"Big or Small" excellent lesson plan 2
"Big or Small" excellent lesson plan 2: In the novel Big or Small, the protagonist Ye Fei was a young doctor. He worked in a hospital and always dreamed of becoming an excellent doctor. Ye Fei encountered a very dangerous patient during an operation. The patient suffered from a rare disease, and the success rate of the operation was very low. Ye Fei decided to take the risk and perform the surgery. After tireless efforts, he finally completed the surgery successfully. In this process, Ye Fei encountered many difficulties and challenges, but he always adhered to his beliefs and constantly trained his ability. In the end, Ye Fei became a very good doctor and gained the respect and trust of many people. In the lesson plan, we will discuss the philosophical question of "big or small" by studying this novel. We will analyze Ye Fei's experiences in the novel and his attitude and actions when facing difficulties and challenges. And we're going to talk about the implications of this question in modern society and how we should face our own value and size.
Small class, big class, hugging lesson plan
The following is a lesson plan for a small class: ** 1. Teaching objectives ** 1. Let the child feel the intimacy and warmth brought by the hug through the activity and experience the emotion of love. 2. Guide the child to actively participate in the interaction and be able to take the initiative to hug his peers and teachers. 3. Children were encouraged to express their feelings during the hug. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the children understand the friendly and loving feelings conveyed by the hug and actively participate in the hug activities. - Guide the child to recall and share the experience of hugging others. 2. ** Difficulty ** - Help the child express his or her feelings clearly in simple language. ** 3. Teaching preparation ** 1. Picture books or pictures about hugging (such as hugging between small animals or hugging between family members). 2. Soft and warm background music (like "If you love me, hug me"). ** 4. Teaching process ** #(1) Introduction (3 minutes) 1. With soft background music playing, the teacher interacted with the child affectionately. - The teacher said,"Children, today I brought you something very warm and beautiful. Do you want to know what it is?" Guide the child's curiosity and attention. - The teacher showed a picture of a small animal hugging (such as a little monkey hugging a mother monkey) and asked the child,"Look at what the small animal in the picture is doing?" Guide the child to answer "Hug". #(2) Main Part (15 minutes) 1. Sharing Hugging Stories (5 minutes) - The teacher told a short story about hugging, for example,"One day, the little rabbit was playing in the forest and accidentally fell. It was very painful and wronged. At this time, Mother Rabbit ran over and gave the little rabbit a big hug. The little rabbit didn't feel so much pain and felt warm in its heart." - After the story, the teacher asked,"Children, after the little rabbit fell, what changes did mother rabbit's hug make to the little rabbit?" Guide the child to think and answer, such as "It doesn't hurt anymore","My heart feels better", etc. 2. Experience Hugging (10 minutes) - The teacher invited the child to stand up and said,"Now let's play a game of hugging." When the teacher says it's time to start, the children have to find a friend they want to hug and give him or her a big hug." - After the game began, the teacher observed the children's hugs and encouraged the shy children to participate. - After the hug, the teacher asked,"Children, how did you feel when you hugged me just now?" "Why do you want to hug him/her?" Please share your feelings. #(3) Expansion (12 minutes) 1. Different Ways of Hugging (5 minutes) - The teacher showed pictures of different hugging methods (such as front hugging, back hugging, lifting, etc.) and said,"Children, there are many ways to hug. Look, the children and adults in the pictures are hugging in different ways." - The teacher invited the child to try different hugging methods with him. As he did so, he briefly described it, such as,"This is a hug from behind, just like a baby kangaroo and a mother kangaroo." 2. Let's Hug Together (7 minutes) - The teacher said,"Now let's all hug." He guided the children to gather together and hug each other, forming a big hug circle. - During the hugging process, the teacher played warm background music to enhance the atmosphere. - After the hugs, the teacher asked,"Children, how does it feel to have so many people hugging together?" Children should be encouraged to express themselves. #(4) End (5 minutes) 1. Teacher's summary - The teacher said,"Today, we played the game of hugging together. We know that hugging is a very beautiful thing. It can make us feel very warm and happy. It can also let us pass on our love to others." 2. encourage young children - The teacher said,"In the future, the children can give a big hug to the people around them and share their love with everyone." 3. With the warm music, the teaching activity ended. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class language lesson plan, my kindergarten lesson plan
