The characters in Water Margins sort out the teaching plans and reflect briefly
The following is a brief lesson plan and reflection on the characters in Water Margins: ** 1. Teaching plan ** 1. ** Teaching goal ** - Let the students get to know the characters of the Water Margins, feel their heroic spirit and character, and experience the artistic charm of the characters in the Water Margins, thus stimulating their interest in reading the famous works. - Through the discussion of Li Kui, Song Jiang and other characters, he felt the artistic achievements of the characters in Water Margins. 2. ** Teaching Difficulties ** - ** Main point ** - Experience the artistic achievements of the characters in Water Margins. - Teaching students to express their opinions based on evidence. - [Difficulty: Understand the complexity and richness of the character's personality.] 3. ** Teaching process ** - Before class, the theme song of Water Margins, Hero's Song, was played to create an atmosphere. - In the introductory part, the subject topic was introduced through "whether it's wise or not, look at the Three Kingdoms; whether it's brave or not, look at the Water Margins." - Prepare three sets of cards (character nickname, character, and related storyline) and guess the character and nickname according to the storyline. - They would organize a three-person group discussion to exchange their understanding of the character's personality according to a specific sentence pattern and form a consensus. Then, the representative would speak. - Song Jiang and Li Kui were chosen as the two contrasting characters for in-depth discussion. For example, the point of view of whether Li Kui was the purest character was analyzed in combination with the specific plot to understand the role of nicknames, detailed descriptions, and psychological descriptions in shaping the character's image. 4. ** Teaching Method ** - Games and group discussions were used to increase student participation and guide students to think and express themselves positively. ** 2. Reflection ** 1. ** Strengths ** - The game segment helped to increase the enthusiasm of the students, making them more active in familiarizing themselves with the characters and plots of the Water Margins. - Group discussions could facilitate the exchange of ideas between students and allow them to understand the character from different perspectives. - Choosing representative characters for in-depth discussion will help students better understand the artistic features of the characters in Water Margins. 2. ** Inadequacies and improvements ** - Due to the large number of characters in the Water Margins, the class time was limited. Only some characters could be selected for research, which might cause the students to not have a deep understanding of other characters. He could consider assigning extended reading or research tasks after class to encourage students to explore independently. - When guiding students to express their views, some students might not be very familiar with the original content and thus did not participate. In the future, they could assign pre-study tasks in advance so that students could be more fully prepared. Read more exciting novels for free
My specialty is to reflect on teaching plans
If it was a reflection on the teaching plan of "I have many specialties," it could be carried out from the following aspects: * * 1. Think about what you've achieved (where you've succeeded)** 1. * * Achievement of teaching objectives ** - If the teaching plan set a goal to let the students recognize the variety of their specialties, review whether the teaching process through effective teaching activities, such as sharing their specialty experiences in groups, specialty display, etc., so that the students clearly understand the concept that everyone has a variety of specialties. - As for the imparting of knowledge related to specialties, such as the classification of specialties (art specialties, sports specialties, academic specialties, etc.), if the students could accurately distinguish and list them, it would be a reflection of the successful transmission of the teaching content. 2. * * Teaching methods ** - If the case teaching method was used, some famous people with various specialties (such as Da Vinci was a painter, sculptor, and inventor, etc.) would be introduced to observe the students 'reaction and classroom participation. If the students were interested in these cases and could be inspired by them, it meant that the case teaching method was used properly. - When using the group cooperative learning method, if the members of the group could actively discuss their own strengths, communicate and inspire each other, it meant that the group cooperative learning method promoted the students 'learning and interaction. 