Comprehensive Practical Activities In Rural School Curriculum Implementation And Teacher Professional Development Research

The Concept of Circular Economy in recent years began to receive increasing attention. From social development to establish the fundamental concept of circular economy, school education is an important factor that can not be ignored. Under the guidance of this concept, in 2006, Shaanxi Province took the lead in the implementation of "the Project of Ecology Campus Innovation Engineering"' which as a template for the implementation of the "New Rural Health School Construction Project" in 2008. The smooth implementation of the "two projects" in western rural schools not only brought about by changes in the environment of rural schools and improving school conditions, but there is also a very important aspect, which is the combination of circular economy concept with the integrated practical activity. It also attracted more attention of educators.As a national curriculum, integrated practical activity curriculum has been in operation for eight years in our country. However, the curriculum met with great resistance in the implementation process of western rural schools because of the challenge of school,parents and community. The smooth development of "two projects"' makes a platform for the implementation of Integrated Practical Activity Curriculum in the western rural schools. The more important is that it provides a professional development for rural teachers to achieve a higher level. The circular economy chain with local characteristics provides a very rich dynamic curriculum resource for teachers, which promoting the professional development of rural school teachers, at the same time, it also provides a strong practical basis for my study.This paper mainly uses methods of observation, interviews, case analysis and literature. Through the analysis of cases about pilot schools, try to provide a curriculum implementation template for rural integrated practical activity teachers. I hope to arouse the curriculum awareness of rural teachers, and explore the course value of "two projects"'.To choose the implementation template of integrated practical activity curriculum as a starting point. The first reason is that the course has no curriculum standards, textbooks, and reference books. It is difficult for teachers to adapt to this. Second, in my discussions with the first-line rural teachers, hearing the most problems are "how implement the integrated practical activity curriculum?" and "Although this course is very good, there are too many difficulties in the implementation of this course!" The emergence of these problems is the source of not understand the implementation process of integrated practical activity curriculum. However, teachers in rural areas are also a group which is lack of teaching research capacity and environment. Therefore, providing them with the implementation template of integrated practical activity curriculum becomes imminent. Guidance through this template, eliminate the strangeness and avoid psychological on the course of rural teachers. As soon as possible to help them adapt to this course, and achieve development in the implementation process, so as to carry out the concept of the new curriculum and raise the level of rural education.Before showing the implementation phase to the rural teachers, this research used the method of clips show combined with comments, pointed out that the bright spots and shortcomings of the cases from pilot schools based on analysis of the cases. And then I decomposed the implementation process of integrated practical activity curriculum into four phases. That is preparation, implementation, summing-up and exchange, evaluation and reflection. At the same time, this research also pointed out that the key points of the four phases for teachers to understand it better.The implement of integrated practical activity curriculum in rural schools is a challenge to teachers. It requires teachers to change their concepts of education, repositioning and understanding their role to promote students" learning, to be a curriculum developer and educational researcher.Through the observation of the pilot schools, we can see the implementation of integrated practical activity curriculum is a "win-win" process, that is not only the developments of students , but also the achievements of teachers. It is also a kind of "training" education. Studies suggest that teachers should understand the implementation of integrated practical activity curriculum as a process of education, and then grasp the three educational influencing factors of rural schools in the implementation of this course, that is teachers learn to make the curriculum design, pay attention to the holistic development of students and to promote the professional development of teachers. Interacted in these three factors, teachers commanded curriculum design, and students received all-round development. More importantly, as a "reflective practitioner" in the process, rural teachers promote their own professional development. If the implementation of integrated practical activity curriculum has provided the teachers in rural areas with possibility of the professional development, "teacher reflection" is the tool which changes "likelihood" to "reality". This is also the main end-result of this paper, to arouse the curricular awareness of rural teachers, make positive self-reflection, and receive their own professional development.