I. Activity Target 1. Cultivate children's interest in stories and kindergarten. 2. Understand the content of the story, remember the name of the story,"Go to kindergarten", and remember the three characters and dialogue of the little white rabbit, little duck, and little cat. 3. To develop children's language skills, to be able to use coherent language to speak the role of dialogue, to learn the word "happy". II. Event preparation Pictures that matched the content of the story. The headgear of the little white rabbit, little duck, and little tabby cat. Third, the activity process 1. Guessing riddles to arouse children's interest in activities - The teacher gave a riddle: long ears, short tail, red eyes, white hair shirt, three lips are timid, vegetables and radishes are full. Guide the child to answer "little white rabbit", and the teacher will show the props to lure out the little white rabbit. Where was Bunny going? 2. Learning Story - The teacher demonstrated the teaching materials and told the story with expressions. The name of the story was "Going to kindergarten," and the white rabbit met a duckling and a kitten on the way to kindergarten. - Teachers and children retell stories, practice animal dialogue, and learn the word "happy". For example, ask the little white rabbit what it said after meeting the little duck ("Good morning, little duck (little cat), where are you going?""I go to kindergarten"), ask the child to repeat the sentence; ask the little white rabbit, little duck, and little cat how to go to kindergarten (smiling happily), the teacher reads the word "happy", and the child reads along. - Use of character headdress (role-playing and other expansion activities can be carried out, but the lesson plan does not mention this part in detail). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Mid-class game, big feet and small feet lesson plan
The following is a lesson plan for the middle class game,"Big Feet and Small Feet": ** 1. Activity Target ** 1. Able to walk in coordination with big shoes and develop balance. 2. She wanted to experience the fun of wearing big shoes to imitate her father. 3. Through the activities, the children could learn to play and enjoy the fun of the game. 4. In the activity, let the children experience the joy of playing with their companions and be willing to play with their companions. 5. He was willing to try and share his experiences with his companions. ** 2. Event preparation ** 1. A pair of big men's shoes that the child brought from home. 2. The music CD of "Big Shoes, Small Shoes" 3. Six hula hoops and two small chairs. ** 3. Activity process ** #(1) The beginning--moving the body 1. The teacher asked the child if he liked his father and guided the child to become a father today. 2. The teacher guided the "dads" to slowly walk forward with their hands behind their backs, imitating their fathers 'movements such as striding and walking backward to move their bodies. #(2) Wearing Daddy's Big Shoes 1. Help the child put on his father's big shoes and remind the child to put his shoes into the shoe box. 2. The child walked with the music in the big shoes and experienced the unique feeling of walking in the big shoes. 3. Ask the children how they feel when walking in big shoes and what they should pay attention to. encourage the children to raise their feet and try walking. #(3) Learn Dad's Classic Moves 1. The children listened to the music of "Big Shoes, Small Shoes" and walked freely in the field. 2. When the music stopped, the child was free to show his father's movements and expressions, such as shaving, making a phone call, reading the newspaper, etc. Other children could guess what actions they were imitating. #(4) Group Competition: I Wear Daddy's Shoes 1. The children were divided into groups and stood at one end of the grass. 2. Listen to the teacher's instructions and start the competition. The teacher guides the children to balance their bodies as much as possible. #(V) End 1. The child changed into his own shoes, and the teacher led the child to do all kinds of gentle movements, saying that it was really easy to put on his own shoes. 2. He asked the children to bring their father's shoes back to the classroom. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The lesson plan of small class crossing the small bridge
The following is an example of a lesson plan for a small class: ** 1. Activity Target ** 1. Nurtures children to have the courage to try and overcome difficulties. 2. To develop the child's balance and coordination of movements. 3. Let the child grasp the verb related to the action of crossing the bridge, such as jumping, shaking, crawling, hugging, etc., and be able to perform with body movements, stimulate the child's courage, develop the child's oral expression ability and the ability to think. ** 2. Event preparation ** 1. Music: For example,"Little Bear Over the Mountain" or "Dolls and Little Bears Dance." 2. Some sandbags, two balance beams (or materials that can be used to build small bridges, such as large building blocks, etc.), some headwear (such as small animal headwear such as small rabbits, ducklings, etc.), class, and one doll (option). ** 3. Event Progress ** #(I) Introduction 1. Listening to music and warming up. For example, play the music "Little Bear Over the Mountain" and let the children move their bodies along with the music. 