3. * * Creating a classroom atmosphere ** - If students actively spoke in class, actively shared their strengths, or showed curiosity and respect for others 'strengths, it meant that a positive, open, and inclusive classroom atmosphere was created, which was conducive to students expressing and exploring their strengths. * * 2. Think about what you've lost (inadequacies)** 1. * * Teaching content ** - There might be some inadequacies in the in-depth exploration of the variety of specialties. For example, it only briefly listed some common specialties and did not delve into some special and niche specialties, causing some students to feel that their specialties were not covered. - The explanation of the factors that formed the specialty (such as genetics, environment, personal interest cultivation, etc.) might not be thorough enough, causing the student's understanding of the specialty to only remain on the surface. 2. * * Teaching methods ** - If a multi-media teaching method was used, but the multi-media materials (such as videos, pictures, etc.) were too simple or not vivid enough, it might affect the students 'enthusiasm for learning. - In some teaching sessions, there might be problems with the pace being too fast. For example, when students were asked to share their strengths, some students might be skipped before they were ready, affecting their participation. 3. * * Individual differences between students ** - Perhaps they did not fully consider the differences in the level of different students 'specialties. They did not give enough guidance and encouragement to students who had fewer specialties or were not clear about their specialties, causing these students to be somewhat confused or feel inferior in class. * * 3. Suspicion (Doubtful Points)** 1. * * Student's Doubts ** - Review the questions or expressions of the students in class and think about whether there are students who have doubts about the definition of certain specialties (such as whether playing Rubik's cube is considered a specialty) and did not get a good answer in class. - Students might have doubts about how to discover and cultivate their new strengths, which needed further consideration and answers in future teaching. 2. * * Teacher's Doubts ** - Teachers themselves might have doubts about how to combine specialty education with other subject education (such as moral education, professional education, etc.). They needed to further study how to cultivate students 'comprehensive quality through specialty education. * * 4. Think hard (Difficulties)** 1. * * Teaching Difficulties ** - It might be a difficult point in teaching to let students truly understand the variety of specialties and respect the specialties of others. In the teaching process, there might be some students who had prejudice and only valued some popular specialties while belittling others. How to guide students to eliminate this prejudice was a problem that needed to be considered. - As for how to guide students to connect their strengths with future development (such as career planning, personal growth, etc.), this was a difficult teaching content that required in-depth discussion of appropriate teaching methods. * * 5. Think of innovation (innovation)** 1. * * Teaching content innovation ** - If some novel specialty cases were introduced into the lesson plan or modern popular elements (such as e-sports as a specialty) were integrated into the teaching content, this would be the innovation of the teaching content. He would think about how to further enhance and expand these innovative contents. 2. * * Teaching method innovation ** - For example, they adopted an online and offline hybrid teaching model, allowing students to share their specialty experiences through the online platform before class, and then conduct in-depth discussions in class. To evaluate the effectiveness of this innovative teaching method and think about how to improve teaching efficiency and student learning experience. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Respect others and reflect on teaching plans
In the reference materials, the lesson plan of respecting others mentioned the importance of tone expression in teaching activities, because tone was important in interpersonal communication and language learning, especially in the sensitive period of language development of children. However, the document did not give clear teaching reflection content. If one were to infer the direction of teaching reflection from the goal and process of the lesson plan itself, the following points could be considered: ** 1. Achievement of the target ** 1. ** Poem content mastery and recitation tone ** - In terms of letting children master the content of poetry and learn to recite poetry in different tones, it was necessary to reflect on whether all children could understand the meaning of poetry and whether the expression of different tones (such as questions, etc.) was accurate. For example, whether there were enough practice sessions during the activity to familiarize the child with the content of the poem and understand the tone of the different sentences. If the child's tone was flat when reciting and did not reflect the emotional changes in the poem, it might be due to the lack of in-depth excavation of the emotional content of the poem in the teaching process, or the lack of guidance for the child's tone practice. 