Integrated Practice Course Teacher Research.docVIP

Integrated Practice Course Teacher Research Abstract: A comprehensive practical activity courses set a new curriculum reform a major bright spot, it is a difficult point. At present, teachers are the source and the quality of teachers can not meet the needs of the Integrated Curriculum. Therefore, schools should be reality, and optimize integrated curriculum teachers; focus on school-based training, and effectively improve the quality of teachers; establishment of a comprehensive course management system for practical activities to promote the teaching of sustainable development. Keywords:: integrated practical activities courses; Teacher Training “Integrated practice” is set by the State, local school curricula based on the actual development of the area, is this the new curriculum reform, a major highlight of this curriculum reform is a difficult. On the one hand, it is a new form of courses, with practical, open, generate and features such as autonomy, [1] to enhance the overall quality of its students, especially the innovative spirit and practical ability to provide a wide space, a good quality education in primary and secondary carrier; the other hand, the “Comprehensive practice activities” as a new “nine-year compulsory education lesson plan,” under the compulsory curriculum, from primary school to grade three settings, each weekly average of 3 hours, compared to courses with other disciplines, it does not have uniform teaching materials, no special teachers, lack of shaping the teaching mode, making the implementation process in specific parts of the face of unprecedented difficulties, in which teachers in a constraint Integrated Practice curriculum implementation bottlenecks. As the “comprehensive practical activities” is not an independent professional, looking forward to colleges through the traditional “pre-train” approach to solve the problem of teachers of curriculum implementation was unrealistic; and also because it is a completely