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Comprehensive practical activities in the new basic education curriculum reform came into being a new course. It is the national implementation of quality education, a major move to cultivate students' innovative spirit and practical ability, is a new concept of education, curriculum concept embodied in the teaching field. Comprehensive Practice Courses of study and practice in China started late, the majority of teachers in the implementation, is facing a lot of pressure and challenges. Especially in the coaching process according to this data, it is stretched. Many schools the Integrated Curriculum as an optional course, do not pay enough attention to the study. Front-line teachers without a full understanding of the Integrated Curriculum, do not get proper guidance and help, and therefore abandoned this course. Now, the correct response to the challenges of the Comprehensive Practice Courses is an urgent task of contemporary primary school teachers. At this stage to explore the implementation of the Comprehensive Practice Courses strategy, the establishment of courses samples with a larger reference value, especially the development of characteristics and students of the status of school-based curriculum resources for the region, is a significant task. This article seeks to departure from the research point of view, from a practical way to start, try to study as a breakthrough in their personal, strictly implement the Comprehensive Practice Courses interest in the development of principles, the principle of life, the principle of comprehensive, practical principles and teachers, students, parents Trinity principles, planning, implementation and evaluation of the Comprehensive Practice Courses explore and strive to reflect the comprehensive practical activities to promote students 'all-round development of the idea, contact emphasis on curriculum and student life as well as modern social and technological development, experience and individual attention to students' differences; emphasis on comprehensive, softening disciplinary boundaries, expand interdisciplinary dialogue. Meantime, the author in order to enrich the curriculum, each grade of primary school in grades three to six segments of the block research, and to develop a detailed program design and evaluation methods. Offers plenty of advice and material for the concrete implementation of the course. The research projects and have no intention of Comprehensive Practice Courses limited to the design of a plan, but instead sought practical way of trying to find a comprehensive practical activities curriculum implementation, does not seek its suitable for each region, each school. in the work of this discipline teachers just want to give some inspiration and suggestions, so that comprehensive practical activities courses vibrant vitality.
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