2. ** The cultivation of pride in the children of the senior class ** - Regarding the cultivation of children's pride as children in the upper class, it was necessary to consider whether there were enough links in the entire teaching process to strengthen this feeling. For example, by telling the excellent behavior of the children in the upper class (such as helping the younger brother and sister in the poem), did the children really have a sense of pride, or was it just a superficial understanding? After the activity, they could observe the behavior of the children, such as their daily interaction with the children in the small class, to determine whether this goal was achieved. ** 2. Teaching process ** 1. ** The effectiveness of scenario creation ** - The teacher created a scene in the kindergarten where he met a large class of children helping his younger brother and sister. Would this scene resonate with the children? Perhaps some young children did not have similar experiences, which might cause them to have difficulty understanding the connection between the scene and the content of the poem. In future teaching, he could consider adopting more diverse ways of creating scenarios, such as letting children share the scenes of children helping others. 2. ** Adaptability of teaching methods ** - As a whole, the teacher used reciting, guiding the children to understand the content, sentence practice, recording appreciation and other teaching methods. It was necessary to reflect on whether these methods were suitable for the learning style of all children. For example, for some more active children, they might need more interaction and stronger teaching methods, such as group competitions and recitals, to increase their participation. ** 3. Child participation ** 1. ** Individual differences ** - During the activity, pay attention to the participation and performance of different children. Some children may be more active in reciting and answering questions, while others may be shy or less capable. Reflect on whether enough attention and guidance were given in the teaching process, such as whether there were measures to encourage shy children to participate, and whether there were additional tutoring for children with weaker abilities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Read the Water Margins and sort out the 20 main characters and the main plot
The Water Margins was one of the four famous novels in ancient China. It mainly told the story of 108 righteous men rebelling against the ruling class in the late Northern Song Dynasty. The following are the 20 main characters and the main plot: 1. Lin Chong: Liang Shanbo's number one martial arts hero was framed by Marshal Gao and became a bandit. 2. Wu Song: The second best man in Liangshan Lake. He is good at killing tigers and wolves. 3. Lu Zhishen: The third best man in Liangshan Lake has a wretched appearance and an open-minded heart. He likes to drink. 4. Li Kui: The fourth hero of Liangshan Lake, bold and unconstrained, has killed many enemies. 5. Bao Xu: The fifth hero of Liangshan Lake is good at archery and has once shot a satellite. 6.Second Ruan: The sixth hero of Liangshan Lake, dressed in white robes and holding a sword, has killed many enemies. 7 Ruan Xiaowu: The seventh hero of Liangshan Lake, dressed in a black robe and holding a black sword, has killed many enemies. 8 Ruan Xiaoqi: The eighth hero of Liangshan Lake, dressed in white robes and holding a white sword, has killed many enemies. 9 Gongsun Sheng: The ninth hero of Liangshan Lake, who had high martial arts skills, once defeated the Mongol prince Wanyan Honglie. 10 Horse-eyed Tiger: The tenth hero of Liangshan Lake. He is good at horse fighting and has killed many enemies. 11 Sun Erniang: The eleventh hero of Liangshan Lake is good at makeup and has once confused many enemies. 12 Wu Yong: The twelfth hero of Liangshan Lake, good at strategy, once helped Song Jiang defeat many enemies. 13 Wu Song Fighting the Tiger: It tells the story of Wu Song killing a tiger in Yanggu County. 14. Lin Chong Killing His Wife: The story of Lin Chong being framed by Marshal Gao and forced to kill his wife. 15 Ruan Xiaowu Catches Ghosts: It tells the story of Ruan Xiaowu catching ghosts in Yanggu County. 16 Lu Junyi Earns the Golden Bell Bucket: The story of Lu Junyi earning the Golden Bell Bucket leads to the plot of the Liangshanbo Gathering. 17. Lin Chong's Three Beats on Zhu Village: It tells the story of how Lin Chong was trapped in Zhu Village and won three battles. 18. Song Jiang's Strategy of Taking Over Wuwei Army: The story of Song Jiang's Strategy of Taking Over Wuwei Army led to the establishment of Liangshan Park. 19 Ruan Xiaoqi's Havoc in the Sky: It tells the story of Ruan Xiaoqi's Havoc in the Sky at Liangshan Lake. Liangshanbo Gathering of Righteousness: Tells the story of 108 heroes gathering in Liangshanbo and finally establishing the Liangshanbo regime.
