Research On Implementation Status Quoof Comprehensive Practical Activities In Rural Primary Schools And Countermeasures

The courses oncomprehensivepractical activities are self-directed and integrated learning activities based on the practical experience of students under the guidance of teachers. It is the course form that closely relates to students’ practical life and reflects the comprehensive application of their knowledge. As the focaland difficult point in China’s basic education curriculum reform, comprehensive practical activities with special features and value have been considered as the most comprehensiveprograms since 2001. This paper studies from three aspects as follows:Firstly, through literature review, the status quo of comprehensive practical activities conducted in primary schools was comprehensively studied. Relevant journal papers, dissertations and research results were collected mainly from CNKI(China National Knowledge Internet) and studied. Gaps in existing research were then analyzed and the research topic of this paper was decided.Secondly,by questionnaires and interviews, the implementation status quo of comprehensive practical activities in rural elementary schools was studied. The subjects investigated were mainly the teachers and students from the primary schools in Yong’an Town, Xishui County. Self-made questionnaires were checked twice by experts to clearly define the specific content of the questionnaire. Finally, 210 students in grade 3 or 4 were randomly selected from 7 rural primary schools in Yong’an Town for the questionnaire survey, and 8 teachers for individual interviews. The data collected from the survey and the content of the interviews were analyzed. Five main problems found in practice included: unassured school hours for comprehensive practical activities;low participationrates by students in comprehensive practical activity classes; simplex content of comprehensive practical activity classes; the lack ofresources for activity courses; and the missing of curriculum implementation effect evaluation. The causes for these problems were respectively the lack of effective supervision, insufficient cognition of students, inadequate school management mechanisms, insufficient capital investment and imperfect evaluation mechanisms.At last, targeted strategies were put forward respectively according to existing problems, specifically, to establish a three-hierarchysupervisory mechanism, i.e., the education bureau of the county-teaching and helping centers of the town-secondary and primary schools; to form the fourhierarchy linkage training, namely, the country-the province-the city(county)-center schools; to improve the three-hierarchy management mechanism(the county-the town-center schools); to increase government-society-school’s investment in resources; and implement a multi-object evaluation system(including the education bureau of the county-schools-teachers-students).