獐狮荡小学核心素养展示-习惯养成活动方案
小学习惯养成星级评价方案
小学习惯养成星级评价方案为了激发学生的学习热情，规范学生的言谈举止，培养学生的自觉性、主动性以及意志品质，增强学生的个人成就感和集体荣誉感，学校根据本地区丰富的得天独厚的红色德育教育资源优势，将学校德育工作与红色教育融合，让学生受到潜移默化的熏陶、感染和教育。
学校从“弘扬红色文化，培养红色少年”的培养目标出发，积极构建“成人成才”教育模式，改革学生评价机制，做到对学生进行经常化的公正、公平的多元化评价，让学校成为学生学习、生活的乐园，让多元化评价制度不断推进学校向更高层次发展。
一、学生星级评定的意义（一）通过争星级活动，使学生进一步明确自己的努力方向和目标，约束自我行为，进而达到自我教育、自我管理、自我服务的目的。
（二）通过组评、班评、师评激发学生争星的欲望，以阶段性的评价、阶梯式的推进方式，让学生逐步提升自己达到自我完善的目标。
二、学生星级评定的目标（一）明确“一个目的”：评价的目的不仅是为了考察学生达到学习目的的明确，更是为了对教学情况进行反馈和分析、以利于改进教学，有效地促进学生的发展，有效地提高学生的全面素质。
（二）树立“两个观点”：重要的是整体社会评价观的转变。
一是重视平时的评价，改革一张试卷评价学生的考查方法，强调重视考察学生探究的过程；二是树立起“评价也是一种学习”的新观念。
通过评价促进学生智能发展，评价中进行师生情感互动，在评价中塑造、显示学生完善的人格和健康的心理品质。
（三）坚持“三个有利于”：评价的形式和方法有利于帮助学生掌握基础知识，有利于培养学生对学习的兴趣，有利于提高学生的素养，坚持“三个有利于”，摒弃单纯以知识点的教学评价方式，代之以知识、能力、过程、方法、兴趣、习惯、情感、态度等多个要素综合的素质评价。
三、“星级”评价的方法步骤与要求（一）学生评价1.“星级评价”以评价学生平时表现为主，在过程量化的基础上，通过任课教师参评、班主任总评、学校复核等方式，得出学生的综合评价成绩。
小学重品行树形象做榜样活动方案
小学重品行树形象做榜样活动方案活动目的品行是小学生健康成长的基石之一，通过举办“小学重品行树形象做榜样”活动，旨在引导 and 培养小学生在日常生活中锤炼自身品行，获得好习惯和生活方式，倡导文明礼貌、守规矩遵守纪律、珍爱荣誉感恩美德，树立正面形象，成为小学典范 and 做榜样，发挥身边英雄示范引导作用。
活动内容活动前的准备工作1.明确活动目的，撰写“小学重品行树形象做榜样”活动方案，确定活动流程；2.选则学校开展的重点品行方向，并开展相关知识培训，让学生及家长了解活动的目的和意义；3.具体明确活动时间、地点，邀请有关部门、机构或企业的社会资源支持，为开展活动做好充分的准备工作。
活动主要环节1.开展宣传，激发全体师生及家长的参与热情；2.开展主题班会，掌握学生品行存在的问题和需要改进的方向；3.通过班级展示、课间活动等多种形式诱导学生自觉养成守纪律、尊重师长、爱护环境、关爱他人等良好习惯；4.建立品行积分制度，对于在课堂、走廊、操场、食堂等各个环节表现良好的学生进行积分记录，并在每学期末评选品行大使、红旗手等荣誉称号，发挥优秀示范人员的带动作用；5.进行品行成果展示，各班级积极展示学生在活动中的表现和收获；6.开展向好品行示范学生表彰、旗帜授予等庄重且朴素的仪式，着重表扬刻苦钻研、勤奋好学、团结互助、爱心敬业等优秀品行的学生，让学生感受到品行的内涵和重要性，进一步促进全校师生树立正确的品行观和品行神态。
活动效果通过“小学重品行树形象做榜样”活动的开展，从而培养和提高小学生的品行素质和养成好习惯的自觉性和主动性，保持良好的师生关系和学校社会形象，使学生在良好品质的引导下、在榜样的法则下，不断自我完善，更好适应社会发展需求。
同时也营造了浓厚的校园文化氛围，增强校园团体凝聚力和教育责任感，作为学校品牌形象建设的有效手段，提高了学校的综合素质和办学水平。
结语品行教育是教育的重要组成部分，品行教育工作的开展，需要学校、家庭、社区等多方参与，鼓励全社会共同关注和支持。
行为习惯活动方案
行为习惯活动方案一、背景介绍行为习惯是指个体在日常生活中，反复出现并逐渐形成的行为方式，对个体的行为方式、性格特征和人际关系等方面有着重要影响。
而良好的行为习惯不仅对个人的成长和发展起到积极的推动作用，也对社会的和谐发展起着重要作用。
为了培养学生良好的行为习惯，提高他们的品德素质和自律能力，我们制定了以下行为习惯活动方案。
二、活动目的1. 培养学生良好行为习惯：通过活动的引导和训练，帮助学生养成积极向上、纪律严明、乐于助人等良好的个人行为习惯。
2. 提高学生的自主学习能力：通过活动的开展，引导学生掌握良好的学习方法，培养自主学习的习惯和意识。
3. 增强学生的团队意识：通过合作活动，培养学生合作、沟通和分享的能力，增强团队合作意识和集体荣誉感。
三、活动内容1. 晨间活动：每天早晨，在班级进行集体晨间活动，包括唱歌、健身操、读经典等内容，培养学生的协调性和团队意识。
2. 集会活动：每周召开班级集会，进行主题活动，例如班级纪律整顿、心理健康课程等，引导学生树立正确的行为观念和价值观念。
3. 互助活动：定期组织学生间的互助活动，包括互相批评与建议、帮助他人解决困难、共同完成任务等，培养学生乐于助人和团队合作的意识。
4. 自主学习活动：引导学生制定学习计划，提供自主学习的环境和资源，帮助学生培养自主学习能力和养成良好的学习习惯。
5. 社区服务活动：组织学生参与社区服务活动，如义工活动、环保宣传等，培养学生的社会责任感和公民意识。
6. 习惯养成记录：建立学生行为习惯养成记录表，记录学生的优秀行为和习惯养成情况，定期评选优秀学生并进行表彰，激励学生养成良好的习惯。
四、活动计划与评估1. 活动计划：制定每个学期的活动计划，明确活动目标、内容和时间安排，确保活动有序进行。
2. 活动评估：每次活动结束后，进行评估和总结，收集学生和家长的反馈意见，及时调整活动方案，提高活动的针对性和有效性。
3. 效果评估：定期对学生的行为习惯进行评估，分析习惯的形成过程和影响因素，为进一步改进活动方案提供依据。
我的核心价值观
望直港镇獐狮荡小学五年级李王学社会主义核心价值听起来好像很深奥、很抽象,其实，它的内容很明确、很具体。
它就体现在社会成员的具体行为中;体现在现实生活里，和我们每个人息息相关。
它集富强、民主、文明、和谐、自由、平等于一身；融公正、法制、爱国、敬业、诚信和友善于一体。
践行社会主义核心价值观是全体公民的共同责任和共同追求，各行各业、各类人群无一例外。
