The teaching plan and reflection of the small mathematician in the big class activities
** 1. Activity Target ** 1. Learn how to use a statistics table to count the number of figures according to the two characteristics of the figure. 2. To develop the ability to observe, identify, and bring to justice. ** 2. Event preparation ** 1. Various cards with geometric patterns. 2. Elephants, birds, fish, turtles, and other pictures. 3. Chart 1 and Chart 2, pencil. ** 3. Activity process ** #(I) Introduction Show the small animals (such as fish, birds, chicks, etc.) that are made of shapes, stimulate the child's interest and ask questions. Guide the child to find out that the small animals are made of shapes, and then think about which shapes are used and how many are used. #(2) Learning statistics 1. ** Counting by shape ** - Show the picture of the turtle and let the child try to record the number of each shape in various ways. - Then, he showed the statistics table (Figure 1) and instructed the children to count the number of each shape in the turtle pattern according to the order and method from top to bottom or from left to right. 2. ** By shape and color ** - The child tried to record the number of tortoises in each shape and color in various ways. - Show the statistics table (picture 2) to guide the children to learn how to count the number of figures in the turtle pattern according to their shapes and colors. He also needed to observe the statistics carefully. It was not easy to make mistakes when counting according to a certain order (from top to bottom or from left to right). #(3) Children's Operation Each group of children was provided with 3 pictures of small animals and a statistics table (Picture 2). The children could choose their own pictures and count the number of pictures according to the shape and color of the pictures. #(IV) Test results The teacher and the child examined the statistics together. ** IV. Reflection on the event ** This was a mathematics activity for the large class. Thirty children participated and were divided into three groups of ten. 1. ** Introduction Stage ** - In the imported picture segment, the animals were composed of different shapes. The outer borders of the figures were of different colors and the figures themselves were white. It was visually convenient for children to clearly observe the figures. At the beginning of the activity, the children were very interested. When asked about the number of certain shapes, the children actively answered. 2. ** Operation Stage ** - The children's self-selected pictures were counted according to the two characteristics to reflect their autonomy and meet different needs. During the operation, the child carefully observed and counted the pictures that he liked (such as robots, little princesses, etc.). 3. ** Inspection Stage ** - When the results were finally checked, some of the children were still counting with their heads lowered. It was obvious that the children were very interested in participating. In the end, they all finished counting. Although some of the children's results were wrong, the expressions of the children when they were pointed out showed that they were serious about the activity. Read more exciting novels for free
Teaching plan and reflection on running competition activities in small class
The following is a lesson plan for a small class running competition: ** 1. Teaching objectives ** 1. To develop children's running ability and strengthen their leg strength. 2. Cultivate the spirit of unity and cooperation in children. ** 2. Teaching preparation ** He drew a straight line on the field as the starting line and the finishing line. ** 3. Teaching Method ** 1. The teacher divided the children into two groups and stood behind the starting line. 2. Hearing the signal, the teacher said,"Run." The first child in each group began to run until the finish line. 3. Then, the second child in each group ran to the finish line, and so on until the last child finished. 4. Whichever group of children finished running first would win. ** 4. Teaching Requirements ** When you run, you can't step out of the starting line, or you'll break the rules. ** 5. Teaching Matters ** Be careful when you run and don't collide with each other. ** Teaching Reflection **: For small class children, running competitions can better achieve the expected goals. In the teaching process, the participation of the children was high, and through the form of group competition, the children's sense of competition was effectively stimulated, which had a positive effect on the development of their running ability and leg strength. However, there might be some shortcomings in the process of the activity. For example, some children might be too excited and ignore the rules of the game. Teachers need to constantly remind and guide them. At the same time, for children with weaker abilities and slower running, they may be depressed. This requires teachers to give timely encouragement and support during the activity to better cultivate children's self-confidence and ensure that all children can feel fun and grow in the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Where is the hole in the big class teaching plan? Reflection on the activities