Children have plans to do things, reflect on teaching plans
In the reflection of the lesson plan for children to do things in a planned way, the following points should be paid attention to: 1. ** Individual differences **: Pay attention to the understanding and participation of each child when carrying out the lesson plan. For children who could not make plans independently, more patient guidance should be given to ensure that they could keep up with the teaching progress and actively participate in the planning activities. 2. ** Concept Understanding **: In the practical segment, some children may not understand the concept of time allocation clearly. Teachers could add examples or simulations to help children better grasp this concept, so that they could more reasonably plan their daily activities, such as learning, games, rest, and other time allocation. 3. ** Focus on encouragement **: Do not place too much emphasis on rationality when making schedules for children. The main point was to let the children experience the process of making plans and feel the joy from it, so as to cultivate their initial planning awareness and habits. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to respect others and reflect on teaching plans
If you want to reflect on the "respect for others" lesson plan, you can start from the following aspects: ** I. Achievement of teaching objectives ** 1. ** Knowledge target ** - Check if the child understands the basic concept of respecting others. For example, whether the child knows how to respect others, including respecting other people's opinions, feelings, objects, etc. If there are relevant explanations or stories or cases shared in the teaching, reflect on whether the child's mastery of this knowledge is reflected in answering questions or observing daily behavior. - For knowledge content that involves respecting the performance of others in different settings (such as family, kindergarten, etc.), consider whether the child can accurately express it and distinguish between right and wrong behavior. 2. ** Ability Target ** - If the teaching has the ability to cultivate children's ability to express respect for others, such as using polite language, listening to others, etc., it is necessary to reflect on the child's performance in actual operation. For example, in role-playing or group activities, whether children can naturally use polite language, whether they can patiently listen to other children without interrupting. - Observe whether the child has the ability to express himself in an appropriate way while respecting the thoughts of others when facing a situation with different opinions, such as whether he can solve the problem through negotiation rather than crying or forcing. 3. ** Emotional goal ** - Consider whether the child really feels the importance of respecting others from the bottom of his heart and produces an emotional tendency to respect others. It could be judged from the details of children's daily interactions, such as whether they actively shared toys and helped others, and whether they were more friendly and tolerant to other children or teachers. ** 2. Teaching content ** 1. ** Adaptability of content ** - Reflect on whether the teaching content is in line with the cognitive level and life experience of children in large classes. If the content is too simple, the child may feel bored and lack challenge; if the content is too complicated, the child may find it difficult to understand, resulting in a setback in learning enthusiasm. For example, when explaining the abstract concept of respecting others, did they include examples of the familiar family and kindergarten life scenes of the children in the first class? - Check whether the teaching content covers all aspects of respect for others, such as respect for others 'bodies, respect for others' privacy, respect for different cultures (if it involves simple multiculturalism), etc. 2. ** Interesting content ** - Think about whether the teaching content can attract the attention of children. For example, when telling stories about respecting others, whether the plot of the story was vivid and interesting, whether the characters were vivid, and whether they could arouse the emotional resonance of the children. If pictures, videos, and other auxiliary teaching content were used, they had to consider whether they were attractive, whether the colors were bright, and whether the images were clear. ** 3. Teaching Method ** 1. ** Method effectiveness ** - If the teaching method was used, it was necessary to reflect on whether the teacher's explanation was clear, concise, and vivid. For example, whether the language was easy to understand, whether there was a metaphor, personification, and other rhetorical devices that children could understand. - If the game method is used, such as role-playing games, reflect on whether the design of the game is reasonable, whether every child has the opportunity to participate, and whether the rules of the game are clear and easy for children to understand. For example, in role-playing, whether the child was clear about his role and whether he could experience the importance of respecting others during the game. - For the group cooperative learning method, it was necessary to consider whether the division of the group was reasonable and whether the children's personality differences and ability levels were taken into account. In group activities, whether there is effective interaction between children, whether they can learn from each other and supervise the behavior of respecting others. 2. ** Multiple methods ** - Reflect on whether the teaching method is too singular. If the whole class was just a simple lecture or a single game, it might make the child feel bored. Consider combining multiple teaching methods, such as teaching concepts through stories, consolidating knowledge through games, and finally deepening understanding through group discussions. ** 4. Teaching process ** 1. ** Introduction Stage ** - Check if the introduction phase can successfully arouse the interest of the children and whether it is closely related to the teaching theme. For example, when using question introduction, whether the questions were enlightening, whether they could stimulate the curiosity and thirst for knowledge of the children. If it was a situation introduction, would the created situation be vivid and real, and would it allow the child to quickly enter the thinking situation of respecting others? 2. ** The transition segment ** - Think about whether the transition between the various links in the teaching process is natural and smooth. For example, from explaining the concept of respecting others to giving examples of respecting others, to the practice of children, whether the connection between these links was smooth and whether the children could smoothly keep up with the teaching rhythm. 