小学综合实践活动课程的实践样态与优化路径——基于实践共同体的视角

Practical Pattern and Optimization Direction of Comprehensive Practical Activity Curriculum in Primary Schools: From the Perspective of the Community of Practice

小学综合实践活动课程是新时代落实立德树人根本任务的重要载体,对培育小学生综合素养具有独特的价值。当前,小学综合实践活动课程在实施过程中主要以独立设置的必修课程、时空开放的研旅活动、学科整合的项目学习三种实践样态存在。在实践中,受课程理解、课程资源整合和课程实践条件等诸多因素的影响,三种实践样态分别表现出边缘化、松散化、浅表化等突出问题。基于实践共同体的理论视角,小学综合实践活动课程在实施过程中,需要重塑“联合事业”,确立必修课程主体性地位;重构“共享智库”,助力研学旅行活动课程化建设;重建“介入关系”,推进项目学习深层次实施,进而促进小学综合实践活动课程的高质量实施。

Comprehensive practical activity curriculum in primary schools is an important way to implement morality education in the new era, and has unique value in cultivating the comprehensive literacy of primary school students. At present, the comprehensive practical activity curriculum in primary schools has three forms: independent compulsory curriculums, study tours and integrated project-based learning in disciplines. In practice, due to effect of many factors such as course understanding, course resource integration and course practice conditions, the three practice patterns show some prominent problems, such as curriculum marginalization, loose research activities and superficial project learning. From the theoretical perspective of communities of practice, in the process of implementing the comprehensive practical activity curriculum in primary schools, it is necessary to reshape the “joint cause” and establish the subjective status of compulsory curriculums, to reconstruct the “shared think tank” to help the curriculum construction of study tour, to rebuild the “intervention relationship” and to promote the in-depth implementation of project-based learning to ensure the high-quality implementation of comprehensive practical activity curriculum in primary schools.