Actively carrying out colorful outdoor teaching activities for primary school students can not only improve students’ intelligence level, but also enhance students’ physical quality, as well as exercise their psychological quality and improve their eq level. When teachers no longer confine classroom teaching activities indoors, but try to carry out outdoor teaching activities, they will find that this is a new teaching model. However, in daily teaching activities, a single form of outdoor activities is not enough to arouse students’ interest in learning, so it is necessary to reflect on the diversified forms of outdoor activities. This essay mainly combined with the teaching concept and my personal teaching practice experience to do an analysis to make a reflection in outdoor teaching, educators face what kind of challenges? What kind of successful experience have you had? What are your expectations for outdoor teaching?
First of all, the project of outdoor teaching, especially forest teaching, is inherently difficult to implement. This project has a very high requirement for the site. It needs to find a suitable forest for the students to move in and ensure that there are no wild animals or other dangerous factors in the forest, so as to guarantee the health and safety of the students.
Secondly, for the primary school students who are taught, they are at a critical stage of physical development. According to the teaching schedule, they need a certain amount of outdoor teaching activities every day. As for the children who need outdoor activities, if they lack experience in outdoor activities and do not have the guidance of teachers, they will be confused and do not know how to carry out activities. Therefore, outdoor activities are meaningless to students, and students lose their enthusiasm for outdoor activities.
And based on the successful experience of Canadian forest schools. In Canada, a country known for its natural resources, public education is closely integrated with nature. Schools require students to observe nature, pick and disintegrate plants, which are an important part of the daily curriculum. Some schools even offer tree-climbing classes. As the value of such forest schools became known, there was also a movement in Canada to bring outdoor play and nature experiences back to childhood. Forest schools in Canada bring students into the outdoors, into the wild, and establish a deep connection with nature, allowing them to see for themselves how nature has a profound impact on people’s lives. It was a very successful education in nature. Its curriculum is very colorful. There are not only science and physical education, but also language arts, mathematics and geography. (Janet E Dyment,2005) These courses enable students to exercise their hands-on ability, balance ability and creativity in the process of games.
It was a very successful educational experiment and opened up a new cognitive model for more educators. Through the analysis of the successful experience of Canadian forest school and the combination of my own teaching experience, I found that outdoor teaching activity is a favorite activity of students. Through such activity, students’ body will be fully exercised. They can also improve physical coordination. In addition, in some activities that require cooperation, students can improve their own shortcomings by enhancing their cooperation and mutual support, as well as their ability to tolerate others. (Seyedenhzahra Mirrahimi,NM Tawil,NAG Abdullah,M Surat,IMS Usman,2011)
In my opinion, if outdoor teaching projects are to be carried out, first of all, they should ensure that the content of activities can stimulate students’ interest, realize the diversity of teaching activities, bring students the opportunity to choose teaching activities according to different interests, make teaching activities full of fun and enhance students’ initiative to participate in outdoor activities. Moreover, the most important thing is that outdoor activities should be combined with indoor teaching. For example, to improve students’ reading ability in outdoor teaching activities, teachers should first choose suitable reading materials for students and lead students to read after class under the guidance of outdoor teachers. In the new mode, help students develop good reading habits. Teachers and students should form a benign interactive relationship and share the importance of active learning (Barbara Humberstone, Ina Stan,2011).
And, in the process of outdoor teaching, extremely easy to let the students to face the real nature produces an objective understanding of the specific and this knowledge will not only deepen students for forest resources as well as perceptual knowledge of plants and animals in the forest, still can let them understand the ecological balance in this kind of environment, how to correctly and the importance of plants and animals to get along with.
In a word, for outdoor teaching this new teaching model. In the teaching process, the teacher’s guidance is very important. In addition, teachers need to constantly innovate and reform teaching methods and strengthen communication with students so as to bring the significance of outdoor teaching activities into full play.