"三师课堂"视域下小学综合实践活动课程资源开发与利用的内涵、价值与路径
The Connotations, Values and Approaches of the Development andUtilization of Comprehensive Practical Activity Curriculum Resources inPrimary Schools from the Perspective of the "Three-Teachers Classroom"
作者: 杨勇生1,王盈盈2(1.信阳市羊山新区第一小学，河南信阳 464000;2.信阳师范大学文学院，河南信阳 464000)
关键词: "三师课堂";综合实践活动;课程资源 "Three-Teachers Classroom"; Comprehensive practical activities; Curriculum resources
摘要:自2017年教育部颁布<<中小学综合实践活动课程指导纲要>>以来,综合实践活动课程成为从小学一年级至高中三年级的必修课程。2022年颁布的<<义务教育课程方案>>对综合实践活动课程做详细的说明。小学正是培养学生各种能力的基础阶段,也是综合实践活动课程实施的最佳阶段,综合实践活动课程资源的开发和合理利用为课程的开展提供了重要的支撑。在"三师课堂"视域下进行综合实践活动课程资源的开发与利用,要明确"三师课堂"的内涵,明确课程资源开发与利用需要遵循发展性原则、因地制宜原则、经济性原则与综合协调原则。课程资源开发与利用的价值体现在完善课程体系、提升学生综合素养与推动教学改革三个方面。其实施路径包括丰富以传统节日、四季变化及地域文化为主线的综合实践活动课程体系,将学校、家庭、社会与自然资源系统整合,完善课程资源库,编写融合"三师课堂"理念与地方特色的校本教材,最终形成一套可操作的实践方案,以促进学生综合素质的提高,满足学生全面发展的需要。
Abstract: Since the Ministry of Education issued the "Guidelines for the Comprehensive Practical ActivityCourse in Primary and Secondary Schools" in 2017, the comprehensive practical activity course has become acompulsory course from the first grade of primary school to the third grade of high school. The "CompulsoryEducation Curriculum Plan" issued in 2022 provides a detailed explanation of the comprehensive practicalactivity course. Primary school is the basic stage for cultivating students'various abilities and also the beststage for implementing the comprehensive practical activity course. The development and rational utilization ofcomprehensive practical activity course resources provide important support for the implementation of thecourse. Under the perspective of the "Three-Teachers Classroom" teaching model, the development andutilization of curiculum resources for comprehensive practical activity courses require clarifying the connotationof the "Three-Teachers Classroom" and adhering to the principles of developmentalism, adaptation to localconditions, cconomy, and comprehensive coordination. The value of developing and utilizing such curriculumresources is reflected in three aspects: improving the curriculum system, enhancing students' comprehensiveliteracy, and promoting teaching reform, The implementation paths include enriching the comprehensivepractical activity curriculum system centered on traditional festivals, seasonal changes, and regional culture;systematically integrating school, family, social, and natural resources; improving the curriculum resourcedatabase; compiling school-based textbooks that integrate the concept of the "Three-Teachers Classroom" withlocal characteristics. Ultimately, a set of operable practical schemes will be formed to promote theimprovement of students' comprehensive quality and meet the needs of' their all-round development.
