A Case Study On The Implementation Of Integrated Practical Activity Curriculum In Primary Schools

Integrated practical activity curriculum is one of the hotspots of the new curriculum reform in China.Our country attaches great importance to the development of integrated practical activity curriculum.It plays an extremely important role in cultivating students' innovative spirit,practical ability,social responsibility and other core qualities.From the "Basic Education Reform Outline(Trial Implementation)in 2001 to the"Guidance Outline of integrated practical activity curriculum in Primary and Secondary Schools"in 2017,integrated practical activity curriculum has been implemented in China for 17 years.The implementation of integrated practical activity curriculums in various places has achieved many results,but there are also many problems.Based on Taylor's Principle,Goodlad's Theory of Curriculum Form and Dewey's View of Empirical Curriculum,the author chooses X Primary School in Wuhan as a case study.Firstly,a questionnaire survey is conducted among the students of grade 4,5 and 6 of X Primary School.Secondly,teachers,parents and curriculum managers of X Primary School are investigated.Interviews were conducted to find out the problems that did not develop in depth in the questionnaire.Finally,classroom observation was carried out on the integrated practical activity classes of Grades 3,4 and 6 by using observation method,which showed the implementation status of the integrated practical activity classes in the school comprehensively and summarized the existing problems.The breakthroughs and innovations of this paper are embodied in the author's case study closely around the 2017 edition of "Guidance Outline for Comprehensive Practical Activities in Primary and Secondary Schools",which not only uses the document as a policy point to design a survey tool to understand the implementation of integrated practical activity curriculum in case schools,but also takes the document as a plan of action and puts forward suggestions in combination with the content of the document.This study is divided into five parts.The introduction part introduces the origin,significance,research summary,theoretical basis and research design of the study.In the first chapter,based on the guidance outline of integrated practical activity curriculum in primary and secondary schools of 2017 edition,through the questionnaire survey of X primary school teachers,in-depth interviews with students,parents and educational managers,the understanding and attitude of all parties to integrated practical activity curriculum,the planning and implementation of integrated practical activity curriculum in primary and secondary schools of X,and the management and guarantee of curriculum are understood.The second chapter is about the observation,record and analysis of the integrated practical activity curriculum in X primary school,so as to have a more intuitive and comprehensive understanding of the implementation of the integrated practical activity curriculum in X primary school.Based on the above field survey and classroom observation,the third chapter summarizes the achievements and problems of the integrated practical activity course in X primary school.The main problems are reflected in three aspects: from the cognitive level,people do not attach enough importance to and understand the curriculum;from the perspective of teacher construction,the teaching staff needs to be optimized;and from the perspective of curriculum management,the curriculum management of X primary school lacks standardization.The fourth chapter,on the basis of summing up the problems,combines with the reality of primary school X and the Guiding Outline of Integrated Practical Activities in Primary and Secondary Schools,and draws lessons from the relevant experience of other regions in China,puts forward four suggestions: first,deepen understanding from the perspective of improving the cognition of all parties,and achieve the unity of knowledge and practice;second,optimize teachers and improve the quality of curriculum from the perspective of teacher construction;From the perspective of school curriculum planning,overall design,scientific curriculum planning,and finally call on all parties to invest in the formation of educational synergy.