六年級(jí)綜合實(shí)踐活動(dòng)總結(jié)

1、六年級(jí)綜合實(shí)踐活動(dòng)總結(jié)我們?cè)谘芯窟^程中發(fā)現(xiàn)，由于我們研究的內(nèi)容比較特殊“綠色飲食文化蔬菜”，如果僅僅從“學(xué)生自我評(píng)價(jià)、學(xué)生間相互評(píng)價(jià)和教師評(píng)價(jià)”這三方面進(jìn)行評(píng)價(jià)的話，往往不能真實(shí)地看到學(xué)生是否把學(xué)到的知識(shí)和技能應(yīng)用到生活實(shí)踐中，這就得延伸到孩子的家庭生活中，孩子在日常飲食中的表現(xiàn)，因而，我們經(jīng)過研討，決定將評(píng)價(jià)的范圍擴(kuò)展到了家庭，請(qǐng)家長(zhǎng)對(duì)孩子的活動(dòng)表現(xiàn)及成果進(jìn)行了坦誠(chéng)的評(píng)價(jià)。當(dāng)學(xué)生第一次在網(wǎng)絡(luò)中接觸到各種蔬菜的營(yíng)養(yǎng)成分、烹飪方法后，我們要求學(xué)生采用的是求同的方式小組制定統(tǒng)一研究計(jì)劃，研究一種蔬菜，期待著他們研究得深入，結(jié)果在制定計(jì)劃時(shí)，幾乎每個(gè)小組都遭遇到了意見的分歧。經(jīng)我們分析發(fā)現(xiàn)，原來(lái)我們

2、疏忽了學(xué)生個(gè)體的差別、個(gè)體的體驗(yàn)，既然網(wǎng)絡(luò)、實(shí)踐提供的研究材料是豐富的，學(xué)生的興趣點(diǎn)是多樣的，我們就應(yīng)該允許學(xué)生根據(jù)自身情況在“求同”的小組研究課題下可選擇自己興趣所在的某些蔬菜品種進(jìn)行“求異”的小研究。于是進(jìn)行了第二次的信息搜索、網(wǎng)絡(luò)交流，學(xué)生各自制定了研究計(jì)劃，完成了研究?jī)?nèi)容，并在自我評(píng)價(jià)的基礎(chǔ)上，采用集體談收獲、講“我與蔬菜”的故事、展示“綠色飲食”電腦小報(bào)等形式，將個(gè)人和小組的經(jīng)驗(yàn)及成果展示出來(lái)。這樣的評(píng)論不僅可以使學(xué)生吸收他人的有益經(jīng)驗(yàn)，而且還可以促使學(xué)生加深對(duì)問題的認(rèn)識(shí)，有助于培養(yǎng)學(xué)生敢于和善于發(fā)現(xiàn)問題并發(fā)表個(gè)人見解的優(yōu)良品質(zhì)。當(dāng)學(xué)生第一次在網(wǎng)絡(luò)中接觸到各種蔬菜的營(yíng)養(yǎng)成分、烹飪方法

3、后，我們要求學(xué)生采用的是求同的方式小組制定統(tǒng)一研究計(jì)劃，研究一種蔬菜，對(duì)這種蔬菜的生長(zhǎng)、成分、食療、烹飪進(jìn)行全方位的研究。整整一堂課結(jié)束了，學(xué)生鬧得不可開交，就是統(tǒng)一不了研究主題，幾乎每位同學(xué)都有自己想研究的蔬菜種類，而且理由充足，有的說“自己就喜歡吃蔬菜，就對(duì)它感興趣”；，有的說“從網(wǎng)上看到有些蔬菜，女士吃了可以美容，為什么不去研究”；也有同學(xué)說“蔬菜可以治療癌癥，這是否真實(shí)，很想研究”總之，誰(shuí)都不肯讓步。于是，我們重新設(shè)計(jì)研究方案，小組決定一個(gè)大研究方向，然后小組成員在此基礎(chǔ)上可以有個(gè)性化的小研究課題。于是，又進(jìn)行了第二次的信息搜索、網(wǎng)絡(luò)交流，各小組分別確定了一下研究計(jì)劃：“什么蔬菜營(yíng)養(yǎng)價(jià)

4、值最高”、“哪些蔬菜適合生吃、哪些適合熟食”、“哪些蔬菜具有藥用價(jià)值”、“蔬菜的科學(xué)烹飪方法”、“哪些蔬菜的營(yíng)養(yǎng)價(jià)值是最低的”。這些是各小組的共同研究課題，而后，學(xué)生又根據(jù)各自的生活經(jīng)驗(yàn)或猜想設(shè)定了自己的研究小計(jì)劃，如一個(gè)小組研究“什么蔬菜營(yíng)養(yǎng)價(jià)值最高”，他們的組員就分別想研究到底是菠菜、西紅柿還是土豆更勝一籌，并制定了解決問題的方式上網(wǎng)、查百科全書。 綜合實(shí)踐活動(dòng)不是面向少數(shù)學(xué)生培養(yǎng)特長(zhǎng)的活動(dòng)，而是面向全體學(xué)生，培養(yǎng)創(chuàng)新精神和實(shí)踐能力的活動(dòng)。我們起初的設(shè)計(jì)忽視了網(wǎng)絡(luò)提供的信息的豐富性，學(xué)生對(duì)信息的吸收的快速性，學(xué)生大量地瀏覽了他人的有益經(jīng)驗(yàn)后，促使了他們逐步加深對(duì)問題的認(rèn)識(shí)，使他們不斷地發(fā)現(xiàn)

5、問題，增強(qiáng)了研究的興趣。當(dāng)學(xué)生的興趣被激發(fā)出來(lái)后，我們卻忽視了每一個(gè)學(xué)生的主體性，采用了“一刀切”的方式，使學(xué)生的興趣受到壓制，研究被框架約束，更無(wú)法使學(xué)生在研究中得到自我的認(rèn)識(shí)、自我的肯定，也難怪學(xué)生要強(qiáng)烈“抗議”。問題出現(xiàn)后，我們策略的及時(shí)改進(jìn)得到了學(xué)生的歡迎，因?yàn)檫@樣的改變鼓勵(lì)形式多樣性，重視了學(xué)生活動(dòng)的自主性，令學(xué)生可以釋放自己的個(gè)性興趣，施展自己的才能，從而形成積極進(jìn)取、勇于創(chuàng)新的氛圍。qcwa3ptgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwy

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