做为一个国家的公民，责任是热爱、建设与奋斗；做为各行各业的工作人员就是应该认真履行自己的职责，不玩忽职守；做为一个学校的学生，责任是努力与发展……今日之责任，不在他人，而在我少年。
少年智则国智，少年富则国富，少年强则国强，少年独立则国独立，少年自由则国自由，少年进步则国进步。
作为国家未来的希望，树立伟大的梦想并为自己的理想而艰苦奋斗是每一个学生义不容辞的义务，也是实现自己人生价值不可或缺的理念。
党和国家历来把希望寄托在青少年身上。
建国初期第一代领导人毛泽东寄语我们青少年一代“你们青年人朝气蓬勃，正在兴旺时期，好像早上八、九点的太阳，希望寄托在你们身上。
”我们要继承老一辈无产阶级革命家所开创的社会主义事业和革命传统，在时代的机遇和挑战面前，把握时代的脉搏，跟上时代的步伐，认清时代赋予自己的历史使命，做好承担历史使命的准备，努力使自己成长为优秀建设人才。
在新的历史时期承担起中国社会主义现代化建设的历史重任，为国家的发展、社会的进步作出自己应有的贡献。
我们是理想远大、信念坚定的新一代;我们是品得高尚、意志顽强的新一代;我们是视野开阔、知识丰富的新一代。
将来的国家建设需要我们，我们现在要努力学习，为中华之崛起而读书。
“不抛弃、不放弃”，坚持共产主义信念，实践社会主义核心价值观，努力做到理想远大、信念坚定、品德高尚、行为文明、学习刻苦、成绩优异。
勇敢地承担起肩负的责任，我们要在社会建设的舞台上用今天辛勤的汗水，创造明天的辉煌，让中华民族像时代的巨人屹立在世界的东方！望直港镇獐狮荡小学五年级徐培文听到我的演讲题目，你肯定要问，什么是核心价值观？我在网上查了一下资料，看到了这样的解释。
小学生好习惯养成教育活动实施方案
小学生好习惯养成教育活动实施方案一、活动目的本活动旨在帮助小学生养成良好的生活习惯和学习习惯，促进他们的身心健康发展，培养积极向上的人生态度。
二、活动时间和地点活动时间：每周一至周五的下午课间时间活动地点：学校教室或活动场所三、活动内容1. 晨间活动每天上学期间，在学校广播中播放晨间音乐，组织学生进行集体晨读或朗读比赛。
旨在让学生保持一个良好的精神状态，并培养阅读习惯。
2. 午休活动利用午休时间，组织学生进行瑜伽或简单的伸展运动，以缓解学生紧张的学习氛围，放松身心。
3. 课间活动每天的小课间，设置30分钟的活动时间，学校根据学生的年级制定不同的活动方案。
如一年级的学生开展绘画、手工制作等活动；二年级的学生进行互动游戏活动；三年级的学生开展科普知识竞赛等。
活动内容既能培养学生的动手能力，又能丰富他们的课余生活。
4. 集会活动每周五下午进行集会活动，通过学生演讲、小品表演等形式，向全校师生宣传良好习惯的重要性，并鼓励学生在日常生活中树立榜样，传递正能量。
5. 家校互动通过家长会、学校网站等形式，向家长传达学校鼓励学生培养好习惯的信息，提供一些在家中进行的实践方法和活动建议，促进学生在家庭环境中养成好习惯。
四、活动的评估与奖励学校将设立“好习惯之星”和“好习惯班级”的评选，根据学生的表现和教师的评价进行评选，并颁发奖状和证书。
同时，学校还将组织以养成好习惯为主题的作文比赛和绘画比赛，并在学校内部进行展示和评奖。
五、活动的持续推进和改进学校将以此活动为契机，积极倡导学生养成好习惯的重要性，建立长效机制。
并根据学生的反馈和效果评估，持续改进活动方案，使活动更加符合学生的实际需求。
六、活动的预期效果通过此活动的实施，希望能够达到以下效果：1. 小学生养成良好的生活习惯和学习习惯，提高他们的自律和自制力。
2. 提升小学生的身心健康水平，减轻他们的学习压力。
3. 培养小学生积极向上的人生态度，树立正确的价值观和人生观。
小学文明行为习惯养成教育活动方案
小学文明行为习惯养成教育活动方案一、活动目的：通过小学文明行为习惯养成教育活动，促进学生形成良好的言行举止习惯，增强自我修养和社会责任感，培养团结合作意识和礼仪意识，并让学生认识到文明行为习惯对个人和社会的重要性。
二、活动准备：1、制定活动计划并将计划公布在学校网站，学生和家长可随时查看。
2、在学校网站上发布一些相关的文明行为的图片和视频。
3、组织班级老师和学生代表对文明行为习惯的理解和表现进行讨论和分享，搜集不同的看法和观点。
4、设计文明行为习惯宣传海报和签名板，悬挂在教学楼、食堂等公共区域，提醒每个人遵守文明行为规范。
三、活动内容：1、开展文明礼貌教育在班级内组织开展主题为“文明礼貌”的团队合作活动，让学生在活动中体验到团队合作的乐趣，同时在活动中注重锻炼学生的礼仪意识和用语规范。
2、文明就餐教育在学校食堂内开展主题为“文明就餐”的活动，讲解并宣传清洁卫生、文明用餐的重要性，教育学生养成文明就餐的习惯。
3、道路交通安全教育组织学生在课余时间前往校外交通路口进行道路交通安全教育和体验，让学生通过实践感受安全行车注意事项，收获道路交通安全意识。
4、文明公共场所教育在学校公共场所开展主题活动，讲解并宣传公共场所文明行为的正确方式，强调不随地吐痰、乱扔垃圾、不打乱公共秩序等规范行为。
5、文明礼仪教育组织学生参加文明礼仪培训，学习基本礼仪知识和规范，针对交往、礼节、礼貌、着装等方面进行传授，提升学生的良好的个人形象和社交气质。
四、活动时长：本次小学文明行为习惯养成教育活动预计进行4周，具体活动时间安排如下：第1-2周：开展文明礼貌教育活动。
第3周：组织文明公共场所教育活动。
第4周：组织文明礼仪教育活动。
五、活动评估：1、通过班级实际表现情况、校园环境整洁统计等得出效果。
2、学生和家长对该活动进行满意度调查。
3、对活动中存在的问题和不足进行总结和反思，改进下一次的活动方案。
以上是本次小学文明行为习惯养成教育活动的方案，通过本次活动，相信能够提高学生的素质和观念，营造一个良好的校园文化氛围，为孩子们未来的成长和发展奠定良好的基础。
小学英语核心素养的主题活动方案