2. The theme of the game was introduced. It could be drawn out by showing a sandbag or by telling the story of a small animal that had to cross a river to be a guest. #(II) Unleash 1. Basic Movement Practice - If there was a sandbag, let the child practice walking with the sandbag on the ground. Teach the child to pay attention to the essentials of the movements: keep the head balanced, don't shake the body, raise both arms flat, look straight ahead, and walk in a straight line. - Or practice according to the characteristics of different small animals crossing the bridge. For example, ask the child how to cross the bridge, ask the child to perform and answer. After watching the class, guide the child to say and perform "Little rabbit jumping across the bridge". At the same time, ask the child who walks like a rabbit and jumps. In the same way, guide the child to understand the actions of "shaking and shaking" when a duck crosses the bridge,"walking sideways" when a crab crosses the bridge, and "mother hugging" when a kangaroo crosses the bridge, and perform imitation. 2. Practice Crossing the Bridge - He tried the small bridge. The children were asked to line up one by one to cross the balance beam (or other small bridges) while the teacher stood at the side to observe. - Exchange feelings and master the essentials of crossing the bridge. The feeling of crossing the bridge was discussed and summarized, such as raising both arms horizontally and looking forward. For the more timid children, teachers can focus on helping them. - Children practice walking the balance beam across the small bridge many times. They can try the "bridge" of different heights or difficulties. - If there was a game setting, such as carrying sandbags across the bridge, taking a fruit (sandbag) at a time to transport it across the bridge under the sandbag above his head, and then putting it in the opposite basket, quickly running back, or children crossing the bridge to visit the bird's house. #(III) End 1. Positive evaluation of the child's practice. 2. Lead the children to do relaxation activities, such as the teacher leading the children on the other side of the river, holding hands with the doll, and dancing in a circle. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Food carving lesson plan small class
The following is a food carving lesson plan for a small class: ##1. Teaching objectives 1. Let the children understand the types and characteristics of common vegetables. 2. Guide children to learn simple vegetable carving methods and train their fine hand movements. 3. Stimulate children's creative thinking and enhance children's feelings for beauty. ##2. Difficulties in Teaching 1. ** Teaching Focus ** - Help the child to recognize the shapes, colors, and other characteristics of different vegetables to prepare for carving. - Teach children to use simple tools (such as a knife for children) to perform basic carving operations, such as cutting simple shapes. 2. ** Teaching Difficulties ** - Due to the poor hand coordination of small class children, it was difficult to guide children to use tools correctly for carving. - Stimulate the creativity of the children, so that they can imagine the content of the carving according to the shape of the vegetables. ##3. Teaching preparation 1. Common vegetables such as carrots, cucumbers, tomatoes, etc. 2. A number of safety knives suitable for children. 3. There were a number of finished vegetable carvings for display. ##4. Teaching process 1. ** Awareness of Vegetables ** - The teacher showed the children all kinds of vegetables and introduced their names, colors, and shapes. For example, holding a carrot and saying,"Children, look at this long, orange carrot. It's shaped like a small awl." - Let the children observe the vegetables at a close distance, touch them, smell them, and deepen their perception of the vegetables. 2. ** Sculpture demonstration segment ** - The teacher picked up a carrot and demonstrated a simple carving method. For example, cut the carrot into round slices and say,"Look, children. Gently cut the carrot into pieces with a knife like this, just like small biscuits." - To emphasize the safety of using a knife to the child, such as holding the knife firmly and not waving it randomly. 3. ** Children's operation segment ** - Each child was given a vegetable (such as cucumber) and a safety knife. The children were allowed to perform simple cutting operations under the guidance of the teacher, such as cutting cucumbers into small pieces. - The teacher guided the child during the operation process and encouraged the child to be creative. For example, the cucumber segments could be placed in different shapes. 4. ** Show and share your works ** - Let the children put their works on the display stand. - Ask the child to introduce his work, such as "I cut the cucumber into small pieces, like small building blocks". ##5. Extension of Teaching 1. Put more vegetables and tools in the art area, so that children can continue to explore vegetable carving during their free time. 2. To carry out parent-child activities, so that children and parents can carve vegetables together. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class scary lightning lesson plan
