1, to enhance students' interest in learning and self-awareness.

2. Improve students' practical ability and comprehensive quality.

3. Improve teachers' teaching level and scientific research ability.

Second, the theoretical basis

1, philosophical basis

Human cognition is a process from external things to feelings and then to thinking. That is, human cognition: foreign objects-feeling-thinking. As Lenin pointed out: "From vivid intuition to abstract thinking, from abstract thinking to practice, this is the dialectical method of understanding truth and objective reality." That is, the dialectical way to know truth and objective reality is: intuition-one-to-one correspondence between thinking and practice. The teaching process is a special cognitive process, and the organization of the teaching process must be guided by the general law of human cognitive activities revealed by Marxist epistemology. In this process, students' mastery and application of knowledge have gone through two "transformation" processes: from "unknown" to "known" and then from "known" to "application". That is, students master and apply knowledge: unknown-known-application. Therefore, the purpose of setting up the comprehensive practice activity of "learning to cook" is to enable students to enhance their self-awareness, master cooking skills, and improve their survival ability and comprehensive quality.

2. Fundamentals of educational psychology

(1) The theory of multiple intelligences hopes to realize the educational ideal of the whole person through colorful courses. Gardner believes that everyone has more or less eight kinds of intelligence, but their combination and exertion are different. Every student has his own advantageous intellectual field and his own learning type and method. So I offer several cooking methods that students are interested in. Each student can make choices according to his hobbies, create various scenes for students to show all kinds of intelligence, give everyone a variety of choices, let them develop their strengths and avoid their weaknesses, so as to stimulate everyone's potential intelligence and give play to everyone's nature.

(2) Maslow's theory divides needs into five categories: physiology, safety, society, respect and self-realization, from lower level to higher level. The lowest human needs are physiological needs, that is, people's most basic needs, such as food, clothing, housing and transportation. Therefore, the first thing a person has to solve is his own survival problem. If we can't even solve the basic survival problem, we can't talk about higher-level needs. In teaching, teachers play a leading role and students are the real learning subjects. Therefore, it is necessary to give full play to students' subjective initiative and let them really master the cooking ability.

(3) Inclusive education theory Inclusive education has five principles: ① Everyone has the basic right to receive education; Everyone has his unique personality, interests, abilities and learning needs; ③ Education must take these characteristics and wide differences in learning into account; Schools should cater for children with special needs.

3. Theoretical basis of disciplines

The basic ideas of comprehensive practical activities ① highlight students' dominant position and guide them to develop actively; (2) Facing students' complete life world, providing students with an open space for personality development; (3) Pay attention to students' personal experience and active practice, and cultivate innovative spirit and practical ability.

Third, the research content

Self-care: cultivate students' self-care consciousness and ability, do their own things, learn to do what they can't, and take care of themselves in study and life.

Self-discipline: let students know how to be a person in knowledge, and then they can become a party. Emotionally, let students have a better psychological state. Make students develop good behavior habits from behavior.

Self-improvement: cultivate students' enterprising spirit and competitive consciousness of overcoming themselves and competitors, establish confidence in overcoming difficulties and achieving success, and enhance students' perseverance.

Handmade: guide students to exert their imagination and creativity, let students learn various production techniques, improve their aesthetic ability and enhance their hands-on ability.

Interpersonal communication: children's interpersonal relationship is indispensable in the process of children's growth, affecting every level of children. Group activities can help students grow up in interpersonal relationship, self-relationship and emotional management.

Industry experience: help students understand the society, understand the working characteristics of all walks of life, cultivate students' thoughts and feelings of loving labor, and enhance their awareness of labor, service and competition.

Fourth, the principle of the experiment

(1) Practical principle: Because primary school students are naturally fond of activities, they use a lot of practical activities in project practice. For example, the activity of making wonton, students work in groups, and some are done for the first time. Although in a hurry, but also very enthusiastic.

(2) Innovative principle: In the "fried rice party" session, middle school students are very innovative and have designed many different fried rice. Such as: ingenious "fried rice with dragon and phoenix" and "beef rice with coriander". This not only trains students' innovative thinking, but also encourages students' independent innovation.

(3) The principle of autonomy: This study has enabled learners to develop, and the most fundamental development is the development of autonomous consciousness. When designing activities, I give full play to students' autonomy, let them choose, practice and evaluate themselves, and truly develop students' creative potential. For example, in the "cooking competition", I asked students to design their own recipes, choose their own dishes of interest and make them on the spot, and students tasted and graded them, giving young chefs a star.

Verb (abbreviation of verb) research process

Pre-class consultation establishes the theme one by one, divides the work in groups one by one, and conducts activities in groups one by one-making them on the spot one by one, tasting them by students, grading them one by one, writing activity diaries one by one, filling in relevant forms one by one, and listening to parents' feedback.

Sixth, the effectiveness of the research.

1. Students show great interest in learning cooking techniques.

Every Friday afternoon is the time for comprehensive practical activities. Since Monday, most students have been chatting with each other about last week and this week, showing an uncontrollable expectation. If the activity time is washed away because of the work in the school center, the students will run to the teacher's office and strongly demand to make up for it. In addition, what impressed me the most is that their writing ability has improved a lot. In the usual teaching, composition training, left tutoring and right demonstration, children's compositions are always dry and tasteless, so it is difficult to improve their writing level. Only by participating in the practice of "learning to cook" can children's composition be described vividly and vividly, and their writing can be fully exerted.

2. It provides a platform for students to fully show themselves.

As mentioned above, it is precisely because the learning content is chosen by students themselves and they are particularly interested in it that students' learning motivation is stimulated to the maximum extent. Therefore, in the whole experiment process, students have always devoted themselves to practical activities, and their subjective consciousness and potential have been fully displayed.

3. Students' self-awareness is obviously enhanced and their practical ability is improved.

For example, students mentioned in their homework that parents can make their own egg rolls to fill their stomachs when they are late from work. Some parents mentioned in the feedback form: "Children's attitude towards labor has changed greatly, and their hands-on ability has been greatly improved. One day when I was on a business trip, the children scrambled eggs with chopped green onion and cooked rice for themselves. I am very pleased with these changes. I think these activities are successful, cultivating children's good habits of loving labor and exercising their hands-on ability. "

Seven. Research conclusion

The experimental research of this topic for one semester shows that the experimental research on the comprehensive practice of "learning to cook" for primary school students is scientific, reasonable and effective, with strong feasibility and popularization, and has important practical significance and value for the full implementation of quality education.

Eight, the reflection of the experiment

1. In the course of the experiment, I found from the information searched and sorted out that my understanding and exploration of "learning to cook" is not scientific and comprehensive enough at present, and it needs further exploration and guidance from experts.

Although I have some combination with parents' education during the experiment, I still feel that the intensity is not strong and the effect is not good. Therefore, the formation of an organic system of "learning to cook" with families and communities deserves the attention of the whole society and needs further discussion by experts.

3. At present, although "comprehensive practice" has been included in the evaluation of primary school students' quality in the current "Evaluation of Primary School Students' Comprehensive Quality", there is no evaluation of students' cooking ability and literacy at present. I think it is necessary for experts to further explore how to integrate students' cooking ability into the evaluation of comprehensive quality.