The objective to have comprehensive practical activities in the regions is based on the purposes to promote the reform of their old-fashioned teaching style and unitary learning methods and especially to improve the quality and efficiency of teaching and learning.
Based on the students' interest and first hand experience, the Integrated Practice Activity Curriculum is a newly established research-oriented course closely associated with reality and practicality with an intention to bring up creativity and an impetus to put what is learnt in class into practice.
The Integrated Practice Activity Curriculum, on a whole, is a brand-new course, whose rationale, concept and pedagogy have broadened our educational horizons and created surroundings for the development of students' individuality.
Local education administration department and schools have moreopportunities to participate in course development and management, but compared with othercourse styles, integrated practice activity owns many new characters, so how toconscientiously strengthen the research and management of this course in order to fully playits effect is a worthy thinking issue for education administration department of all levels andschools.
After the implement of the curriculum, the investigation to the teacher and thestudents shows that the comprehensive practice activity school-based curriculum under thenetwork environment has solved or relieved the issues on the process of designing and theapplying of comprehensive practice activity curriculum to some extent, and improved thedevelopment of students' innovative consciousness and synthetic practice ability effectively.
It includes four parts:The first part discusses the significance of establishing the environmental education "comprehensive practice teaching mode" in primary school, analyzing the relation between the simple teaching mode and the environmental education teaching mode, and the relation between the comprehensive fulfillment movable course