In the teaching activities of Where's the Hole?, there were the following performances and reflections. From the perspective of children's participation, when the children were asked to find the "hole" in the picture, the children showed a strong interest and actively participated, indicating that the content of the activity could attract the attention of the children. However, there might be some shortcomings in guiding children to understand the purpose of the hole. For example, it was guiding children to think about the use of different holes, such as "What hole should be repaired quickly, and why?" When they were waiting for questions, although the children could answer them, their understanding of some abstract concepts might not be deep enough. This suggested that in the subsequent teaching, more examples or comparisons could be added to deepen the children's understanding. In terms of children's language expression, the children could summarize the contents of the pictures in complete sentences, which was a relatively successful point. It meant that the goal of improving children's language expression ability in the activity goal had been achieved to a certain extent. However, there might be room for improvement in vocabulary richness. For example, children could be guided to use more describing words to describe the characteristics of the cave. From the overall teaching process, the activity process was relatively smooth. From the introduction to reading the book to understanding the content to the final complete explanation, the transition between the links was natural. However, in the interaction segment, such as the questioning segment, there may be situations where the difficulty of the questions is not accurately grasped. For some children, there may be problems that are too difficult or too easy. This requires better consideration of the individual differences of children when designing questions in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
I like to be with you, small class teaching plan activities, reflection
We can come to the following conclusion: "I like being with you" is a lesson plan activity suitable for a small kindergarten class. The goal of this activity was to let the children understand the meaning of good friends, know how to get along with good friends, and be able to use words to describe the appearance of good friends and the things between themselves and good friends. Through this activity, children could feel the sincere feelings of mutual help and love between good friends, and experience the joy and happiness of mutual understanding, communication, and love with good friends. In addition, this activity also cultivated the children's good habit of quietly listening to their peers. From the perspective of teaching reflection, the goal of this lesson had been achieved. The children learned about " liking to be with you " and also learned how to get along with others, forming positive and healthy interpersonal relationships, and containing high-quality friendships.
Understanding the teaching plan of the quadrilateral in small class mathematics activities and reflection
The following is a lesson plan for a small class mathematics activity to understand the quadrilateral: ** 1. Activity Target ** 1. Guide the child to have a preliminary understanding of a quadrilateral and perceive that it has four sides. 2. Able to find quadrilateral objects in the surrounding environment. 3. Arouse children's interest in learning. ** 2. Event preparation ** 1. [Learning Tools: Cards with various drawings.] 2. Teaching aid: Four-sided objects, such as books, desks, etc., pictures with various shapes. ** 3. Activity process ** 1. to lead - The teacher showed the children pictures of various shapes (including quadrilateral, triangle, circle, etc.) to guide the children to observe and let the children talk about what shapes they saw. 2. Understanding the quadrilateral - The teacher took out a quad from the picture and introduced it to the child. Guide the child to touch the edge of the quadrilateral with his hand and feel the characteristics of the quadrilateral having four sides. - Show the real objects of the quadrilateral shape, such as books, desks, etc., let the children observe the surface shape of these objects and point out that they are all quadrilateral. - Ask the children to find a quadrilateral object in the classroom, such as the window frame, and the teacher will guide and encourage them. 3. Game Consolidating - [Game Name: The Great Search of the Square.] - How to play the game: The teacher will place some graphic cards (including quadrilateral and other graphics) in different places in the classroom. Let the children find the quadrilateral card and bring it back to the teacher after finding it. ** IV. Reflection on the event ** 1. merit - The activity started with the familiar shapes of the children, which could easily arouse their interest. By letting the children observe, touch and find the quadrilateral, the goal of letting the children know the quadrilateral was better achieved. - The setting of the game segment increased the fun of the activity, allowing the children to consolidate their understanding of the quadrilateral in the process of playing. 2. insufficient - The explanation of the characteristics of the quadrilateral could be more in-depth. For example, it could guide the children to observe the four corners of the quadrilateral. Although it might be difficult for small children to understand it, they could simply mention it. - In the process of children looking for the quadrilateral, some children may find the wrong one. Teachers should guide and correct it more patiently, and at the end of the activity, they can emphasize the characteristics of the quadrilateral again to deepen the impression of the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of health activities at home in the small class of kindergarten
