Introduction of Physics History Strategy in After-class Reflection
The reference material did not include the strategy of introducing the history of physics during the after-class reflection session. Sorry, I don't know how to answer based on the information I found. Read more exciting novels for free
2021 Junior High School Physics After-class Reflection Collection
In 2021, the after-school reflection of junior high school physics mainly included the following aspects: ** 1. Teaching ** 1. ** Concept application in teaching practice ** - In the teaching work, he tried to integrate the new curriculum concept into the classroom teaching practice, and strived to make physics teaching more distinctive to improve the quality of teaching. Based on the principle of "using new teaching materials and practicing new ideas", he insisted on doing a good job of "four seriousness" in classroom teaching. Before class, he carefully prepared and designed lesson plans. He taught flexibly according to the actual situation of each class and tried his best to complete the teaching content in class. After class, he carefully marked the homework to increase the students 'interest in physics and improve the students' level of scientific inquiry. After class, he also carefully wrote the post-teaching feelings or teaching reflections according to the teaching gains and losses. The purpose was to accumulate teaching experience. 2. ** Achievement and improvement of teaching objectives ** - In the teaching process, the goal was to cultivate students 'ability and improve their quality. They actively searched for equipment to complete demonstration and group experiments, hoping that teaching would play a greater role in the growth and development of students. However, there were still some shortcomings, such as the lack of in-depth study of the new physics curriculum standards, the lack of thinking in the practice of the new curriculum, and the inability to record teaching ideas and problems in time for reflection. 3. ** The characteristics and creativity in teaching ** - He realized that there were not enough unique and creative things in his physics teaching. He needed to work hard to find the unique points of physics teaching to further improve his teaching standards. ** 2. Teacher's self-development ** 1. ** Professional quality improvement ** - He realized that there was no end to learning and no end to teaching. Only by constantly learning could he maintain the vitality of teaching. In the past semester, he had been constantly enriching himself by attending classes at other schools, communicating with his peers on the Internet (such as studying Teacher Pan's teaching essays), and reading the new physics curriculum standards and related articles. At the same time, they would also actively participate in the school's classes and lectures to enrich their knowledge and experience, and prepare for better teaching practice. 2. ** Teaching the application of scientific research theories ** - Although he had studied the theoretical books on teaching and scientific research seriously, his application in teaching practice was not in place. It was not detailed and practical enough, and he did not achieve his goals. ** 3. Overall Reflection in Teaching ** 1. ** Teaching adjustments and improvements ** - In terms of education and teaching, they were dedicated to their jobs and strictly governed their teaching, but they needed to constantly sum up experience and learn lessons. For example, in the past, there was an unhealthy tendency to emphasize too much on ideology or literature in teaching objectives. However, the new curriculum standards clearly stated that they should cultivate students 'physical ability, advocate teaching as the main body, and develop students' personal strengths. In the implementation of the new curriculum standards, the purpose of physics education in the compulsory education stage was to cultivate the scientific literacy of all students. This was a mass education for all students. It was necessary to pay attention to the development of all students, change the discipline-based concept, strengthen the integration of disciplines, enhance practicality, and increase social practice activities to cultivate students 'lifelong learning ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-introduction and reflection in class
" Self-introduction lesson plan and reflection summary in small class." ** 1. Teaching plan ** 1. ** Teaching goal ** - This allowed the children in the lower class to introduce their names, genders, and other basic information. - To train children's language skills and self-confidence. 2. ** Teaching Difficulties ** - [Important point: Guide the child to say his name and gender.] - [Difficulties: encourage children to express themselves clearly and loudly in front of others.] 3. ** Teaching Method ** - Game teaching method, visual demonstration method. 4. ** Teaching process ** - ** import ** - The teacher first introduced himself." Hello, children. I am your Teacher X. Today, we are going to play a very interesting game." - ** Main Part ** - Use pictures or a small mirror to let the child observe his own appearance. The teacher said,"Children, look at yourself in the mirror. Isn't it very cute?" Now, I would like to ask the children to tell us their names." - Invite some children to come to the front and introduce themselves under the guidance of the teacher. For example," My name is Xiao Ming. I am a boy." - They organized group activities and let the children introduce themselves to each other. - ** End ** - The teacher concluded," The children are doing very well today. They can all tell me their names and whether they are boys or girls." 