The following is an example of a small class 'lightning protection lesson plan: ##1. Activity Target 1. Let the children understand the phenomenon of lightning and the danger of lightning. 2. Teach children to learn the correct lightning protection methods and enhance their safety awareness. 3. Through games and interaction sessions, children's participation and understanding of lightning protection knowledge were increased. ##2. Event preparation 1. ** Material preparation ** - A tape recorder, a tape recorder (including the sound of thunder and rain). - Simulate a big tree (Can be made with large green paper or props). - A simulated utility pole and a wire (can be made of plastic or paper). - A simulated house (made from paper). - Cut the silver wrapping paper into long strips (to simulate rain). - Bunny headdress (for role-playing). - One basket (can be used in the game). - Self-made or collected pictures and videos related to lightning. - Compose a children's song about lightning protection. 2. ** Knowledge and experience preparation ** - Let the child have the experience of observing rainy and thunder weather (through daily observation or watching related videos). ##3. Activity ###(1) Introduction 1. The teacher began with a story."Children, the little rabbit family is going to the forest to pick mushrooms today. Let's follow them and have a look." ###(2) Lightning Scene Simulation and Observation 1. While the children were immersed in the story, the teacher played the sound of thunder and rain (tape recorder) and said,"Oh, suddenly the sky is covered with dark clouds. It's thunder and rain. The little rabbits have to hide quickly." Then, he observed the children's reactions and saw where they would hide. 2. After the rain stopped, the teacher continued to tell the story."The rain stopped. The little rabbits began to pick mushrooms again." ###(3) Question Guidance and Discussion 1. The teacher asked,"Children, where should the little rabbits hide when it thunders and rains?" Then where were you hiding just now?" 2. Show pictures or videos related to lightning, guide the children to observe the scene of lightning hitting trees, telephone poles, etc., and then ask: "Children, look at the lightning hitting these places. What if we hide under the trees or telephone poles?" Children were encouraged to speak up and express their thoughts. ###(4) Explanation of Lightning Protection Knowledge 1. The teacher combined pictures or videos to tell the child: - We can't hide under the big tree because the big tree is relatively tall and easy to be struck by lightning. After the lightning hits the big tree, it may hurt us hiding under the tree. - You can't hide under a utility pole or near an electric wire, because lightning may be transmitted along the electric wire, which is very dangerous. - We can't hide in wet places, such as beside waterholes. Water is conducting electricity, and lightning might hurt us through the water. - He couldn't avoid dangerous places like the top of a mountain, as it was easier to be struck by lightning there. 2. The teacher taught the child to recite a song to prevent thunder and lightning, for example,"Don't be afraid of thunder and lightning. Remember the safety knowledge. Don't hide under the big tree, stay away from the utility pole. You can't go to wet places, so hide in the house and laugh." Through the form of children's songs, help children better remember the knowledge of lightning protection. ###(5) Game segment: "Little Bunnies Hide from the Rain" 1. The children were given bunny headdress and set up the game scene (placing props such as simulated trees, utility poles, houses, etc.). 2. The sound of thunder and rain was played again. The teacher said,"It's raining. Little rabbits, hurry up and find a safe place to hide." 3. The children began to look for a safe place to hide (in the house). The teacher observed the children's behavior and praised the children who hid in the right place. For the children who hid in dangerous places (under the big tree, beside the telephone pole, etc.), the teacher should guide and correct them in time and tell them why they couldn't hide there. ###(6) 1. Teachers and children reviewed the key points of lightning protection, such as not hiding under trees, utility poles, wet places, and high-risk places. 2. The teacher emphasized,"Children, if you encounter lightning and thunder in the future, you must follow the knowledge we learned today and find a safe place to hide. Only then can you protect yourself." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A small fish activity lesson plan reflection
You only gave me the title " A Small Fish Activity Reflection Teaching Plan ", but you didn't give me any specific teaching plan content or reflection content. This way, I won't be able to integrate and polish it. You can add some related content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Gargle, music, lesson plan, small class
The following is a lesson plan for a small class: ** 1. Teaching objectives ** 1. Let the children learn to sing the "Gargle Song" and cultivate their interest in music. 2. Guide the child to accurately enunciate words during the process of learning to sing, and master the pronunciation of words such as "take","drink","lift","gargle","gulp", etc. 3. Through the song learning, help the child master the gargling method and develop the habit of gargling. ** 2. Teaching preparation ** 1. Small flower teacups for the same number of children (without water). 2. One White Rabbit Ragdoll, one clean water cup, and the educational wall chart, Domain Activity. art. Gargling Song "(You can also choose other pictures related to gargling). 