不同于其他首先必须保证使学生获得系统书本知识的学科,综合实践活动更侧重于能力指标的实现。本文以综合实践活动方法指导课《班徽设计·凝聚记忆》为例,截取该课的构思及实施过程,阐述了综合实践活动应先确定活动目标,再寻觅适合的活动资源,然后进一步地预设流程,选择对课堂生成的评价与导向……这一课堂构建的观点。 Unlike other disciplines that must first ensure that students gain access to systematic book knowledge, integrated practice focuses more on the achievement of competency indicators. In this paper, we take the example of integrated design, practice and instruction, class design, cohesive memory as an example to intercept the concept and implementation process of the class. It elaborates that the comprehensive practice should first determine the activity target and then find the suitable activity resource. Then, Set the process, the choice of classroom evaluation and guidance generated ...... The construction of this class point of view.