课程问题是实施素质教育的核心问题。随着基础教育改革的不断深入,单一的学科课程所暴露出来的弊端已日益被人们清晰认识。义务教育的活动课程设置有晨(夕)会、班团队活动、体育锻炼、科技文体活动、综合实践活动和校传统活动等六类。可是,人们对于活动课程的认识远不如对学科课程的认识来得深刻。特别是指导学生进行综合实践活动,确实存在着一些问题。例如:在综合实践活动的组织实验过程中,随意性较大,有名无实,时有时无;综合实践活动所需要的时 Curriculum is the core of implementing quality education. With the continuous deepening of basic education reform, the drawbacks exposed by a single subject course have been increasingly recognized by people. The activities of compulsory education curriculum set morning (eve) will, the class team activities, physical exercise, science and technology activities, comprehensive practice and school traditional activities six categories. However, people’s awareness of the activity curriculum is far less than the understanding of the subject curriculum. In particular, to guide students to carry out comprehensive practical activities, there are indeed some problems. For example: In the process of organizational experiment of comprehensive practical activities, the randomness is big, the nameless, the sometimes lacking; when the comprehensive practical activities need