小学英语核心素养的主题活动方案全文共3篇示例，供读者参考篇1A Proposal for an Elementary English Core Literacy Theme ActivityBy a 5th Grade StudentIntroductionAs elementary school students learning English, we need engaging activities that build our core literacy skills in fun and meaningful ways. One idea is to organize a themed unit around the topic of "Our Community." This would allow us to practice reading, writing, speaking and listening skills while exploring an interesting real-world subject. Here is my proposal for what such a unit could look like.Reading ComponentTo build our reading comprehension, we could start by reading short texts about different aspects of community life. These could include articles and stories about:Different jobs and services in the community (firefighters, grocers, mail carriers, etc.)Important community buildings and their purposes (schools, libraries, town hall, etc.)Activities and events that bring the community together (fairs, parades, sporting events)Environmental topics related to our community (recycling, parks, pollution)We could read independently, in small groups, or have the teacher read aloud. After reading each text, we would discuss key vocabulary, make predictions, summarize the main ideas, and answer comprehension questions.Writing ComponentThe writing portion would involve students producing different types of texts connected to community themes, such as:Descriptions of favorite community places and why they are importantInstructions for a game or activity that could bring people togetherA persuasive letter to the mayor about an issue affecting our townA narrative story taking place in a community settingPoems or songs celebrating where we liveWe would learn techniques for planning, drafting, revising and editing each writing piece. Stronger writers could mentor struggling writers through a peer editing process.Speaking/Listening ComponentTo practice speaking and listening skills, we could have discussions, debates, presentations and interactive activities like:Giving oral reports about different community helpers and their rolesDebating hypothetical community issues or problems and potential solutionsDramatic readings or skits depicting scenes of community lifeListening games and activities focused on community vocabularyInterviewing a special guest who works an important community jobIn discussions and presentations, we would focus on clearly expressing ideas, asking follow-up questions, making eye contact and projecting our voices.Project-Based Learning ComponentTo culminate the unit, students could work in small groups on a project that combines all four literacy skills in an authentic way. Possible ideas include:Creating a commercial, skit or short video promoting our town to touristsDesigning a pamphlet or website highlighting great places in our communityPlanning and giving a group presentation on how to make our community betterWriting and illustrating a children's book about our community for younger studentsOrganizing a community service project and documenting it through writing/mediaThese projects would involve research, planning, collaboration and presenting learnings in a creative way. Ideally, we could share our