基于细节设计的小学生行为习惯培养实践研究课题结题报告

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1、基于细节设计的小学生行为习惯培养实践研究课题结题报告目录报告摘要·····································································3结题报告·····································································4一．课题提出·································································4二．基本设计·············································

2、····················6（一）基本目标·······························································6（二）核心品质·······························································6（三）实践内容·······························································7（四）推进策略··························································

3、·····7三．研究实施·································································825（一）细节设计之内容架构·····················································81.整体框架——福娃一日常规构筑···············································82.核心载体——福校常规标识打造···············································11（二）细节设计之方法架构············

4、·········································121.情境式·····································································122.约定式·····································································133.合作式·····································································144.平台式·······················

5、··············································14（三）细节设计之评价架构·····················································151.福娃争星···································································152.亮点之星···································································1625四．成效回顾··························

6、······································17五．结论与思考······························································19参考文献····································································23附件········································································241.习惯养成重在“落”地··························

7、····························252.“福娃一日常规”养成规范··················································313.“福娃课堂常规”养成规范··················································334.细化日常规范，落实养成教育·····························