The king is sick, reflect on it after class
The following is an after-class reflection on The King Is Sick: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Understanding ** - From the children's understanding of the story, most children could understand the importance of physical exercise conveyed in the story. For example, in the discussion session, the children could say that the king did not get better because he did not really exercise, but later he got better because he exercised. This showed that they understood the core idea of the story, which was the connection between health and their own exercise. - For some details in the story, such as the difference in expression between the king and the ministers, some children could observe and understand the state of the characters reflected behind them under the guidance, which helped the children to understand the content of the story more deeply. 2. ** Skills and expressions ** - In terms of expression, most children could tell the main plot of the story in a complete language. When the group selected representatives to tell the story, some children showed good language organization and could clearly describe the sequence of events in the story. However, there were also some children who did not express themselves fluently or missed important plots, which might need to be further strengthened in subsequent teaching. - The adaptation of children's songs was challenging for children. Some children could adapt simple children's songs according to the content of the story, but when sharing with their peers, some children would show shyness or lack of confidence. This reflected that in the teaching process, the cultivation of children's self-confidence and the guidance of sharing awareness needed to be further optimized. 3. ** Emotions and attitudes ** - The children showed a strong interest in the story throughout the teaching process. They were able to actively participate in various teaching links, such as discussing the king's illness and guessing the development of the story. This showed that the fun of the story successfully attracted the attention of the children and stimulated their interest in learning. At the same time, through the truth conveyed by the story, children could also understand to a certain extent that they had to do their own things and could not rely on the concept of others. ** 2. Teaching content ** 1. ** Dig Deep ** - In addition to the obvious health and self-care education content in the story, there were also some knowledge points that could be further explored. For example, in the teaching process, children could be more cleverly guided to understand the week by observing the small calendar icon in the story. This was helpful for children's concept of time. - As for the relationship between the characters in the story, in addition to simply pointing out the characters such as the king, prince, and minister, they could also explore the interaction mode between them and the influence of this mode on the development of the story, so as to deepen the child's understanding of the story. 2. ** Extension of content ** - Some story-related expansion content could be added to the teaching, such as letting the children share examples of relying on others or active sports around them. This could better connect the story content with the children's real life and improve the children's learning enthusiasm and understanding ability. ** 3. Teaching methods ** 1. ** Guidance Strategy ** - When guiding children to observe the images, more diverse guidance methods could be used. For example, in addition to directly asking who was in the picture and what happened, they could also use methods such as comparison observation and detail focus to guide the child to observe the picture more carefully and comprehensively. - Sometimes, when children answered questions, the guidance was not deep enough. For example, when the child answered that the king's illness was not cured because he did not exercise, he could further ask the child what he would do if he was the king. This could better inspire the child's thinking. 2. ** Interactivity Mode ** - In the group activities, such as making an exercise schedule, the interaction between the children in the group was better, but in terms of the overall class interaction, it could be further strengthened. For example, they could increase the sharing and communication between groups so that children could gain different ideas and experiences from more peers. ** 4. Teaching Resources ** 1. ** Teaching aid usage ** - As the main teaching aid, storybooks played an important role in teaching. However, it could be considered to add some auxiliary teaching aids, such as props related to the sports in the story, which could be more vividly displayed when the children told the story or adapted the children's songs to enhance the fun of teaching. - The use of the sports schedule could be more diverse. For example, after the children had made the plan, they could exchange the plan with each other, evaluate each other, and make suggestions. This could increase the importance and effectiveness of the plan. While waiting for the TV series, he could also read the exciting content related to this site!