finished work with others in the school or local community.ConclusionBy participating in this kind of thematic unit, we would build important literacy abilities while also gaining knowledge about the community we live in. The readings, writings, discussions and hands-on projects would make learning English more relevant, engaging and meaningful. Overall, it would be an enriching experience that exercises our core skills as English learners and explores an important real-world topic.篇2Fun Ways to Build Our English SkillsHey friends! I'm super excited to share with you all the awesome English activities we've been doing in class. Our teacher says they're helping us develop our "core literacy skills" which sounds kind of boring, but trust me, the activities themselves are so much fun!First up, we've been playing tons of language games to boost our listening and speaking abilities. One of my favorites iscalled "Fortunately, Unfortunately." It's like an improv storytelling game where one person starts a story with a fortunate event ("Fortunately, we went to the beach on a sunny day.") and the next person has to add an unfortunate event related to that ("Unfortunately, we got stuck in a terrible traffic jam."). We go around the circle alternating fortunate and unfortunate events and it gets sillier and sillier! Not only is it hilarious, but we have to listen really carefully and speak clearly to keep the story going.Another cool speaking activity is when our teacher puts random pictures or objects in a bag and we have to pull one out and describe it in as much detail as we can without saying what it is. The rest of the class has to guess what we're describing just from our words. It's tough, but it really gets us practicing descriptive vocabulary and speaking skills. Sometimes we even have little mini-debates where we have to give reasons and evidence to back up our guesses.For reading, we've been doing these awesome class novels where we all follow along as the teacher reads a chapter out loud each day. Then we discuss the events, make predictions, and analyze the characters' thoughts and motivations. My favorite so far was the fantasy adventure novel - I loved theorizing aboutwhat sort of magical creature the protagonists would encounter next! We also get chances to act out scenes from the novels, which helps reinforce our understanding of the plots and characters.For writing practice, we get pretty creative. Sometimes we have to continue writing a story from the novel's cliffhanger ending. Other times, we rewrite scenes from different characters' perspectives or translate stories we're familiar with (like fairy tales or fables) into modern settings. We share our writing within small groups and give each other feedback.Recently, we've been working on building our research