The following is a reflection on the teaching plan of the health activities at home in the kindergarten: ** 1. Achievement of the event objective ** 1. ** Health Knowledge Spread ** - In some health activity lesson plans, such as "I will fight the epidemic," the aim is to let children understand the new crown virus and its dangers, transmission routes and protective measures. Some children could understand the harm of the virus and knew to protect themselves. The goal was achieved. However, for younger children in small classes, it may be difficult to understand complex transmission routes. For example, children may only have a preliminary understanding of the concept of contact transmission and cannot fully understand it. 2. ** Self-protection awareness triggered ** - Through activities, the goal of stimulating children's strong sense of self-protection was achieved. In reality, young children may know basic protective measures such as wearing masks and washing their hands, but their implementation in daily life may be affected by many factors. For example, young children might forget protective measures when playing because of their young age. Therefore, the complete establishment of self-protection awareness still needs to be strengthened in daily life. ** 2. Activity content ** 1. ** Interesting content ** - Most of the health activities during the epidemic period revolved around the fight against the epidemic, and the content was relatively simple. Compared to the colorful offline activities in kindergarten, the health activities at home lacked a variety of forms. For example, the activities might mainly be online explanations, lacking handmade (such as making simple masks and other health-related crafts), scenario games (simulation of hospital visits, health guards and other games), and other forms of activities that could let children more intuitively feel health knowledge. This would easily lead to a decrease in the interest of the children and their participation rate. 2. ** Repetitive content ** - Due to the long duration of the epidemic, there were repetitions in some home health activities. For example, if the same protective measures were explained many times, the child might feel bored and affect the learning effect. ** 3. Event Organization ** 1. ** The effectiveness of parent participation ** - Many health activities rely on parents to help their children complete them at home. Some parents could actively participate in helping their children understand health knowledge and supervise their children to develop good health habits. However, some parents might not be able to guide their children well because they were busy with work or lacked relevant educational knowledge. For example, in some health exercise activities that required parents to cooperate with their children, parents might not guide their children to complete the actions correctly, affecting the effect of the activity. 2. ** Activity supervision and feedback ** - Teachers mainly monitor and collect feedback on children's health activities through online methods. This method had certain limitations. Teachers could not directly observe the performance of each child like in kindergarten. For example, teachers could only judge whether a child had really mastered the correct method of washing hands through the feedback of parents. There might be inaccurate information. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Mother's Day activities, teaching plan, small class reflection
The following is an example of a reflection on the teaching plan for the Mother's Day event in a small class: ** 1. Achievement of the event objective ** 1. ** Awareness goal ** - In most of the Mother's Day activities in small classes, the goal was to let the children know that the second Sunday in May was Mother's Day. Usually, during the event, the teacher would briefly explain the origin of Mother's Day to achieve this goal. For example, through stories, conversations, and other means, children can get a preliminary understanding of Mother's Day, this special holiday. However, on reflection, it was found that for children in small classes, their concept of dates might still be vague, and the memory effect of simply telling the date might not be good. It could be more emphasized by repeating or connecting with things that the child was familiar with, such as " Mother's Day is this Sunday when the spring flowers bloom." 2. ** Emotional goal ** - Many lesson plans were designed to let children understand their mother's hard work and cultivate gratitude for their mother. In the activities, such as the parent-child gift-making session, the child performing programs for the mother, or sharing the food made by the mother, it helps the child feel the mother's love and hard work, and then stimulate gratitude. However, on reflection, the expression of children's emotions may be affected by the atmosphere of the activity and the way of guidance. If the activity site was too noisy or the teacher's guidance was not deep enough, the child might only participate on the surface and not really understand the mother's hard work. For example, in the process of sharing the food made by the mother, it might become more of a child enjoying the food himself, ignoring the mother's contribution behind the food. 3. ** Ability Target ** - The lesson plan usually hoped that the child could do something for the mother with practical actions, such as making gifts and feeding the mother food. However, during the activities, it may be discovered that some children may not be proactive enough to express their love for their mothers because of shyness or lack of ability. For example, when giving a gift to a mother and saying "Mom, I love you", some children may need more encouragement and demonstration to complete it successfully. ** 2. Activity content and format ** 1. ** Details ** - The content of the activities mostly revolved around the interaction between parents and children, such as making gifts and making food together. These contents were close to children's lives and could allow children to have close contact with their mothers. However, on reflection, the content of the event could be more diverse and not limited to handmade food and food sharing. For example, he could add some links where the child recalled the warm moments with his mother, or let the child describe his mother's appearance, etc., to deepen the child's understanding and love for his mother from more dimensions. 