3. Recording tape, recorder. ** 3. Teaching process ** #(I) Introduction 1. Story Introduction - The teacher showed her the white rabbit toy and said,"This is a little white rabbit that pays attention to hygiene. Its teeth are white and neat. It's very beautiful." Do you know what it does after every snack?" The topic of gargling was brought up. 2. Action import - The teacher held a small flower teacup in her hand and made a gargling gesture to attract the attention of the children. Then he asked the children,"What did you see the teacher doing just now?" Guide the child to say "gargle" and pay attention to the sound of "shu". #(2) Learning Songs 1. Teacher Fan Chang - The teacher demonstrated the children's song aloud (or sang a song) as she moved: "Take a cup of flowers in your hand, drink a mouthful of clear water, raise your head, close your mouth, and spit out the water." - Ask for the name of the children's song (song) and practice the sound of "gargle". 2. understand the lyrics - The teacher recited the children's song again and asked, - "What is the teacher holding in his hand?" Guide the child to say "hold the flower cup" and learn the word "hold". - "Drink something?" Guide the child to say "drink some clear water", learn the word "drink", and pay attention to the pronunciation of "clear". - "Then what about the head and the mouth?" Guide the child to say "raise his head and close his mouth", learn the words "raise" and "close", and pay attention to the pronunciation of "mouth". - "What kind of sound does the water make when it is spat out?" Guide the child to say "gulu gulu spit out water", learn the word "gulu", and make the correct pronunciation. 3. learn the song - All the children and teachers read the children's song (sing the song) 1 - 2 times. - Each child had a small flower teacup (without water) and recited a children's song (singing a song) 1 - 2 times. The teacher guided the child to accurately pronounce the words "hand","water","gargle", etc. - There were many ways to learn to sing, such as using dolls to demonstrate, children learning to sing, group learning to sing, group learning to sing songs, etc. The teacher reminded the child to listen carefully to the prelude of the music and start singing after the prelude ended. According to the learning situation of the children, they would gradually transition from singing softly to singing independently. #(3) Review and Consolidating 1. With the teacher's accompaniment, the children sang and performed. 2. Life activities: Play music after lunch, organize children to rinse their mouths according to the music, and combine music learning with the cultivation of living habits. #(IV) Reflection on Teaching Cultivating the good habit of rinsing your mouth after a meal was not something that could be achieved by a single activity. It required the guidance and cultivation of teachers and parents. Teachers could often pay attention to the dental health of children, such as through examination and other means of intervention and guidance, further effectively linking the life class and family life, forming an educational force. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The lesson plan for the safety of the small kindergarten class
The following is a lesson plan for a kindergarten class to protect their little feet: ##1. Activity Target 1. Let the child know his own little feet and understand its basic structure. 2. Guide children to feel the role of small feet and understand the importance of small feet to life. 3. Help children master the methods to protect their small feet and enhance their awareness of protection. ##2. Event preparation 1. Knowledge preparation: Children have a basic understanding of body parts. 2. material preparations - Prepare a small cushion for each child. - Prepare an imitation doll and a number of eye masks. - Prepare extra small shoes, big shoes, high heels, and shoes that are out of season. - The "road" was paved with sponge mats, plastic carpets, pollon carpets, and floor tiles. ##3. Activity ###(1) Introduction of the game, understanding the structure of the little feet 1. The teacher took out the doll and said,"Children, let's play a game. Please cover your eyes and touch it with your small hands. Find out where the doll's feet are." 2. Let the child share the method of finding the doll's feet, then guide the child to touch his own feet and ask,"What's on your feet?" Guide the child to say that there are soles, insteps, toes, toenails and other structures on the small feet. ###(2) Activity experience, understand the functions of the little feet 1. The teacher set up different "paths" in front of them, such as sponge mats, plastic carpets, acryl carpets, and tiles. He said to the children,"Children, there are several different paths in front of us. Let's take a walk on them." 2. After the child finished walking, he asked,"Which path did you take just now?" How does it feel to walk up?" Help the child describe the feelings with words such as "slippery","soft","numb","hard", etc., so that the child knows that the little foot can feel hard and soft, smooth and rough, cold and hot. 3. The teacher guided the children to discuss,"Children, what else can our little feet do besides walking?" Children are encouraged to learn to jump, run, dance, play football, ride a bike, and other activities to let children understand that small feet have many functions. ###(3) Scenarios: Learn how to protect your little feet 1. The teacher played the pictures and showed different shoes. As he played, he asked,"Children, our feet have so many functions. How can we make our feet comfortable? Let's take a look at these shoes." When they saw unsuitable and uncomfortable shoes, the teachers and children made a sign with their hands. 