skills by exploring different websites and texts about animals. Each student picked an animal to become an "expert" on and we had to gather facts, make informative posters, and finally present a short informative talk to the class using visuals and examples. It was like giving a mini documentary report!My favorite activity though has been the pen pal program our teacher set up with another elementary class across the country. We each got matched with a pen pal and once a month we have to write them a letter updating them on our lives, hobbies, families and whatever else we want to share. Then we get super excited waiting for their reply letters! It's been anawesome way to practice our informal writing while learning about other kids' lives and cultures.Of course, we also read poems, sing songs, and play vocabulary games like Hangman or Pictionary to keep our foundation strong. But the bigger multi-day projects like the novels, research reports and pen pals have been the most engaging. I can't believe how much my English abilities have grown this year just from these fun activities!Our teacher reminds us that mastering a language isn't just about memorizing grammar rules and definitions. We have to actively listen, speak, read, write, analyze, and connect with each other through the language. That's what helps develop our true literacy - using English as a tool to communicate, create, and understand the world around us. These activities are the perfect way to pratice those core skills in an exciting, interactive, and meaningful way.I really appreciate how our teacher designs activities that get us engaged, thinking critically, and internalizing the language rather than just mindlessly drilling. I can't wait to see what other creative literacy projects she has in store for us as we continue growing our English abilities! Language learning is awesome when it's this fun and purposeful.篇3Fostering Core English Skills: An Engaging Activity PlanAs a primary school student, learning English can sometimes feel like a daunting task. With so many new words, grammar rules, and pronunciation patterns to master, it's easy to get overwhelmed. That's why I'm thrilled that our teacher has introduced a series of hands-on, theme-based activities designed to help us develop our core English competencies in a fun and engaging way.The first activity we did was called "My Fantastic Family." The goal was to practice using descriptive language and simple sentence structures to introduce our family members. We started by drawing pictures of our families and labeling each person with their name and relationship to us (e.g., mom, dad, brother, sister). Then, we had to write a few sentences describing the physical appearances and personalities of our family members.For example, I wrote: "This is my mom. She