自2001年秋季进入实验探索阶段,为了进一步推进全市区中小学综合实践活动课程的常态实施,2016年苏州召开两次中小学综合实践活动课程实施推进会。但由于师生的课程认知、活动资源开发、活动方法运用、课程保障机制、课程主体参与度六个维度上存在不同程度的差异,综合实践活动课程的开发与实施效果仍不理想。一、校本课程与综合实践活动课程从课程体系看,国家课程、地方课程、校本课程形成一个三级管理体系,校本课程开发的目的是实现对国家、地方课程 Since the fall of 2001, it has entered the stage of experimental exploration. In order to further promote the normal implementation of comprehensive practice courses for primary and secondary schools in the city, two promotion activities for the implementation of comprehensive practice courses in primary and secondary schools were held in 2016 in Suzhou. However, there are different degrees of difference in the six dimensions of teacher-student’s curriculum cognition, activity resource development, application of activity methods, curriculum guarantee mechanism and participation of subject of curriculum, and the effect of comprehensive practice curriculum development and implementation is still not satisfactory. First, the school-based curriculum and integrated practice activity curriculum From the curriculum system, the national curriculum, local curriculum, school-based curriculum to form a three-level management system, school-based curriculum development is to achieve the national, local curriculum