2. ** Form ** - Most of the forms were group activities, such as all mothers and children participating in activities together in the classroom or in a specific place. This form was good for creating a festive atmosphere, but for small children, their attention span was short, and they might be distracted during the activity. You can consider a variety of activities, such as some group activities or interaction between individual children and mothers, to better adapt to the characteristics of small class children. ** 3. Event organization and implementation ** 1. ** Organization * - In terms of organizing the event, sending out invitations in advance to invite mothers to participate in the event and preparing the materials needed for the event could ensure the smooth development of the event. However, at the event site, there might be problems with order management, such as children being too excited and causing chaos. In the future, the organization of the event could add some explanations of the rules of the event and arrange for more staff to help maintain order. 2. ** Execute ** - Teachers played the role of guidance and organization in the implementation of activities. During the implementation process, it was found that the teacher's guidance had a greater impact on the participation and experience of the children. For example, when telling a Mother's Day story, if the teacher's way of telling the story was not vivid enough, the child might not be interested. Teachers could use more body language, different tones of voice, and interactions with children to tell stories and increase children's enthusiasm for participation. At the same time, during the activity, teachers should pay more attention to each child's emotions and reactions, and give timely encouragement and help. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the activities of the big class children and small anchors
The following is an example of a lesson plan for a small anchor activity: ##1. Event Themed Little streamer, I'm the best ##2. Activity Target 1. To improve children's observation, thinking ability, and oral expression ability, and encourage children to express their observations boldly, clearly, and completely. 2. Cultivate the enthusiasm of the children to pay attention to the things around them, enhance their self-confidence and desire to perform. 3. Guide children to learn to organize language logic, including describing the time, place, people, process, and outcome of the event. ##3. Event preparation 1. Before the activity, guide the children to pay attention to the people and things around them, such as the daily activities of their families, new things in the kindergarten, etc. 2. Prepare some comics or interesting photos with story lines. 3. Set up a simulated broadcasting station and prepare a microphone prop. ##4. Activity ###(1) Introduction 1. The teacher and the children sat together and chatted casually."Children, have you noticed that there are many interesting things happening around us every day? Today, we're going to be Little Streamer and tell these interesting things to more people." ###(2) Broadcast 1. The teacher stood behind the simulated broadcasting station, picked up the microphone, and broadcasted a small piece of news in the kindergarten in a vivid, loud, and clear voice. For example,"Dear children, this morning in the small garden of the kindergarten (location), I saw a group of small ants (characters). They were working together to carry a small biscuit (event) and finally successfully moved the biscuit into the small ant hole (result). It was after breakfast (time)." 2. After the broadcast, the teacher asked the children,"Children, what did the teacher just say?" Who can say it again like Teacher?" Guide the child to recall and try to imitate the expression. ###(3) Group discussion and broadcast preparation 1. Divide the children into groups of 3 - 5 people. 2. The teacher guided the children."Now, please tell the children about the interesting things you've discovered in the group. Then, choose a representative to be the little anchor to broadcast." 3. During the children's discussion, the teacher patrolled each group to encourage the children to actively participate in the discussion and remind the children to explain things clearly, including time, place, people, events, and results. ###(4) Preschoolers 'Report 1. Each group would elect a child to the radio station to broadcast. 2. After the child's broadcast, the teacher and other children applauded and encouraged them. They could also ask simple questions or add, such as,"How did you find out about this?" "What do you think is interesting about this?" ###(5) Activity Extension 1. After the event, a "small anchor corner" could be set up in the class to encourage children to go to the small anchor corner to broadcast the news at any time during their daily activities and share their newly discovered interesting things. 2. Parents could also be invited to participate in the activities and let the children report to their parents about the kindergarten or family matters when they returned home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The big class sports teaching plan, the small athlete reflection
