​The Connotations, Values and Approaches of the Development andUtilization of Comprehensive Practical Activity Curriculum Resources inPrimary Schools from the Perspective of the "Three-Teachers Classroom"

The Connotations, Values and Approaches of the Development andUtilization of Comprehensive Practical Activity Curriculum Resources inPrimary Schools from the Perspective of the "Three-Teachers Classroom"

YANG Yongsheng¹, WANG Yingying²

(1. Yangshan NO.1 Primary School, Xinyang, He'nan 464000;

2. College of Liberal Arts, Xinyang Normal University, Xinyang, He'nan 464000)

Abstract:   Since the Ministry of Education issued the "Guidelines for the Comprehensive Practical ActivityCourse in Primary and Secondary Schools" in 2017, the comprehensive practical activity course has become acompulsory course from the first grade of primary school to the third grade of high school. The "CompulsoryEducation Curriculum Plan" issued in 2022 provides a detailed explanation of the comprehensive practicalactivity course. Primary school is the basic stage for cultivating students'various abilities and also the beststage for implementing the comprehensive practical activity course. The development and rational utilization ofcomprehensive practical activity course resources provide important support for the implementation of thecourse. Under the perspective of the "Three-Teachers Classroom" teaching model, the development andutilization of curiculum resources for comprehensive practical activity courses require clarifying the connotationof the "Three-Teachers Classroom" and adhering to the principles of developmentalism, adaptation to localconditions, cconomy, and comprehensive coordination. The value of developing and utilizing such curriculumresources is reflected in three aspects: improving the curriculum system, enhancing students' comprehensiveliteracy, and promoting teaching reform, The implementation paths include enriching the comprehensivepractical activity curriculum system centered on traditional festivals, seasonal changes, and regional culture;systematically integrating school, family, social, and natural resources; improving the curriculum resourcedatabase; compiling school-based textbooks that integrate the concept of the "Three-Teachers Classroom" withlocal characteristics. Ultimately, a  set of operable practical schemes will be formed to promote theimprovement of students' comprehensive quality and meet the needs of' their all-round development.

Keywords:  "Three-Teachers Classroom"; Comprehensive practical activities; Curriculum resources

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