5. ** Teaching Resources ** - The number of small mirrors, the name card of the child. ** 2. Reflection and conclusion ** 1. ** Strengths ** - Games and intuitive teaching methods were more suitable for the age characteristics of small classes, and the participation of children was higher. By letting the children observe themselves, they could better help them understand themselves and prepare for self-introduction. - During the group activities, the children communicated with each other. Not only did they practice their self-introduction ability, but they also enhanced their relationship with each other. 2. ** Not enough ** - Some children were shy and did not dare to introduce themselves loudly. More ways were needed to encourage these children. - There was a lack of diverse responses to children's answers in the teaching process. More specific and interesting feedback should be given according to children's answers. - He could also control the time more precisely to avoid individual links being too long or too short. 3. ** Modification measures ** - For shy children, you can use rewards such as small sticker to motivate them, or let them introduce them to their close friends in a low voice to slowly increase their courage. - Prepare more interesting responses in advance and give more personal responses according to the different answers of the children to improve their enthusiasm. - In the future, he would plan the time allocation for each segment more carefully to ensure the smoothness of the teaching process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Physics Teaching
Thinking and reflection in the process of physics teaching included many aspects: 1. ** Experimental teaching **: Physics is based on experiments, but experimental teaching is often neglected. Many teachers were unwilling to carry out experiments because they found it troublesome. This was against the laws of physics teaching and the characteristics of the subject. In the process of teaching, students should be given more opportunities to carry out experiments to enhance their practical ability. 2. **" Taught " and " Church ": You can't simply assume that the knowledge points that students have learned in the textbooks don't need to be reviewed in class. You can't equate " taught " with " church ". Teachers usually tend to find new exercises for students to practice and comment on, hoping to improve their exam standards. However, when students still can't answer the basic test points and exercises that have been taught, they shouldn't simply blame the students. Different classes and learning situations would have weaknesses. Although it was difficult for teachers to fully grasp the situation of each student, they should usually be attentive and record the common problems of the students. During revision, they should focus on the key problems and repeatedly practice the frequently wrong problems to enhance the focus of the review and improve the effect. 3. ** Teaching philosophy and methods **: - ** Teaching philosophy **: The reflection of a teacher's teaching philosophy involves educational concepts, self-development awareness, sense of identity, professional development planning, educational system and reform, social environment, school atmosphere, etc. At present, some teachers focus on the reflection of teaching methods and ignore the reflection of teaching ideas. In fact, scientific and advanced teaching ideas play a leading role in the effective play of teaching methods. - ** Teaching Method **: Including classroom organization, classroom activities, teaching content, teaching objectives, teaching methods and media use, students 'learning behavior and attitude, learning methods, learning strategies, academic performance, teacher-student cooperation in the classroom, teacher-student conflict and handling, teacher-student relationship, etc. In the reflection of teaching methods, it was necessary to consider whether the teaching objectives were achieved, whether the students had gained anything, whether the teaching materials and methods could promote the development of teaching, and so on. At present, there were some teachers who had improper attitudes and made the reflection of teaching a mere formality. 4. ** Arousing students 'interest **: Junior high school students are in the transition stage from perceptual knowledge to rational knowledge. In teaching, pictures such as magical natural phenomena and beautiful landscapes can be used to give students a visual feast, causing students to marvel at physical phenomena, thus stimulating students' curiosity for physics. This way of introducing topics through perceptual knowledge conforms to the law of students 'cognitive development. 5. ** Respect for the student's main body status **: Teachers should guide students to understand physics knowledge, such as guiding students to raise the content of physics knowledge that they want to understand, such as the source of light, the way of transmission, and the speed of transmission. Then, they should guide students to guess these questions and let students become the main body of learning. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Physics experiment reflection