has long black hair and brown eyes. She is very kind and helps me with my homework." It was a simple exercise, but it really helped reinforce our understanding of basic sentence structures and adjectives.Next up was "A Day in the Life," where we had to describe our daily routines using sequencing words like "first," "next," "then," and "finally." We also practiced using the simple present tense to talk about habitual actions.For instance, I wrote: "First, I wake up at 7 a.m. Then, I brush my teeth and get dressed. Next, I eat breakfast with my family. Finally, I go to school." By breaking down our days into steps, we not only improved our writing skills but also our ability to retell events in a logical order.One of my favorite activities so far has been "Grocery Grab." Our teacher brought in various grocery items like fruits, vegetables, and snacks, and we had to identify them, categorize them into food groups, and describe their colors, shapes, and tastes. This activity was excellent for building our vocabulary related to food and practicing using adjectives and sensory descriptions.For example, I might say: "This is an apple. It is red and round. It tastes sweet and crunchy." Or, "These are carrots. They are orange and long. They taste a bit sweet and are very crunchy."But it's not just about language skills – these activities also help us develop our critical thinking and problem-solving abilities. In "Let's Explore," we had to research a country or city ofour choice and then create a travel brochure or guidebook to share what we learned. This involved gathering information from various sources, organizing it in a logical way, and presenting it clearly and concisely.We also had to include persuasive language to encourage people to visit our chosen destination. For example, I might write: "Experience the breathtaking beauty of the Great Barrier Reef in Australia. With its vibrant coral gardens and diverse marine life, it's a paradise for snorkelers and divers alike."Another activity that really challenged our creativity was "Storytelling Showdown." We had to work in groups to create and perform short skits or plays based on a particular theme, like "A Day at the Park" or "A Magical Adventure." Not only did we have to write dialogue and stage directions, but we also had to act out our stories using appropriate gestures, facial expressions, and intonation.Through these immersive activities, we're not just memorizing words and grammar rules – we're actively using the language in realistic contexts. We're learning how to communicate effectively, think critically, and collaborate with our peers. And most importantly, we're having fun and building confidence in our English abilities.Of course, there are still challenges along the way. Sometimes it's hard to find the right