In the activity of " Little Athlete," many links were connected through the game situation of the sports meet. In terms of left and right team practice, in order to solve the problem of children not being able to distinguish the direction, first let the children report the number, and correctly distinguish the direction by remembering the number and listening to the password; Use oral language to prompt the requirements of arm swing, leg lift, pace, etc., and guide the practice through the password when the left and right teams walk; Use hand gestures to prompt the children who are not familiar with changing the formation; Use marking tips to solve the problem of the formation of the left and right teams. In terms of the children's walking situation, it was found that the children's columns were more orderly, but the four-way columns were not orderly. After that, the plan was to reduce the difficulty, let the children in the same row hold their hands high together to find a parallel plane to maintain the formation, and gradually let the children master the rhythm and adjust their positions. In the practice of fast running, the game situation was created to increase the difficulty in terms of materials and forms, such as preparing torches and batons, running from a straight line to a circle, so that children could experience the fun and discover that the body needed to lean inward when running on a circle. At the same time, children could explore the essentials of fast running independently to arouse their enthusiasm. However, there were still some shortcomings in the activities. For example, the teacher's password should be clearer, the rhythm should be more stable, the summary of the action essentials should be complete, and the correct way of catching the baton should be cultivated in the daily game to avoid danger. Moreover, attention should be paid to ensuring the intensity and density of the children's sports activities to improve the children's physique. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A small story with action, a reflection on the big class teaching plan
The following is an example of a reflection lesson plan for a large class about a small story with action. Take Little Bear Crossing the Bridge as an example: ** 1. Teaching plan goal ** 1. ** Emotional and Spiritual Cultivation ** - The aim was to let the child experience the fear and nervousness of the bear when crossing the bridge, and then experience the victory of the bear after crossing the bridge, so as to cultivate the child's confidence, courage, and spirit of not being afraid of difficulties. This goal was in line with the psychological development needs of the children in the first class and helped them establish a positive attitude in the face of challenges. 2. ** Ability Development ** - The goal is to give full play to the child's imagination and language skills, so that the child can express the story content with words, expressions, or actions. Through such goal setting, it could train the child's multi-expression ability and provide support for the child's all-round development. - Also, it was to let the children understand the story by observing the pictures, appreciating the animation, and understanding the content of the story, so as to achieve the ability to tell the story through the pictures. This would help improve the child's observation, logical thinking, and language organization. ** 2. Prepare the lesson plan ** It was more appropriate to prepare a self-made small bamboo bridge, a Little Bear Crossing the Bridge, a map, and a tape recorder. Self-made small bamboo bridges could provide children with an intuitive situation experience, allowing them to better immerse themselves in the story scene; Coursewares could display the story content in a variety of forms (such as animations and pictures) to attract children's attention; Atlas could help children sort out the story structure, and the recorder could be used to play relevant audio to assist in teaching. ** 3. Teaching plan process ** 1. ** Experience the mood of crossing the bridge ** - Strengths: - Let the child walk across the "small bamboo bridge" and then inspire the child to express his feelings before and after crossing the bridge. This design cleverly made use of the situation experience to lay the foundation for the child to understand the mood of the little bear in the story. Children could experience the emotional changes in the story more deeply through their own experiences. - Deficiency: - When guiding children to express their feelings, some children might not be able to express them accurately due to their limited vocabulary. At this time, the teacher could provide more vocabulary guidance. For example, in addition to the common words "happy" and "afraid", they could add some words such as "nervous" and "ecstatic". 2. ** Picture narration segment ** - Strengths: - Show the picture of the story. First, let the child think about the content of the story. Then, guide the child to imagine what the other characters would say when the bear crosses the bridge. Finally, let the child tell the complete story. This process gradually deepened, stimulating the child's imagination and language organization ability, and cultivating the child's observation ability. - Deficiency: - When a child tells a story, the content may deviate from the theme of the story or the logic may not be clear. Teachers could give some simple hints about the structure of the story, such as the "beginning, middle, and end" pattern, to help the child better organize the content. 3. ** Animation appreciation segment ** - Strengths: - First, let the children enjoy the silent cartoon, and then guide the children to tell the story emotionally with the help of the atlases. Then, let the children enjoy the audio cartoon to fully understand the story content. This way of appreciating the animation from silence to sound helped the child to understand the story more deeply. At the same time, it could also gradually improve the child's ability to tell the story emotionally. - Deficiency: - When watching silent animations, some children might have difficulty understanding the story because there was no sound cue. Before playing the silent animation, the teacher could briefly introduce the general plot of the story or the characteristics of the characters so that the children could better understand. ** 4. Overall Reflection ** 1. ** Teaching Method ** - In the entire teaching process, a variety of teaching methods such as situation experience, picture observation, animation appreciation, etc. were used. The methods were more diverse and could attract the attention of children and stimulate their interest in learning. However, in some aspects, the guidance of teaching methods could be further strengthened. For example, when children tell stories, they could use group discussions and share with each other so that children could better improve their storytelling skills through communication. 