摘要
“利用长城文化资源推进研学实践教育内涵式发展的研究”课题,于2020年被河北省教育科学规划领导小组办公室批准立项为河北省教育科学“十三五”规划课题,历时一年时间于2021年10月完成。课题基于秦皇岛市长城文化资源的现状,以综合实践活动课程为载体,以研学旅行为主要实践方式,积极探索长城文化研学实践教育的有效策略。通过课上与课下、校内与校外、理论与实践相结合的方式,开发了一批极具代表性的长城文化研学基地,构建了以长城文化为核心的研学实践课程体系,出版了长城文化研学实践读本,创建了秦皇岛市长城文化研学活动资源包,为弘扬长城文化、依托长城文化开展研学实践,提升学生综合实践能力提供了有力依托,实现了预期的研究目标。
The project of“Research on Utilizing the Great Wall Cultural Resource to Promote the Connotative Development of the Research and Learning Practice Education”was approved by the Office of the Planning and Leadership Group of Education Sciences in Hebei Province as one of the projects of the“13th 5-year Plan”in 2020,which lasted for one year and had been completed in October 2021.Based on the current situation of the cultural resources of the Great Wall in Qinhuangdao City,taking the comprehensive hands-on courses as carriers and the educational tour as the main way of practice,this study actively explored the effective strategies of how to conduct the research and learning practice education based on the cultural resources of the Great Wall.By the combination of the activities in and after class,on campus and out of campus,as well as the integration of theory and practice,a batch of representative research and learning practice bases were developed,and the research and learning practice curriculum system with the Great Wall culture as the core was established,a book about how to travel at Shanhaiguan was published,and the resource package for the research and learning activities based on the Great Wall culture was produced,which provided a powerful support for carrying forward the Great Wall culture,launching the research and learning activities based on the Great Wall culture,and enhancing the comprehensive practical ability of students,and had achieved the expected results.
作者
娄卫润
LOU Wei-run(Teacher Development and Teaching Research Center of Qinhuangdao Education Bureau,Qinhuangdao,Hebei 066000,China)
出处
《教育教学论坛》
2022年第25期90-95,共6页
Education And Teaching Forum
关键词
长城文化
研学实践
内涵式发展
the Great Wall culture
research and learning practice
connotative development