words to express our ideas, or we struggle with pronunciation or sentence structure. But our teacher is always there to guide us, provide feedback, and encourage us to keep practicing.Overall, these theme-based activities have been an incredible way to develop our core English competencies in a hands-on, engaging manner. We're not just passive learners but active participants in our own language acquisition journey. And who knows? Maybe one day, we'll be the ones writing stories, creating guidebooks, or even teaching English to the next generation of learners.。
狮子庙小学养成教育工作计划养成教育工作计划【新版精品资料】
狮子庙小学养成教育工作计划播种行为，可以播种习惯；播种习惯，可以收获性格.养成良好的行为习惯是学生健康成长的根本保证.结合我校工作实际，特拟订本计划:一、指导思想:为培养学生良好的生活习惯、学习习惯、文明行为习惯和节俭习惯，坚持教育与管理、自律与他律相结合的原则,不断完善学生日常学习与生活的准则，以教育为先导，以制度为保证，以检查督促为抓手,以行为训练为基础，以习惯的内化与养成为目标，从基础小事抓起，注意点滴积累，切实提高我校学生的文明水平.二、工作目标1、通过“礼仪习惯"教育,使学生逐步养成尊敬长辈、礼貌待人的优秀品质，提高分清是非、美丑、善恶、真假的能力。
2、通过“生活习惯”教育，使学生养成讲秩序、讲效率、讲公德、有理智的好习惯，提高学生的生活能力。
3、通过“学习习惯”教育，教会学生科学的学习方法,提高学习效率，促进学生文化素质的提高。
4、通过“节俭习惯”教育，培养学生在节俭意识的前提下,较好地发挥人力物力效能，使学生养成艰苦朴素的良好习惯.四、教育内容1、礼仪习惯①尊重长辈，听父母教导，不顶嘴，讲话态度诚恳；②接受长辈物品时要起立双手接，受到赞扬时说“谢谢"；③上学或外出回家见到父母、长辈有礼貌地问候,外出时向父母道别，说明去向；④吃饭不独占独吃，先让长辈就座,吃完饭要对同桌吃饭的长辈或客人说“请慢用”；⑤关心父母等长辈的身体，父母生病要问候，端水送药，主动承担力所能及的家务劳动；⑥有客人来访,接待热情、周到，要使用“欢迎光临"、“再见”、“下次再来"等礼貌用语；⑦进校第一次见到老师，早上问早、中午问好，放学见到老师说“再见”，进出校门、上下楼梯遇见老师让老师先行；⑧上课回答问题先举手，跟老师说话要起立，进办公室前喊“报告”；⑨同学要互助，不以强欺弱，不叫同学绰号；⑩参加升降国旗，要严肃、庄重、衣着整洁。
2、学习习惯①课前要预习，学会带着问题听课;②课前准备好学习用品，静待老师上课;③上课座姿端正，书写时握笔姿势正确。
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獐狮荡小学核心素养展示
——“习惯养成”展示活动方案为落实立德树人根本任务，发展学生核心素养，提高综合能力，促进义务教育质量可持续发展，为学生终身发展打好基础，学校决定继续开展小学生核心素养展示活动。
旨在培养学生养成良好的日常行为习惯，抓好学生养成教育，使学生养成良好的文明礼仪、卫生习惯、纪律习惯、勤俭节约习惯,进一步规范班级管理，培养良好的班风、校风，特制定本活动方案。
一、展示项目习惯养成
二、活动安排
1.召开展示工作动员会。
（10月10日）
2.召开“习惯养成”展示组会议，布置相关工作。
（10月11日）
3.学校全面展示。
（11月8日-11月30日）
三、活动要求
1.学校各部门要高度重视此项活动，精心组织，全面参与。
从规范行为习惯做起，培养学生良好道德品质和文明行为。
大力普及“爱国守法、明礼诚信、团结友善、勤俭自强、敬业奉献”的基本道德规范，引导广大学生牢固树立心中有祖国、心中有集体、心中有他人的意识，懂得为人做事的基本道理，具备安全生存、文明生活的基本素养，学会处理人与人、人与社会、人与自然等基本关系，使他们在学校做一个有个性、会学习、知荣耻的好学生，在家庭做一个有孝行、会自理、担责任的好孩子，在社会做一个有教养、会共处、守公德的好公民。
2.各班级应高度重视这项活动，并将此工作作为提升教育教学质量的重要举措，重点抓好“四种习惯”的养成，即“文明礼仪行为习惯、安全行为习惯、学习行为习惯、生活行为习惯”。
四、“习惯养成”展示细则
第一阶段：确定工作重点（9月1日-9月10日）
①班级要认真进行调查研究，全面了解学生日常行为规范方面的不良表现，查找原因，拟定教育措施，制定教育活动方案。
②十月初，各班要组织一次专题班会，要发挥班级黑板报、积极搞好宣传教育工作，要使全体学生明确活动的意义、内容及要求，增强学生的责任感，激发学生的参与意识。
第二阶段：（9月11日－9月12日）教育学习，对照检查，开展评议阶段。
这一阶段各班级要利用班会，或思品课组织学生全面学习《学生良好习惯养成教育实施意见》，要组织学生对照各项制度和要求，结合班主任的讲解和分析，查找自身的不足和问题，广泛开展批评和自我批评，要对照提出的问题和不足开展评议活动，评议要求（自评、同学互评、教师点评）相结合，要努力帮助学生明辨是非、美丑、善恶，教育学生树立正确的人生观、价值观、养成良好的行为习惯。
第三阶段：（9月13日－11月7日）开展教育活动，整改提高阶段。
1、开展教育活动力求做到：①让学生从身边事、日常事、小事做起，革除陋习。
②要与文明礼仪教育相结合，把文明礼仪宣传教育活动作为重中之重来抓，通过创造性的开展实践活动，彰显实践育人的功能和作用。
2、抓好整改提高工作。
①要开展个人文明、卫生行为习惯，个人仪容仪表大检查活动。
②加强对行为习惯较差生的教育，抓好学生基础文明和基础道德规范的培养，从“学会做人”上下功夫。
③班级要组织一次“文明从我做起”为主题的班会或演讲赛。
第四阶段：校级全面展示（11月8日-11月30日）
为树立典型，表彰提高，总结经验阶段。
各班级要总结成功经验，积极推广教育活动中的有效方法，表彰活动中涌现出来的先进个人和事迹。