class, we will continue to study other campus safety issues.

3. Activity evaluation

1. Whether students understand and distinguish the meaning and function of safety warning signs through activities.

2. Whether you have developed a certain ability to search, collect and organize information.

3. Whether you can creatively present your research results to everyone in different forms.

4. Whether you have developed the ability to find and solve problems in life, and whether your comprehensive practical ability has been developed to a certain extent.

5. Whether you have established awareness of consciously abiding by safety rules and social ethics, whether you have a sense of social responsibility to care about life and care for others, and whether you consciously be a civilized social person.

6. Through practical activities, do you have a sense of joy and accomplishment in the results obtained, feel the fun of collaboration and communication with others, and learn to appreciate others. Comprehensive practical activity plan Part 3

The evaluation of comprehensive practical activities in primary schools is an important part of the curriculum evaluation system. It is an effective means and method to achieve the goals of comprehensive practical activities courses, exert the evaluation-oriented function and conduct quality control.

1. Evaluation of students’ course learning

(1) Evaluation principles

1. Process principle. Comprehensive practical activities are a course that students experience firsthand. Therefore, attention should be paid to the evaluation of students' performance during the activities. As long as students go through the activity process, form a certain understanding of nature, society and themselves, and gain practical experience, the value of their activities should be affirmed and given positive evaluations.

2. Principle of pluralism. Comprehensive practical activities emphasize evaluation standards and diversification of evaluation subjects. Therefore, it is necessary to encourage and respect students' individual ways of self-expression, such as speeches, performances, writing, painting, production, etc. Evaluation should not only be decided by teachers, but should be carried out through discussions, consultations, exchanges and other forms. , combine peer evaluation with evaluation by instructors or relevant people from society and family.

3. The principle of reflection. Give full play to the education, improvement, and promotion functions of evaluation and guide students to reflect on their own practical activities. It is necessary to cultivate students' habit of recording the activity process (especially details). Through the activity process, communication and activity results reporting, students should learn to discuss issues, exchange methods, share and think about results, and achieve self-reflection, self-reflection, and self-reflection. improvement purpose.

4. Incentive principles. Insist on positive evaluation, use praise, encouragement, recognition and other methods to motivate students, and run it throughout the entire course implementation process. No matter when students encounter difficulties or suffer failures, whether it is qualitative or quantitative evaluation, students should be motivated, so that motivational evaluation becomes the driving force for students to succeed.

(2) Evaluation content

By establishing student learning process archives and collecting student learning outcomes, a multi-dimensional evaluation system is mainly qualitative, supplemented by quantification, and combines self-evaluation with other evaluations. The evaluation method evaluates students' learning attitude, cooperation spirit, inquiry spirit and learning ability, gains and reflections during their participation in comprehensive practical activities.

1. Participation attitude. The time, frequency, and seriousness of students' participation in activities, as well as whether they think carefully about problems, actively use their hands and brains, take the initiative to propose activity ideas or suggestions, carefully search for information, and complete plans and learning tasks on time are the basis for evaluation.

2. Cooperation spirit. Including actively participating in group activities, taking the initiative to help others and seeking help from others, listening carefully to classmates' opinions, and being willing to share results with others.

3. Inquiry spirit and learning ability. Evaluate the spirit of inquiry and practical ability displayed by students in the process of asking, analyzing and solving problems, as well as their expression of the results of the inquiry.

4. Harvest and reflection. It can be reflected through students' self-statements, group activity records, students' diaries, activity essays, theme class meetings, etc. It can also be evaluated through students' behavioral performance and activity results.

(3) Evaluation methods

Evaluation methods reflect diversity and should combine the following evaluation methods.

1. "Portfolio evaluation". The activity team is required to establish an activity portfolio, which includes activity plans, activity records, questionnaires, attendance registration forms, experiment record forms or survey record forms, original data, learning experiences, diaries and other text, pictures, audio and video materials related to the activity, As the main basis for group performance evaluation.

2. Daily observation and instant evaluation. Daily observation and instant evaluation should be carried out throughout the entire process of the activity.

On the one hand, it can motivate students anytime and anywhere and adjust the implementation of the curriculum; on the other hand, daily observation can effectively improve the accuracy and efficiency of formative assessment.

3. Results display. Achievements display includes essays, survey reports, research notes, performances, models, design plans, etc. The school holds a research learning achievement display and evaluation event every semester, and a hand-made and model design work display and evaluation event every academic year.

4. Project evaluation and phase comprehensive evaluation. After each activity project, students are organized to conduct evaluation, so that students can summarize and reflect in time after the activity, guide subsequent activities, and provide the basis for the comprehensive evaluation in each semester. Stage evaluation serves as the main basis for students’ performance in comprehensive practical activities courses each semester.

2. Evaluation of instructors

(1) Evaluation content

1. Participation attitude. Do you proactively and enthusiastically prepare for activities, carefully prepare lessons, treat students democratically and equally, often provide specific guidance to students, and collaborate with other teachers?

2. Guidance ability. Are you good at discovering students' problems and difficulties, providing students with valuable suggestions and opinions, helping students adjust their activity methods or research angles? Can you provide corresponding knowledge background materials, understand educational resources inside and outside the school, and can guide students in writing investigation reports and essays? paper.

3. Continue learning. Whether they can take the initiative to learn the cutting-edge knowledge of the course, delve into relevant knowledge based on the content of students' inquiry, master relevant scientific research methods, and improve the level of guidance.

4. Guidance effect. Whether to guide students to summarize and reflect, the guided group has considerable results to display.

(2) Evaluation method

Teacher evaluation adopts the "consultative discussion and evaluation" method, which is based on self-evaluation and is comprehensively evaluated by combining student evaluation, teaching and research group evaluation and school evaluation. , improve the credibility and objectivity of the evaluation.

1. Questionnaire survey: ① Teacher self-evaluation; ② Student group evaluation.

2. Check the desk work: whether you prepare lessons carefully, write lesson plans, and keep records of guidance work.

3. Achievement display: Organize a student learning achievement display and evaluation every semester, give appropriate evaluations to the instructors, and select outstanding instructors.