A Study On The Teaching Management Of "Three - Stage Nine - Ring" In Junior Middle School Comprehensive Practice

Comprehensive practice course is a new term appears after the new curriculum reform in China, focus on the future development of students, students’ comprehensive quality training course, is the national, local and school three levels curriculum management. According to the national basic education reform, integrated practical activity curriculum must be set in the basic education curriculum, and in each area, each school to implement. But due to the limitations of the curriculum itself and the local conditions, the implementation of comprehensive practice curriculum is facing a lot of problems. Based on the integrative practical activity curriculum and school,"three nine" mode of teaching management research, combined with case analysis, explore the effective way of management, research the problems, in order to seek the proper management methods and effective research data rich, comprehensive practice and activity curriculum, the integrated practice activity curriculum play its real value of education and teaching in school.In this paper, the integrative practical activity curriculum and school "three section of the nine ring type " teaching as the research object, through the "Millennium college dream of hundred schools" case ", the specific implementation process of three segments of nine ring type" teaching, the school "three section of the nine ring type" teaching management measures, including strengthening the organization and leadership, of course to build a qualified teaching faculty, students establish scientific evaluation mechanism and developing curriculum resources. Based on the school management, integrated practical activity curriculum has made many achievements, there are school teachers enlarge, arouse the students’ interest in learning, improve student’s cooperation consciousness, cooperation ability and practice of training student’sThrough the investigation on the teachers’and students’practice during the interviews, summarize the problems existing in the practice, including:curriculum management responsibility is not clear, the teacher training mode is simple, the teacher evaluation mechanism is not perfect and the management of curriculum resources need to be further perfected. The author on the basis of the study, several suggestions are put forward:establish the reasonable curriculum management system, increase teacher training, evaluation and establish diversified curriculum resources shared libraries, try to play school synthesis practice curriculum to better promote the overall development of the students.