How to design and carry out the planning of collecting wind activities?

I. Activity objectives

1. Guide students to pay attention to life, think about life, appreciate life and love life through collecting wind.

2. Cultivate students' ability to use questionnaires, interviews, collecting and sorting out documents.

3. Cultivate students' oral expression ability, written expression ability and the ability to process and analyze data.

II. Contents, methods and forms of activities

Method:

1. Questionnaire survey

Visit the forum

Literature review

4. Photographic video

Activity form:

1. Role-playing

Discussion and debate

Write newspapers and periodicals

teach

hold an exhibition

Three. Activity suggestion

1. Adjust measures to local conditions, vary from person to person, determine the theme of the activity according to local conditions and students' actual situation, strive to be effective, strive to fully stimulate students' interest, actively and seriously participate in activities, increase their knowledge and enhance their ability, especially their life experience, so as to make up for the lack of classroom teaching.

2. Students' autonomy should be fully respected. Many activities in this unit (hometown sketch, understanding dialects, local discovery, festivals, etc. ) students should choose the combination freely, and teachers should not force it.

Teachers should give more guidance and less intervention. Guide students to make plans according to topics, guide students to adopt research methods, provide help for students to consult materials, and encourage students to express their achievements in creative ways. The whole process should be completed by the students themselves.

4. Pay attention to evaluation. Don't let it go. Evaluation criteria: Pay attention to attitude, process (60%) and activity results (40%). Evaluation methods: ① identification; 2 exhibition; ③ Students' self-evaluation; ④ School and social evaluation (such as campus window display and news media reports).

Four. Examples of programmes of activities

Example 1: Collect "local folk proverbs"

① Determine the research direction and objectives.

② Research methods and tools: audio recording, audio recording, literature retrieval and expert interview.

③ Formulating activity procedures: collecting folk proverbs-reading comprehension-in-depth investigation-writing papers.

(4) Collating relevant materials and forming the final result (or performing, or writing a dictionary, making a report or writing a paper) depends on the interests and research results of the participants.

Specific process:

1. Collect folk proverbs

Because folk proverbs come from rural areas, with the development of science and technology, many agricultural proverbs have lost their value of existence and gradually been forgotten by people over time. Therefore, in order to really get first-hand information, we should pay special attention to those elderly people.

In order to facilitate their interview, we first gave the students a civilized etiquette class, teaching them how to conduct in-depth investigation, how to conduct civilized interviews, and how to use interview tools (tape recorders, cameras, etc. ), how to respect the elderly and so on. In order to facilitate our work, we also invited local literature and history researchers to guide them to determine the collection location and interviewees.

2. Reading comprehension

Teaching students how to read folk agricultural proverbs and theoretical articles collected by themselves is not a trivial matter. In the process of reading, we ask students not to engage in information blockade and advocate resource sharing. Through mutual communication, we can broaden our reading horizons. We patiently explain to them the general characteristics of agricultural proverbs, the basic methods of reading, how to compare, how to appreciate and so on. Among them, the evolution of dialects is a big problem in our research, because some collected folk proverbs are too old for modern people to accurately understand their inner meanings. To this end, we specially invited local dialect research experts to help students read and understand.

3. in-depth study

On the basis of full reading, we divide the students into several groups and let them discuss in groups. Problems they don't understand, such as the historical evolution, characteristics of the times, characteristics of people and regional characteristics of agricultural proverbs, should be explained in time. After discussion and research, students' views are basically the same, so teach them how to sum up their views. The students get together and paint and change. Soon, a "summary view map" was born.

Write a paper

How to write your own research results in words? At this time, teachers should play a leading role, appreciate their research results and put forward relevant requirements for thesis writing. Of course, we can never be measured by the standard of academic papers, as long as students have their own unique perspectives, independent thinking and unique opinions in the articles, even if they are whimsical (of course, it is impossible to make them up without practice). Because the life experience and research experience they have gained may never be learned in books.