The following is an example of a junior high school student's physics experiment teaching reflection: In the process of junior high school physics experiment teaching, I deeply realized that there are many things worth reflecting and improving. First of all, judging from the students 'experimental performance, they were obviously lacking in experimental operation skills. During the experiment, many students showed that they were unfamiliar with the operation of the experimental equipment. For example, when using a balance to measure the mass of an object, many students could not skillfully adjust the balance nut of the balance. This reflected that they did not fully grasp the basic usage of the instrument before the experiment. When reading the data, there were also problems such as forgetting to read the code or recording the data incorrectly, which indicated that the students were not focused enough during the experiment. The students were also weaker in terms of experimental design. When faced with the task of designing their own experimental plans to explore the principles of physics, many students were at a loss. For example, when exploring the factors that affected the sliding friction, many students could not accurately put forward reasonable assumptions, and it was difficult to determine which variables to control and which variables to change for comparison experiments. This showed that students lacked a systematic understanding and application of physics knowledge. From the perspective of teaching methods, although traditional demonstration experiments could allow students to see the experimental phenomena intuitively, the participation of students was often insufficient. During the demonstration, most of the students just watched passively and did not really think about the principles behind the experiment and the meaning of each step. Moreover, in group experiments, although students were given the opportunity to operate, the guidance before the experiment was sometimes not detailed and comprehensive enough. It did not fully consider the various problems that students might encounter, resulting in more confusion and mistakes in the experiment process. In order to improve these problems, I intend to take the following measures in my future teaching. One was to add intensive training specifically for the use of experimental instruments before the experiment, so that students had more opportunities to operate the instruments themselves and familiarize themselves with the rules of their use. Secondly, in the teaching of experimental design, students were guided to gradually establish ideas for designing experiments through in-depth analysis of physical concepts and principles. Through case analysis and group discussions, students were allowed to learn from each other and improve their experimental design skills together. The third was to improve the teaching method of demonstration experiments and increase the interaction. For example, during the demonstration process, questions were asked at the right time to guide students to take the initiative to think. Students were also encouraged to try to imitate demonstration experiments after class to explore independently. In addition, the students also had shortcomings in the experimental data processing and result analysis. When dealing with data, some students could not correctly use mathematical knowledge to calculate and analyze, and they also lacked the correct understanding of error analysis of experimental results. For example, in an experiment to explore the relationship between resistance and conductor length, when there was a certain deviation in the measured data, the students often could not accurately determine whether it was an error in the experimental operation or an error in the experiment itself. They also did not know how to take measures to reduce the error. This reflected that the training of students 'mathematical integration ability and error analysis were not enough. In short, junior high school physics experiment teaching needs to constantly reflect on and improve students 'learning performance and teaching methods in order to improve students' physics experiment ability and scientific literacy. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Confusion and Reflection of the Introduction of Physics Teaching in Junior High School
The following is a lesson plan and reflection example about the confusion and thinking introduced in junior high school physics teaching: ** 1. Teaching plan ** #"Design for the Introduction of Junior High School Physics Teaching" ##(1) Teaching objectives 1. ** Knowledge and Skill Target ** - To let students understand the importance of the introduction process in physics teaching, and to be able to identify different types of effective introduction methods. - Through the analysis of specific cases, students could grasp the ability to design suitable introductions for different physics knowledge points. 2. ** Course, Method, and Target ** - Through group discussions and case studies, the students 'cooperative learning ability and critical thinking ability were cultivated. - To guide students to constantly sum up experience in the learning process and improve their ability to design teaching strategies. 3. ** Emotions, attitudes, values, goals ** - To stimulate students 'interest in junior high school physics teaching and enhance their enthusiasm for physics education. - Cultivate students 'serious and responsible attitude towards teaching and actively explore. ##(2) Difficulties in Teaching 1. ** Teaching Focus ** - Master the various ways of introducing physics teaching and their applicable scenarios. - Understand how to design a fascinating teaching introduction based on the content and student characteristics. 2. ** Teaching Difficulties ** - How to ensure that the introduction of teaching could attract students 'attention and closely follow the teaching objectives, avoiding excessive entertainment or deviation from the theme. ##(3) Teaching Method 1. Teaching Method: Explain the basic concepts, importance, and common types of teaching. 