High School Integrated Practice Activities Course Implementation Survey And Strategies Solution

In2001, the Ministry of Education promulgated the Basic Education CurriculumReform Program (Trial), which clearly states that the integrated practical activitycurriculum is set up an as a required course from primary school. The main contentsinclude: research study, information technology, community service and practice andlabor and technical education. At present, an integrated practice course has enteredinto the stage of full implementation. Due to its own characteristics and localconditions, it is facing many challenges in the process of the implementation. Hunan,as one of the biggest educational province, has carried out the integrated practicecourse earlier. In order to explore the current status of implementation in HunanProvince, the author selected principals and teachers, who are from various places inHunan province, as well as students in the three local schools as subjects.Questionnaires and interviews were conducted in order to understand the currentstatus of the implementation in Hunan Province, combined with the problems found inthe survey, and also to explore measures for the effective implementation of programsto provide theoretical guidance.This thesis is divided into five parts. The first part introduces the topics of thebackground, purpose and meaning and defines the relevant concept, includingintegrated practice curriculum, curriculum implementation and implementation ofintegrated practice curriculum. Then the relevant study and literature both at homeand abroad were analyzed and summarized. The method and specific process are alsopresented.The second part is the present implementation of integrative practical activitycurriculum in the Middle School, including questionnaires and interviews. Thequestionnaire includes: understanding of the curriculum, curriculum implementationaspects of the management of curriculum implementation, curriculum implementation,and evaluation. On the basis of a questionnaire, in-depth interviews of schoolprincipals and guidance teachers were made to make up for the shortcomings anddeficiencies of the questionnaire. With the results of questionnaires and interviews,the main problems were summarized in the process of the curriculum implementation.The third part is the analysis of the current problems for secondary schoolsintegrated practice activities. The reason includes: inadequate understanding of theconcept among principals and teachers, formal teacher training, the theme of lack ofintegration, lack of curriculum resources development, lack of course management system to protect the course evaluation over a single, sided.The fourth section presents practical measures to solve the above problemsincluding the suggestions to principals and teachers, to concrete implementations ofthe curriculum, to curriculum management and to evaluation of proposals in fourareas. Specific recommendations include: to improve understanding concepts of thenew curriculum, to improve long-term and effective teacher training, to establish"integration" of curriculum implementation model, to take full advantage of the use ofschools, social, natural resources, and actively develop curriculum resources, toimprove the school curriculum management system, to create a favorable atmospherecurriculum implementation, to expand multi-channels of external support resources,to strengthen the social support curriculum implementation force, to establish theoverall course evaluation system, for evaluation of diversity and to reflect evaluationcenter for diversification of curriculum evaluation.Part five is a summary of the research. By investigate the implementation ofcomprehensive practical activities, it aims to wake up the majority of educators whowill be concerned about this course and explore it, bringing together schools, parentsand the community forces to jointly promote the development of the integratedpractice course and schools, teachers and students.