2. ** Child participation ** - Most children were able to actively participate in various teaching sessions, but there might be some children who were introverted or weak and did not participate much. In the future, more attention could be paid to this group of children, such as one-on-one guidance or more support when arranging group cooperation, so as to increase the participation of all children. 3. ** Teaching goal achieved ** - Through the implementation of this lesson plan, the children had a certain development in terms of emotions and abilities. In terms of self-confidence and courage cultivation, the children had a certain understanding through experiencing the mood of the bear crossing the bridge. In terms of imagination and language expression, the children had also been trained through the picture narration, animation appreciation and other links. However, in some details, such as children's accurate expression of emotions and logical and clear storytelling, further teaching was needed to achieve better teaching goals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A reflection on the teaching plan of the small class with a big round watermelon
The lesson plan of "The Big Round Watermelon" was reflected as follows: ** I. Achievement of teaching objectives ** 1. ** Skill Target ** - In terms of hand-tearing painting creation, by letting the children learn to tear the round watermelon and add the lines of the watermelon, the children's small hand muscles and finger movements were trained to a certain extent. However, some children might still have difficulty tearing the round watermelon and needed to further practice in the follow-up activities. 2. ** Awareness goal ** - Children could have a deeper understanding of the appearance of watermelons. By observing the actual watermelon, they could evoke their existing experience and communicate with each other under the guidance of the teacher. They had basically achieved the goal of understanding the appearance of watermelons. 3. ** Emotional goal ** - The child showed some interest in the activity, but the overall interest could be further stimulated. For example, more interesting interaction sessions or reward mechanisms could be added to make the child more actively participate in the activity. ** 2. Teaching content ** 1. ** Adaptability of content ** - The content of the lesson plan was in line with the age characteristics of the children in the small class. Considering that the small muscles of the children in the small class were not fully developed and the fine movements of the hands were weak, it was more appropriate to use the method of punching holes in the paper to reduce the difficulty of tearing the paper. However, the depth and breadth of the teaching content might need to be adjusted. For example, some simple and expansive knowledge about different types of watermelons or the growth of watermelons in different regions could be added. 2. ** Consecutive content ** - The overall teaching content was relatively coherent. From guiding the child to observe the watermelon, to exploring the method of tearing the watermelon, to the child trying to operate it, and finally adding pictures, all the links were natural and followed the law of the child's cognitive development. ** 3. Teaching Method ** 1. ** Visual Teaching Method ** - Using watermelons to teach was a very effective intuitive teaching method. Children could directly perceive the characteristics of watermelons by looking at them and touching them. This method helped children better understand the teaching content. However, in the physical display segment, children could be allowed to explore more independently. For example, children could discover the characteristics of watermelons first, and then the teacher could summarize them. This would better reflect the main position of children. 2. ** Demonstrating Teaching Method ** - The teacher demonstrated the method of tearing a watermelon and matched it with a nursery rhyme to help the child understand and learn. However, during the demonstration process, individual children could be allowed to participate in the demonstration process. This could increase the participation of the children, and at the same time, it could also find out the possible problems that the children might have during the operation process. ** 4. Teaching interaction ** 1. ** Mentor-child interaction ** - The teacher-child interaction was not enough. The teachers guided the children more in the teaching process, and the children's initiative and creativity were not fully developed. In the future, more questioning sessions could be added to encourage children to discover and solve problems by themselves and increase their participation. 2. ** Young and young interaction ** - In the segment where children tried to tear watermelons, the interaction between children and children was mainly reflected in reading children's songs together, and the form of interaction was relatively simple. He could add some parts of group cooperation, such as letting the children divide into groups to create watermelon-torn paintings, then appreciate and evaluate the works. This could enhance communication and cooperation between the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>