2. Case analysis method: Through actual junior high school physics teaching cases, analyze the advantages and disadvantages of different introduction methods. 3. Group discussion method: organize students to discuss the best way to introduce specific teaching content and promote the exchange of ideas between students. ##(4) Teaching process ### 1. Course Introduction (5 minutes) - Through an interesting physics experiment (such as static electricity absorption of small paper scraps), the students were asked why this phenomenon occurred, which led to the topic of physics teaching in this lesson. ### 2. New lecture (25 minutes) - The concept of introductory teaching: In physics teaching, introductory teaching was the beginning of the teaching process. It was designed to attract students 'attention, stimulate students' interest in learning, and pave the way for the learning of new knowledge. - Introduction of common teaching methods - Experiment Introduction: Take "Exploring the factors that affect the magnitude of buoyancy" as an example. The teacher can first demonstrate the floating and sinking of different objects in the water to arouse the students 'curiosity and then guide the students to think about the factors that affect buoyancy. - Question introduction: When explaining the concept of "pressure", ask the question,"Why is it that people wearing skis don't sink easily in the snow, but people wearing ordinary shoes sink easily?" Stimulate the students 'thinking and draw out the knowledge points related to pressure and force bearing area. - [Story Introduction: Tell the story of how Archmedes discovered the law of buoyancy, and then lead to the study of buoyancy related knowledge.] - Introduction of life examples: For the phenomenon of "light refraction", you can introduce it from the phenomenon of chopsticks that look "bent" when inserted into the water in daily life. This will make the students feel that physics is right beside them. - The students were organized into groups to discuss the characteristics and application scenarios of different introduction methods. Each group chose a physics knowledge point (such as Ohm's law in electricity, heat transfer in thermotics, etc.), designed a teaching introduction method, and explained the reasons. ### 3. Class summary (10 minutes) - Representatives of each group were invited to share the results of the discussion. Teachers were invited to comment and summarize, emphasizing that teaching objectives, students 'age, knowledge level, and the characteristics of the teaching content should be fully considered when designing the teaching introduction. ### 4. Class assignment (5 minutes) - Arrange homework: Ask the students to design a teaching introduction plan based on the knowledge point of "friction" and briefly explain the design ideas in writing. ** 2. Reflection on Teaching ** ##(I) Success 1. ** Diverse teaching methods ** - Through the lecture method, students had a clear understanding of the basic concepts and common types of teaching introduction. The case analysis method made students more intuitively feel the application of different introduction methods in actual teaching. The group discussion method stimulated the enthusiasm and initiative of the students, and cultivated the students 'cooperative learning ability and innovative thinking. 2. ** Student participation ** - During the group discussion, most of the students were able to actively participate in the discussion and put forward some creative teaching introduction plans. This showed that the students had a strong interest in the topic of physics teaching introduction, and to a certain extent, they had mastered the relevant design methods. ##(2) Deficiency 1. ** Time Control ** - During the group discussion session, due to the students 'heated discussion, the time was slightly exceeded, making the class summary part a little rushed. There was not enough time to comment on all the students' creativity in depth. 2. ** The depth of understanding of some students ** - Although most students could understand and design the teaching introduction plan, there were still a few students who had difficulties in understanding how to integrate it with the teaching objectives, reflecting that these students did not have an accurate grasp of the teaching objectives. ##(3) Modification 1. ** Time management optimization ** - In the future, the time of each teaching session should be more strictly controlled. The time limit for the discussion should be clearly informed to the students before the group discussion, and timely reminders should be made during the discussion process to ensure that each session could be completed smoothly. 2. ** Tailored Counseling ** - For students who had difficulties in understanding, they would be given individual tutoring after class to help them understand the relationship between teaching objectives and teaching introduction through more case studies, so as to improve their teaching design ability. The introduction of physics in junior high school required the teacher to carefully design and take into account various factors to improve the teaching effect and stimulate the students 'love for physics. Through continuous practice, reflection, and improvement, teachers could constantly improve their teaching standards. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
History Open Class Teaching Reflection Blog
