A Study on the Construction and Implementation Path of the Study Tour and Practice Education Curriculum System in Comprehensive Practice Schools​ ——An Action Research Based on the "Three-Dimensional Integration·Four-Stage Progression" Model

To address the three common dilemmas prevalent in study tour and practice education in comprehensive practice schools —fragmented curriculum system, weakened practical components, and superficial resource integration — this study takes Harbin Songbei District Primary and Secondary School Students Comprehensive Practice School as the research field. Based on the educational philosophy of “Heart-Hand Correspondence, Unity of Knowledge and Action”, it constructs and validates a curriculum model of “Three-Dimensional Integration · Four-Stage Progression”. “Three-Dimensional Integration” refers to taking labor as the foundation, comprehensive practice as the method, and study tour as the field, forming a course “formula” tailored to specific subjects through the dynamic combination of labor education, comprehensive practice activities, and study tour contexts. “Four-Stage Progression” refers to the hierarchical implementation path of experiential perception → inquiry learning → project creation → service extension, enabling age-appropriate instruction. The study adopts action research, supplemented by survey and case study methods. Based on 4,820 student needs questionnaires covering 44 primary and secondary schools in the district, it took two years to develop, iterate, and normalize the implementation of 14 study tour courses. The results show that: the “Three-Dimensional Integration” model can effectively break down the educational barriers among labor education, comprehensive practice activities, and study tours; the “Four-Stage Progression” path can significantly enhance students’ participation and depth of practice across different grade levels; the multi-stakeholder collaboration mechanism and the multi-dimensional evaluation toolkit of “teaching-learning-assessment integration” provide a replicable standardized paradigm for the high-quality development of regional study tour and practice education.