3. ** Time allocation ** - To evaluate the time allocation for each teaching session. For example, if they spent too much time explaining the concepts, resulting in the children's practical operation session being too short, and they did not fully experience and consolidate their knowledge. Or was it because the game session was too long and the child was too excited, making it difficult for him to concentrate on the subsequent teaching content? ** 5. Infant's feedback ** 1. ** Class performance ** - Pay attention to the active participation of children in the classroom. How many children take the initiative to raise their hands to answer questions, participate in discussions or play activities? For those children who were not very active, they had to think about whether the teaching content and methods were not attractive to them, or if there were other reasons, such as introversion. - Observe the emotional state of the child in the classroom, whether it is excited, positive, engaged, bored, confused, or resistant. According to the child's emotional response, adjust the teaching content or method. 2. ** After-class feedback ** - After class, they could have a simple conversation with the children and ask them how they felt about the class, such as whether they liked the class, which part they liked the most, and if there was anything they didn't understand. The effect of teaching could also be judged by observing the changes in children's behavior during their daily activities after class, such as whether they paid more attention to respecting the behavior of others after class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Children eat independently, teaching and research reflect on small class teaching plans
The following is an example of a small class teaching plan for reflecting on the teaching and research of children's self-feeding: **<Children's Self-Meal Teaching and Research Reflection on Small Class Teaching Plans>** ** 1. Teaching objectives ** 1. To observe the performance of children in autonomous eating, analyze the existing problems and reflect on them, so as to improve the ability of children to eat independently and develop good eating habits. 2. To strengthen the teacher's guidance strategy in the process of children's independent eating. 3. Through teaching and research activities, we will promote communication and cooperation between teachers and jointly improve the level of early childhood education. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Accurately observe and record the performance of the child's independent eating (before, during, and after the meal). - It summarized the common problems in the process of children's independent eating, such as the use of tableware, eating speed, food intake, etc. - To develop effective guidance strategies to improve children's independent eating situation. 2. ** Difficulty ** - According to the personality characteristics and eating problems of different children, the guidance strategy was proposed. - The results of teaching and research were effectively transformed into guiding measures in actual teaching, and the children's independent eating habits were continuously promoted. ** 3. Teaching process ** #(I) Early Observation and Record 1. Arrange for teachers to observe the independent eating of children in small classes in groups for [X] days, including breakfast, lunch, and dinner (if possible). 2. The observation included: - Before the meal: whether the child actively washed his hands, whether he showed interest in the food, whether he could quietly wait for the meal, etc. - During meals: the child's proficiency in using tableware, eating speed, whether he or she is picky with food, whether he or she needs too much teacher's assistance, etc. - After the meal: Does the child take the initiative to clean up the tableware, clean the table, and have good hygiene habits such as gargling? #(II) Teaching Research Discussion 1. group to share - Each observation group sent representatives to share their observations, including the highlights and problems of the children's autonomous meals. - For example, some groups might find that some children could actively wash their hands and wait in an orderly manner before eating, but they were not familiar with using spoons during meals, resulting in slow eating speed; some groups observed that children were more resistant to certain foods and were picky about food. 2. Problem summary and analysis - He summarized the questions raised by each group and analyzed the causes of the problems together. - It may involve factors such as the age characteristics of the children (the development of fine hand movements of small children affects the use of tableware), family eating habits (excessive reliance on adults to feed at home), the attractiveness of the food itself (color, taste, etc.), etc. 3. Strategy Discussion - The teachers discussed strategies to solve various problems together. - For children who are not familiar with the use of cutlery, they can add some games to exercise their fine hand movements in their daily activities, such as pinching beans, wearing beads, etc. For picky children, they can introduce the nutritional value of food through stories, children's songs, etc., or adjust the cooking method of food to increase its appeal. During the meal process, teachers can adopt positive encouragement methods, such as praising children who perform well and encouraging other children to imitate. #(3) Create a personalised guidance plan 1. According to the individual differences of the children, a customized independent meal guidance plan was developed for each child. 2. The plan clearly listed the problems, goals, and specific guidance measures for each child. For example, for Child A who ate too slowly, the goal was to shorten the meal time by [X] minutes within [X] days. The specific measures included giving appropriate reminders during meals and dividing the food into small portions to increase the sense of accomplishment. #(4) Teaching Practice and Tracking 1. The well-formulated guidance plan would be implemented in the small class teaching. The teacher would pay close attention to the performance of the children during the meal segment and guide them according to the plan. 2. Continue to track the children's independent eating situation, and make a summary once a week to observe whether the children have improved in all aspects, and adjust the guidance plan according to the actual situation. #(5) Teaching and research summary and reflection 1. After a period of teaching practice, they organized another teaching and research activity. 2. Teachers shared their experiences and new problems in guiding children to eat on their own. - For example, some teachers may find that although many measures have been taken, it is still difficult to solve the problem of picky eating of individual children. Some teachers may find that children's ability to eat independently will decrease when they are accompanied by their parents. 3. They would discuss the new problems again, adjust the teaching strategies, and reflect on the entire teaching and research process, summarize the successful experiences and shortcomings, and provide a better reference for the children's self-feeding education in the future. The above teaching plans are for reference only. They can be adjusted and improved according to the actual teaching and research needs and the situation of the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The characters in Water Margins
The characters in Water Margins were Shi Jin, Lu Zhishen, Song Jiang, Wu Song, Li Kui, Hua Rong, Yan Qing, Wu Yong, Lin Chong, etc.