The following is an example of a reflection blog on history teaching: ** Title: Reflection on History Open Class Teaching: Exploring the Gains and Losses of History Teaching ** After the history public class, I reflected on the entire teaching process in depth, hoping to continuously improve my teaching level. ** 1. Success ** 1. ** Achievement of teaching goals ** - In the public class, whether it was the explanation of key historical events or the cultivation of students 'historical thinking ability, they had basically achieved the pre-set teaching goals. For example, when reviewing specific historical units, students could understand and elaborate on the significance and impact of important historical events, which indicated that it was effective in imparting knowledge. 2. ** Student participation ** - The classroom activities designed stimulated the enthusiasm of the students. For example, students could be quickly attracted and actively participate in the discussion of historical changes. There were also activities for students to participate in, such as " I Talk About History " and " Illustrate History." The students showed high enthusiasm, actively answered questions, and displayed their understanding of historical knowledge and ability to connect. 3. ** Diverse teaching methods ** - Many teaching methods were used, such as picture presentation, question guidance, activity organization, etc. Different teaching methods worked together to make the classroom atmosphere lively and layered. For example, when explaining historical events, by showing historical pictures, students could feel the historical scene more intuitively. Then, through questions, students could be guided to think deeply about the reasons and effects behind the events. ** 2. Inadequacies ** 1. ** Time Management ** - This was an obvious problem in the public lecture. In the early stages of the course, due to the excessive expansion of certain content, the pace of the first part was dragged out, making the later part of the training session tense. For example, when the students were talking about history, he took up a lot of time to supplement and extend too much, resulting in an imbalance in the time allocation of the entire course, showing a state of relaxation at the beginning and tightening at the end. 2. ** Attention to students of different levels ** - There was still a lack of attention to the individual differences of students. Although the overall participation of the students in the classroom was high, they did not give enough individual attention to the students with poor grades or weak learning ability. In the revision class, some students might have already mastered the knowledge, but there were still some students who had knowledge loopholes, and there was no timely special tutoring and guidance for these students. ** 3. Modification measures ** 1. ** Upgrade teaching design ** - In the future preparation process, he had to plan the time allocation for each teaching session more accurately. The key content of each segment was clearly defined to avoid unnecessary expansion and ensure that the pace of the entire course was compact and reasonable. For example, there must be a clear time limit for the explanation of important content and the development of student activities. 2. ** Pay attention to individual differences ** - To strengthen the understanding of students at different levels, in terms of classroom questions, activity organization, etc., to design layered tasks. For students with weaker foundations, they could set more basic and targeted questions and tasks to help them consolidate their basic knowledge. For students who had the ability to learn, they could provide some expansive thinking questions or research directions to satisfy their thirst for knowledge. At the same time, after class, they could also provide students of different levels with customized tutoring materials or learning suggestions. Through this public class, I realized my strengths and weaknesses in the teaching process. In the future, I will continue to improve my teaching methods and improve the quality of teaching so that students can learn more from history. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Physics Teaching in Life
Physics teaching should pay attention to experiments, understand that teaching is not equal to teaching, pay attention to the characteristics of students, arrange revision reasonably, and create new teaching methods to improve the effect. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
History of Physics
During the ancient Greek era, a mathematician and physicist named Eulerian proposed the famous Eulerian formula, which was e^ix=cos(x)+isin(x). This formula was widely used in physics and mathematics. The proposal of the eulerian formula also marked a revolution in the history of physics. It allowed people to use mathematical methods to describe and predict natural phenomena. There was also a famous physics story that happened to Newton, a British physicist in the 18th century. When Newton was studying optical problems, he discovered the relationship between the speed of light and the optical path. The ratio of the optical path to the speed of light was a constant. This constant was called the constant in the Michelson-Morley experiment, namely the speed of light. Newton's discovery had an important impact on the development of modern physics. It provided a way for people to describe the transmission of light. These stories are only a part of the history of physics. There are many other important events and discoveries, such as Leibniz's calculus and the law of universal gravitation, Einstein's theory of relativity and quantum mechanics, which have a profound impact on the development of modern physics.
