Garbage survey around us 1. "What shall we learn first?" In the third grade, I first gave a series of lectures to students in the form of explaining cases, so that students had a preliminary understanding of the content, form, implementation and evaluation of comprehensive practical activities. After listening to the cases of peers carrying out comprehensive practical activities, the students are enthusiastic about some issues. So, let students observe nature and society, and write down the problems they find, the problems they are interested in and the problems they want to study on the note. Students have many questions, covering a wide range. I sorted out the students' questions, and there were more than 50. For more effective guidance, all third-grade students should study a problem together. Which problem should we study first? The students were at loggerheads, and some suggested that the teacher decide which one to choose. However, considering the subjectivity of students in comprehensive practical activities, the decision-making power of topic selection is still returned to students. So ten questions that students are interested in are listed, and students are asked to vote for one. Finally, the question with the highest number of votes "garbage around us" is determined as the first research question. Reflection 1: The determination of the theme of comprehensive practical activities should take children's interest and children's concern for nature, society and human beings as the starting point. The process of theme determination is also the process of cultivating students to find problems. In the process of determining the first theme, students were educated on the idea of "democratic centralism" by voting. From the beginning of the activity, students' "master" status in comprehensive practical activities was established. (A hidden result occurred during the theme activity) Second, after the theme of the activity "Let's form a group to learn" was determined, students volunteered to form a research group. In the process of voluntary organization, a series of problems have appeared. Some students became "hot items", some students became "abandoned children", and some changed their minds and rallied after half a day. This is a normal phenomenon in students' exchanges and cooperation, and it is also a good opportunity to educate students in cooperative exchanges. I seized this good educational opportunity, conducted targeted education, and analyzed with my classmates why some students are very popular, and everyone is willing to associate and cooperate with them; Why some students are unpopular and people are unwilling to associate and cooperate with them; How to be popular; What are the skills of communication and cooperation with people? With my guidance and help, a research group was set up. At the same time, I also carefully analyzed the psychological characteristics of students in the process of team formation, and summarized the factors that affect team formation, such as space factors, personality factors, guiding factors and so on. Reflection 2: Form a team to respect students' choices and let students form a team voluntarily. I will give some guidance according to the specific situation to cultivate students' sense of cooperation and ability. Students feel their own shortcomings in communication and cooperation in a specific environment. At this time, the educational goal of comprehensive practical activities has achieved twice the result with half the effort. Third, after the formation of the research group "Our Design Group Business Card", students copied each other's phone numbers and home addresses for the convenience of contact, then imitated adults, designed their own personal business cards, and finally developed into design group business cards. During the period, some parents and students suggested that teachers should design and make them in a unified way, and students should fill them out themselves. The final discussion and decision are still designed and made by each group. The students are enthusiastic and busy discussing the name and slogan of their group. For example, the slogan of "United team" is "Unity is strength"; "Five Monkeys", five people are monkeys, and the slogan is "For the future of mankind"; "Environmental Protection Team", with the slogan "We only have one earth", some team members took a group photo as a souvenir and posted the photos on their business cards. When designing the contents of business cards, there are also arguments about "phone number", "home address" and "personal privacy" and great discussions about how to protect yourself. Reflection 3: Adults should have less restrictions and give children more freedom. Children have their own ideas, cultures and creations. We should give them space. In the process of making business cards, there is also a short story: a student said that his relatives' advertising company made business cards, so he volunteered to undertake the task of making them and promised to provide discounts. As a result, the business cards that should have been three yuan each were sold to other members of the group at the price of six yuan each, and finally they were sold at five yuan each. When I learned that, I was shocked at first, but then I calmly dealt with it. I found the student: "How much did you earn by doing business cards this time?"

The student replied: "Each one earned 2 yuan, ***5, earned 10 yuan."

I asked, "You are profitable, so you should pay taxes, right?"

The student asked, "How much is it?"

I replied, "I don't know. Why don't you ask your relatives who open stores, or check the tax laws? "

I asked again, "Do you have a business license?"

The student replied, "No."

