Content Design And Practice Of Integrated Practical Activities In The Lower Grades Of Primary School

With the emergence of new education methods such as core literacy and STEAM education,the society's demand for innovative composite talents is constantly improving,and educators begin to pay attention to how to improve students' literacy.Primary school as the basic part of education has been widely concerned.The guidelines for the curriculum of comprehensive practical activities in primary schools issued by the ministry of education put forward a new understanding and division of the activity forms and objectives of comprehensive practice.The general objective of comprehensive practice is divided into four dimensions,namely,value recognition,responsibility taking,problem solving and creative materialization,which provides a new direction for the design of course content.And the teaching object from the original third grade began to be reduced to the first grade,the teaching object grade brought changes to the teacher.The lower paragraphs in the text refer to the first,second and third grades.Grade one and two are the new subjects of comprehensive practice course in primary schools.The organization and design of the content need to pay more attention to students' own development and literacy needs.Teachers are an important bridge to communicate content and students.The establishment of effective teaching supports based on curriculum implementation goals can help students better carry out activities and achieve meaningful teaching.In order to better design the content of the lower level curriculum and serve teachers' teaching,this paper conducts a survey on the teachers of integrated practical activity curriculum of a primary school in a district of hengshui city,hebei province,investigates the actual situation of the implementation of the curriculum content and finds out the problems through understanding the current situation.,and combining the discovery learning,cognitive theory,theory of situational learning theory,teaching theory,STEAM education theory,through the demand analysis and factor analysis course practice put forward the low period of the primary content of comprehensive practice curriculum design model,and using the model in the service of teachers in classroom teaching,after class after class feedback for students and teachers,Verify and perfect the model.Teaching cases are designed according to the revised model to verify the effectiveness and universality of the model.The main innovations of this paper are as follows: first,integrate STEAM education concept and maker education thought,guide and inspire students to explore,discover and create based on the life of the source of practice,and put their ideas into practice to solve real problems.Second,according to the four dimensions of the overall goal,the curriculum content of comprehensive practical activities in the lower grades is targeted,and the curriculum content model is put forward more specifically.Third,the model is presented and supplemented by cases,and students and teachers are invited to give feedback to modify the model.