Analysis and Reflection on the Introduction of Biology Teaching in Class
There were several problems in the introduction of biology teaching: ** 1. Introduction Form ** 1. ** Single Form ** - At present, most biology classes used the traditional direct introduction method. No matter what the content of the new lesson was, this single method was used. This would cause students to develop aesthetic fatigue, and over time, they would also have conflicting emotions. For example, he always started the lesson with a simple statement of the content of the new lesson. There was a lack of change. - This single introduction method did not match the content of the new lesson well, resulting in the teacher's classroom teaching efficiency and teaching quality being greatly reduced. The students 'interest in biology gradually decreased, and it was difficult to consolidate their biology foundation. 2. ** Lacking in variety ** - There were not many ways of introduction, such as introduction according to stories, introduction according to review, introduction according to speech, introduction according to oral composition, introduction according to setting situations, introduction according to playing music, introduction according to playing movie clips, etc. ** 2. Purpose of import ** 1. ** Formless ** - Some teachers didn't recognize the specific goal of the introduction stage and only introduced it for the sake of introduction. This would waste precious classroom time and mislead students to learn new lessons, ultimately leading to a teaching effect that was twice the effort and half the effort. In order to improve the biology classroom introduction, we need to follow the four principles of conciseness, liveliness, purposefulness, and multi-interest. Teachers could " question " the teaching content and construct " question strings " to stimulate students 'interest in independent learning. They could also introduce biology classes into life like some schools, connecting common biological phenomena in life to improve students' enthusiasm for learning. At the same time, innovative methods such as argumentation-based teaching could be introduced into the classroom to improve the effectiveness of teaching and cultivate students 'scientific thinking ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-introduction in class, small class kindergarten lesson plan and reflection
The following is a self-introduction lesson plan for a small kindergarten: ##1. Teaching objectives 1. Guide the child to know his or her own name and answer when he or she hears it. 2. Children are encouraged to introduce themselves boldly in front of the group to cultivate their self-confidence. 3. To train the child's oral expression ability, to be able to simply say their own name or nickname. ##2. Teaching preparation He could prepare some small sticker or toys as a reward. ##3. Teaching process ###(1) Introduction 1. The teacher greeted the children warmly, attracting their attention. For example, the teacher said,"Hello, children. Today, I'm going to do a very interesting activity with everyone." ###(2) Children communicate their names 1. The teacher asked,"Children, who can tell me your name?" Children were encouraged to stand up and say their names. 2. Teachers can ask questions in a variety of ways, such as,"What's your name, cute kid?" Or "Little friend in red, what's your name?" It would lead more children to participate in the answers. ###(3) Teacher, introduce your name. 1. The teacher said,"The children are all very good. Now, I want you to guess my name." Then, he gave some small hints, such as a word in the name that was related to a small animal or a color. 2. After that, he told the children his name and said,"The children can call me [Teacher's Name] Teacher. We will play together often in the future." ###(4) Children are encouraged to introduce each other's names. 1. The teacher guided the child to introduce his name to the child next to him. He could say,"Now, children, you can tell the child next to you your name." 2. The teacher walked around the classroom, listening to the children's communication and giving appropriate encouragement and guidance. For example, he said to the children who were positive,"You speak so clearly." ###(5) Consolidating the game 1. The teacher said,"Now let's play a roll call game." Whoever the teacher calls, say 'here' loudly." During the roll call, if any child does not answer, you can encourage them a few more times, such as "[Child's name], the teacher is calling you. You can say 'here' loudly." 2. For children who responded positively and had loud voices, they would be rewarded with a small sticker or a small toy. ###(6) Activity summary 1. The teacher summarized the children's performance and said,"The children are very brave today. They can all say their names and get to know each other. Everyone is very good." 2. Children were encouraged to boldly say their names and actively interact with other children in the future. ##IV. Reflection on Teaching 1. the key of success - In the activity, most children could actively participate, and some children could stand up and say their names loudly, achieving the goal of letting the children know their names and express them boldly. - Children were more interested in teaching through games. For example, in the roll call game, children were looking forward to their names being called and would be able to respond positively. 2. deficiencies in - A small number of children were more shy. During the introduction of names, they needed the teacher to guide them many times before they were willing to communicate with the children next to them. For these children, they needed to be given more attention and encouragement in future activities. - During the activity, he found that although children could say their names, their expressions were relatively simple. In the future, children could be guided to introduce themselves in a more diverse way, such as adding their age or things they liked. 3. improvement measure - In future teaching activities, more group activities could be designed to give shy children more opportunities to exercise their ability to express themselves in a small area and gradually increase their self-confidence. - In the follow-up self-introduction activities, the children were guided to think about what else they could introduce themselves in addition to their names. They were also encouraged to learn more about themselves through demonstration and encouragement. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>