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随着2001年教育部要求各地开设综合实践活动课,其作为中国教育改革一个亮点引起人们关注。所谓综合实践活动课就是在教师的指导下,由学生自主进行的综合性学习活动,它是基于学生经验,密切联系学生的生活和社会实际,体现对知识综合应用的学习活动。但由于诸多原因,综合实践活动课程在我国开展情况不乐观。想要了解原因,就要从“国家规定,地方指导,校本开发与实施”三级管理制度中多个主体寻找原因。
With the request of the Ministry of Education in 2001 to set up a comprehensive practical activity class, it has drawn people’s attention as a bright spot in China’s education reform. The so-called comprehensive practical activity class is a comprehensive learning activity autonomously conducted by the students under the guidance of teachers. It is based on the students ’experiences, closely relates to the students’ life and social reality, and reflects the learning activities of comprehensive application of knowledge. However, due to many reasons, the comprehensive practice curriculum is not optimistic in our country. If you want to know the reason, you should look for the reasons from multiple subjects in the three-level management system of “state regulations, local guidance, school-based development and implementation.”