Water Margins characters
Water margin was a classic novel, and the story involved many characters. We can learn some information about the characters in Water Margins. Among them, one of the main characters in Water Margins was Song Jiang. He was the first of the 108 generals of Liangshan. His nicknames were Hu Baoyi, timely rain, and filial black saburo. Another important person was Shi Jin. He was the 23rd of the 108 generals of Liangshan and was nicknamed the Nine-striped Dragon. Other than that, there were also some other people like Lu Junyi, Wu Yong, Guan Sheng, and so on. However, the search results provided did not provide a detailed description of each character's nickname, personality traits, and main deeds. Therefore, we are unable to provide more information about the other characters in Water Margins.
The 108 characters in Water Margins
The Water Margins was one of the classic Chinese novels. It told the story of 108 righteous thieves. Although there were many heroic characters in the Water Margins, each character had its own unique personality traits. The following are the characteristics of the 108 characters in Water Margins: 1. Chong Lin: Impulsive and irritable, but has a strong sense of justice deep in his heart. 2. Wu Song: Smart, brave, has strong fighting instincts, but sometimes shows violent tendencies. 3. Li Kui: Unconstrained, open-minded, likes to kill but sometimes shows a cruel side. 4. Lu Zhishen: Kind, tolerant, has a deep emotional cultivation, but sometimes shows a crazy side. 5 Lu Junyi: Handsome, charismatic, an outstanding leader but also has a selfish and narrow side. 6 Song Jiang: Smart, witty, has excellent social skills and leadership skills, but sometimes shows a greedy side. 7 Wu Yong: Smart and astute. He is an excellent strategist, but he also has a selfish and short-sighted side. 8 Gongsun Sheng: Heroic, fearless, has a strong willpower and determination, but also has a risky and impulsive side. 9. Suo Chao: Loyalty and bravery are outstanding generals, but they also have a stubborn and narrow-minded side. Hua Rong: Beautiful, elegant, an outstanding archer, but also has a selfish and impetuous side. 11 Wu Song: Smart, brave, an outstanding warrior, but also violent and cruel. Chong Lin: Impulsive and irritable but has a strong sense of justice deep in his heart. 13 Lu Zhishen: Kind, tolerant, has a deep emotional cultivation, but sometimes shows a crazy side. 14 Li Kui: Unconstrained, open-minded, likes to kill but sometimes shows a cruel side. 15 Lu Zhishen: Kind, tolerant, has a deep emotional cultivation, but sometimes shows a crazy side. 16 Wu Yong: Smart, witty, has excellent social skills and leadership skills, but also has a selfish and shortsighted side. Chong Lin: Smart, witty, has excellent social skills and leadership skills, but also has a selfish and shortsighted side. Gongsun Sheng: Heroic, fearless, has a strong willpower and determination, but also has a risky and impulsive side. 19 Hua Rong: Beautiful, elegant, an outstanding archer, but also has a selfish and impetuous side. [20 Suo Chao: Loyalty, bravery, an outstanding general, but also stubborn and narrow-minded.]
The characters in Water Margins
The characters in Water Margins included Shi Jin, Song Jiang, Wu Yong, Lu Zhishen, Li Kui, etc.