2. The teacher concluded that there were different materials in the places where they walked. They would prick their feet or get cold, so they had to wear shoes. It was uncomfortable to wear shoes that were too small, and it was inconvenient to walk when they were too big. It was hot to wear cotton shoes on a hot day, so they had to wear suitable shoes according to the different seasons. ###(4) Discussion and conclusion 1. The teacher guided the children to talk about how to protect their small feet according to their own life experience, such as not walking barefoot in dangerous places. 2. In the end, the teacher summarized the key points of protecting the little feet: wash your feet frequently, cut your toenails frequently, change your socks frequently, wear suitable shoes, and so on. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class, my lesson plan reflection
Teaching reflection can be carried out around teaching content, teaching process, and teaching strategies. ** 1. Teaching content ** 1. ** Confirm the adaptability of teaching objectives **: Check whether the teaching objectives set are in line with the development level, interests, and needs of the children in the small class. For example, whether the goal was too simple or complicated, whether it covered knowledge, skills, emotions, and other aspects. 2. ** Judgement on the teaching strategy adopted for the current goal **: Consider whether the teaching methods and activity forms chosen to achieve the teaching goal are appropriate. For example, for children in small classes, intuitive teaching materials and simple game activities might be more effective than simple theoretical explanations. ** 2. Teaching process ** 1. ** How to recall the teaching process **: Combing the entire teaching process, from the introduction to the various teaching steps, to the final summary and extension. 2. ** Reflection on teaching objectives ** - ** Whether the expected teaching effect has been achieved **: If the teaching goal is to let the child know something, does the child really understand and master it during the teaching process? For example, the goal was to let the child recognize colors and observe whether the child could accurately name different colors. - ** Reflection on teaching theory **: Consider whether the teaching process conforms to the basic laws of teaching and learning, such as whether it follows the cognitive development law of children, from easy to difficult, from intuitive to abstract, etc. 3. ** Evaluation and Reflection on Students ** - ** Whether all kinds of students have achieved the predetermined goal **: There are also individual differences among the children in the small class. Observe which children actively participate and achieve the goal, and which children have difficulties. For example, some children may be weak in language expression and do not participate well in the links that need to be expressed. 4. ** Reflection on the implementation of the teaching plan ** - ** Reason and method for changing the plan: If the plan is changed during the teaching process, analyze the reason for the change, such as whether the child is not interested or there is an unexpected situation, and whether the change has brought about better teaching results. - ** Is it more effective to use other activities and methods? **: Think about whether other activities or teaching methods will allow children to learn better. For example, whether a certain explanation segment can be replaced with a game segment. 5. ** Reflection on improvement measures **: Think about how to modify the teaching plan to be more effective, such as adding a certain segment, adjusting the sequence of the segments, or changing the teaching method. ** 3. Teaching strategy ** 1. ** Perception segment **: Teachers should be aware that the problems in teaching are closely related to themselves. For example, if the child is not active in a certain segment, they should think about whether there is a problem with their own guidance method or the teaching strategy is not attractive to the child. 2. ** Understanding Stage **: Teachers should compare their teaching activities with the theories they advocate, their behavior results with their expectations, and identify the root of the problem. For example, the theory of group cooperative learning was adopted, but the children did not cooperate well in actual teaching. It was necessary to analyze whether the grouping was unreasonable or there was a lack of guidance. 3. ** Reorganization segment **: Teachers need to reevaluate their teaching ideas and seek new strategies. For example, if the original reward mechanism was found to be unable to stimulate the enthusiasm of children, they could consider redesigning the reward method. 4. ** Verification phase **: Test whether new ideas, strategies, and plans are more effective, form new perceptions, discover new problems, and start a new cycle. For example, after trying a new reward method, observe whether the child's participation and learning effect has improved. If it has improved, continue to use it and further improve it. If not, continue to look for new strategies. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>