How to design a comprehensive practice plan for primary schools

— The effect of snacking on primary school children.

1. Background of the event.

Since primary school students are now picky eaters, a snack instead of staple food has led to this bad habit that cannot be ignored.

Second, the objectives of the activity.

The activity has always adhered to the student-oriented, teacher-oriented, and we work with the students to formulate the goals of this activity:

Emotional goals. 1.Through the collective development of cooperative research groups, we can cultivate team consciousness and teamwork spirit.

2.Experience the joy and sense of success of learning, enjoy the joy of cooperation, success, enhance self-confidence, and improve interest in learning.

Competency Goals. 1.Collect information through the Internet and reading books, and develop the ability to find, collect and process information simply.

2.Enhance social communication skills and language skills through social contact.

3.Able to present research results in different ways, learn from each other, discover, reflect, and improve in activities and exchanges, and promote the continuous development of practical ability.

Knowledge Objectives. 1.Know what kind of snacks elementary school students like.

2.Understand and analyze why snacks are so popular with primary school students from multiple perspectives.

3.From the objective'Perspective on the impact of primary school students.

3. The object and class time of the activity.

Target: 4th grade elementary school students.

Duration: 18 lessons, one session per week.

Fourth, the form of activities: to carry out research activities in small groups.

5. Activity content:

Stage 1: Preparation Stage: Topic generation, plan development, teacher-student discussion. (4 hours).

1) What kind of snacks do primary school students like to eat;

2) how many snacks to eat in a day;

3) When do you usually want to have a snack;

4) Why elementary school students love snacks;

5) What kind of snacks are considered healthy;

6) How to eat snacks scientifically.

Phase 2: Implementation Stage: Group activities to observe the impact of snacking on students' growth. (4 hours).

1) Collect information by surfing the Internet, going to the library to collect information, etc.;

2) Interviews with classmates, parents, pedestrians (teachers), experts.

Stage 3: Summary stage: group report and share results. (4 hours).

1) Statistics, data compilation, group reporting, and sharing of results.

Stage 4: Presentation (2 hours).

Stage 5: Evaluation (2 hours).

Stage 6: Knowledge development. (2 hours).

1. Through activities, students can understand the impact of snacking on their growth, and cultivate students' ability to collect information, data and analyze. 2. Through activities, improve students' teamwork, interpersonal communication, language expression, comprehensive application and other skills, and guide students to make good records.

6. Keep a good record of activities and research work. The design ** is as follows, sent to the team leader, who is responsible for filling in the records.

Most of today's primary school students are only children, and there are not as many sisters as before, and children who have been pampered for a long time rarely use their hearts to understand the feelings and bitterness of their parents. To this end, I have prepared such an activity for the children to communicate with their parents and let them know more about the hard work of their parents. The following will design a comprehensive practical activity plan for primary schools to exercise children.

All aspects of competence.

3. Location: School, home, parents' friends and colleagues, next door.

Fourth, the objectives of the activity.

Affective Attitude Goals:

1) Cultivate team consciousness and teamwork spirit through the collective ** of the research group.

2) Experience the sense of accomplishment of exploring and thinking about problems by yourself, and enjoy the joy of working together, cooperating and successfully solving problems, so as to improve learning enthusiasm and cultivate interest in learning.

3) Through this activity, you will be able to deeply feel and understand the bitterness of your parents, and you will be able to fully consider them from their point of view.

4) Be able to learn from their parents and encourage elementary and junior high school students to become useful talents in society and contribute to society.

Knowledge Objectives: 1) Know your parents' interests and hobbies.

2) Understand the contributions that parents make to their families, society, and themselves.

3) Know the hard work of your parents from the bottom of your heart.

4) Be able to objectively say the influence of your parents on you.

Competency Objectives: 1) Through deep conversations with parents, students can develop the ability to think backwards and think about others.

2) Enhance social communication skills and language skills through conversations with neighbors, parents, friends, and colleagues.

3) When collecting information to understand parents' interests and behaviors, they can develop the ability to think deeply, handle and collect information independently.

5) Through mutual communication and presentation, they can learn, discover, reflect, improve, and promote the continuous development of practical ability.

5. Activity conditions:

There is no limit to the activities and is applicable to every student in primary and secondary schools.

How to write the comprehensive time activities in the comprehensive quality evaluation manual of primary school students in Zhaoyuan City, Shandong Province.

There are four links in the design of the comprehensive practice plan for primary schools. As follows:

Stage 1: Prepare in advance.

1. Determine the theme and formulate the activity plan.

2. Determine the research topic and choose the partner independently.

3. Formulate activity plans and clarify research methods.

The second stage: the implementation phase of the activity plan.

1. Go deep into social life and collect relevant information.

2. Communicate the investigation situation and sort out the data.

3. Determine the form of reporting and create display works.

Share results and interact with each other. Each group exchanged their experience and evaluated each other through their own different forms. For example:

Group 1: Exploring the types and habits of vegetables.

Group 2: Nutritional value reporting of vegetables.

Group 3: Report on how to cook and mix vegetables.

Group 4: Presentation on cooking skills of vegetables.

Stage 4: Initiative, Experience, Evaluation.

1. Integrate display materials and hold achievement exhibitions.

Let the students organize the results of their activities and hold an exhibition of the results, so that students can experience a kind of joy of self-realization.

2. Summary. Each group carried out research activities and with the help of their instructors, they completed their own presentations. In order to share the results of each group's activities, we organized an exchange of results.

Three links.

The basic steps of comprehensive practice activities in primary schools: formulating activity plans, implementing activity plans, and summarizing and exchanging activity results.

1. Formulate an activity plan.

The programme of activities is a necessary prerequisite for the implementation of activities and a blueprint for the implementation of activities. A complete comprehensive practice plan includes the following contents: activity name, activity implementer, activity instructor, activity time, organizational form, activity objectives, implementation steps, expected results and attenuation form, activity summary and evaluation, etc.

The following points should be taken into account when formulating an activity plan.

2. Implement the activity plan.

In the implementation stage of comprehensive practice activities, teachers should supervise students to implement the activity plan to ensure the smooth progress of the activities. In this process, teachers should pay attention to the following issues: guide students to carry out diversified learning activities; provide the necessary methodological guidance; Provide necessary information support; Organize and coordinate various relationships; Instruct students to use a variety of means to record the activities truthfully.

3. Summarize the results of exchange activities.

Summary and communication is not only a display of students' various performances and activity products (research reports, models, keynote speeches, etc.) in comprehensive practical activities, but also a process of learning and communication between teachers and students, and a process for students to learn to discover themselves and appreciate others. There are two forms of summary communication: dynamic and static.