I said, "It is illegal to operate without a business license. Illegal business operations must confiscate illegal income and impose a fine according to the seriousness of the case. " In this incident, I didn't criticize students' selfishness simply and rudely, but took advantage of the situation and educated students on tax law and business knowledge in light of specific conditions. Reflection 4: Students will dynamically generate problems in comprehensive practical activities. Teachers sometimes don't expect it, but they must guide students to solve problems. Another hidden result occurred during the theme activity. Fourthly, "We opened the instructor and sent an appointment letter to the instructor" to solicit the opinions of other third-grade teachers and parents of third-grade students. Almost 100% of teachers and parents are willing to be instructors of students' comprehensive practical activities. Let the students discuss and ask a teacher and a parent to be their tutors. I introduce the teacher to the students, let the students introduce their parents to each other, and let the students choose. During this period, some students took the initiative to inquire about the teacher. As a result, at this time, teachers also feel that they have to face a challenge. In order to guide the effectiveness of the work, the class teacher made appropriate adjustments after obtaining the consent of the students. Reflection 5: Students click on teachers according to their own evaluation criteria and the needs of comprehensive practical activities. On the one hand, it embodies students' autonomy, on the other hand, it is also a challenge to teachers. Teachers with enthusiasm, wide knowledge and strong hands-on ability are very popular with students. Students are interested in going backwards, and I will let them hire their own tutors. Some students did very well, some students did very hard, and some students were speechless when they saw the teacher. Some students thought of sending a letter of appointment to the tutor, but they couldn't write it, so they put forward a composition class on "How to write a letter of appointment" to the Chinese teacher. After class, an appointment letter carefully designed and produced by Zhang Xuesheng was sent to the instructor. Reflection 6: In the comprehensive practical activities, students will encounter problems and setbacks, resulting in demand. This need is the driving force of learning, and learning at this time is the most effective autonomous learning. 5. "The survey results surprised us!" Students work in groups. On Friday afternoon, the investigation and research work was carried out under the guidance of the school guidance teacher, and on weekends, the investigation and research work was carried out under the guidance of family members. Students observed in seven towns of Dunhuang, visited garbage stations and garbage disposal sites, visited environmental protection workers and comrades of environmental protection companies, went to Xinhua Bookstore for information, and some even downloaded a lot of information about garbage online. In the process of investigation and study, students spontaneously determined their own research focus, some studied the source of garbage, some studied the harm of garbage, some studied the classification of garbage, and some studied the treatment of garbage. A comprehensive practice class is held every Thursday afternoon to organize students to exchange results, including research results and experience in the research process. Students use notes to record data, keep observation diaries, take photos with cameras, record videos with cameras, and download information from the Internet with computers. The students were surprised to see the results of the survey. Reflection 7: Communication and reflection are important parts of comprehensive practical activities. Communication can promote mutual learning, and reflection can promote students to constantly improve their learning methods. Communication and reflection itself is also a kind of learning. 6. "Our research is deepening and expanding ..." In the process of investigation and research, students' understanding of "garbage" is getting higher and higher. In an observation activity, a student walked only a few tens of meters with a camera, and a roll of film was finished. After the film is developed, the instructor will work with him to analyze which photos are valuable and which photos are useless, and guide students how to take targeted photos. At the same time, it is pointed out that those useless photos are also rubbish, which wastes resources invisibly and inadvertently produces rubbish. In the process of comprehensive practical activities, education is always ubiquitous and alive, and all kinds of experience and knowledge are hard to obtain in books and classes. In another interview, a student became interested in psoriasis advertisements posted on walls and telephone poles, and thought that the contents and forms of advertisements were "rubbish". Another student noticed the "warning words" written in the corner and next to the trash can, saying, "Here are pigs and dogs!" Wait, think these words are also a kind of "garbage". Instructors grasp these two problems and discuss whether "psoriasis advertisements" and "uncivilized language" are rubbish among students, so as to improve students' understanding of "rubbish". Reflection 8: From "material garbage" to "spiritual garbage", this is the expansion and sublimation of students' understanding in the process of investigation and research. This kind of understanding is discovered by students themselves in life and formed under the guidance of the instructor. Instructors often have to skillfully "make the finishing point" and "turn the stone into gold" in comprehensive practical activities. (This is also the extension and sublimation of explicit results. ) The students' research is still going on. Some are designing "classified disposal" garbage bins, some are putting forward the design ideas of "landfill" and "garbage disposal", some are designing environmental protection slogans, some are writing "open letters to local citizens" for leaders in charge of environmental protection, and some are formulating garbage laws. In the whole process of comprehensive practical activities, this theme activity will be further deepened and expanded, and some new theme activities will be developed to realize the integrity and continuity of theme activities. Reflection 9: Comprehensive practical activities don't care about the quality of students' final "works" and "achievements", but pay attention to the process! Pay attention to what problems the student found in the process and how he tried to solve them; Pay attention to students' experience in practice, nature, society and people themselves; Pay attention to the communication and cooperation between students and others in practice. Reflection on 10: Before the activity, I found (1) that my own presupposition had no certain depth and breadth, so I followed the students; (2) Failing to predict students' ability to use equipment, resulting in a waste of resources; (3) Due to traffic inconvenience and safety problems, students' observation range is small, which has certain influence on students' recording and sorting out information.