The king is sick, public class
If you want to know more about the public lecture on " The King is Sick," here is some information that might be useful. From the perspective of teaching goals, the public lessons of " The King is Sick " might involve children understanding the content of the story and the importance of physical exercise. For example, through the story, they would understand that a healthy body came from appropriate exercise, and that people who did not exercise would easily fall sick. In terms of emotions, let the children feel the humorous atmosphere in the story and be able to discuss it boldly with others. Skills may require children to adapt children's songs according to the imagination provided by the work and share them with their peers. In terms of the teaching process, suspense might be introduced, such as playing the audio of the king crying in pain to attract the interest of the children. Then, the teacher would show the picture book and guide the child to observe the contents of the book and make guesses. The complete story, including the first half of the story, would let the child feel that physical exercise was irreplaceable. The second half would guide the child to tell the reason why the king's condition had improved. After that, the child might be guided to tell the main plot of the story in a complete language, and the story would be adapted into a children's song to share with his peers. Finally, they might even arrange for the children to be grouped into groups to develop an exercise schedule. In addition, some teaching materials might be used in the public class, such as the picture book of " The King is Sick," the audio of the king crying in pain, the sports schedule, etc. as material preparations. Children also needed to participate in picture book activities and have early reading experience as experience preparations. While waiting for the TV series, he could also read the exciting content related to this site!
Big class friends reflect after class
The following are some reflections on teaching in large classes: ** I. Children's reflection on time perception activities after class (refer to the social lesson plan of the first semester of the kindergarten class, One Minute)** 1. ** Event design ** - "Strengths: Through a variety of game forms, such as the" wooden man "game and the free-play building block game, let the children experience the length of one minute. The method is more intuitive and interesting. In the operation stage, different materials were provided for the child to operate within one minute, allowing the child to truly feel the difference in the results of doing different things in the same time. - [Weakness: The guidance for children in activities can be more in-depth.] For example, when children discussed why the results of doing the same thing at the same time were different, they could be further guided to think about how to improve efficiency, not just the reason for the speed of the action. 2. ** Child's performance ** - When children played as wooden figures, they could clearly feel the length of time, but when they played freely, they felt that time was short. This indicated that children's perception of time was closely related to their own activity state. In the operation segment, children could actively participate, but some children might have different familiarity with the operating materials, resulting in a large difference in results. For example, when picking up beads or marbles, children who had better hand movements and were familiar with the material completed more. 3. ** Teaching effectiveness ** - The goal of letting the child experience the length of one minute was achieved. The child could understand the value of time and the relationship between their own efforts. However, in order to cultivate the concept of cherishing time, some strengthening links could be added at the end of the activity, such as letting the child share his plans on how to cherish a minute in life. ** II. After-class reflection on the science activity "100% Fall"** 1. ** Event design ** - "Strengths: Use self-made teaching materials to arouse children's interest. Demonstrate, observe, experiment and other methods, in line with the children's scientific exploration learning method." Starting from the common phenomenon of objects falling, he gradually guided the children to understand the scientific concepts such as gravity. - [Deficiency: The preparation work is not perfect enough, causing the table and floor to be chaotic, affecting the order of the activity.] For some extended questions raised by young children, such as hot air balloon-related problems, they could be more prepared for possible problems before class, or set up special expansion sessions in class. 2. ** Child's performance ** - Children showed a strong interest in the phenomenon of falling objects. They could actively participate in discussions and raise many valuable questions, such as the reason why airplanes and birds could fly. This showed that children had a strong curiosity and desire to explore. However, during the experimental operation, some children might be too excited and not focused enough to observe the process of the object falling. 3. ** Teaching effectiveness ** - Basically, it had achieved the goal of letting the child have a preliminary understanding of the necessity and direction of the falling object. However, it could be further strengthened in guiding children to understand the concept of gravity. For example, more contrast experiments or animation could be used to deepen children's understanding. ** III. After-class reflection on the Big Bear Mountain story activity ** 1. ** Event design ** - [Strengths: By displaying the specially improved image of a mouse and asking key questions, it can effectively stimulate the child's thinking.] The activity focused on the interaction between the child's experience and the story, focusing on the child's independent thinking and expression. - Less: In the advancement of the story content, more interaction links can be added, such as letting the children discuss the psychological activities of the mice in different situations. The guidance for children's answers could be more diverse and avoid the single-minded guidance method. 2. ** Child's performance ** - The child's observation of the mouse was very detailed. When answering questions, he could describe it from multiple angles, which meant that the child had strong observation skills. When thinking about the changes of objects, some children could stick to their own views and give reasonable explanations, while some children could adjust their thoughts according to the new visual information, showing a positive state of mind. 3. ** Teaching effectiveness ** - It achieved good results in letting the children boldly express their guesses and imaginations about the story content. However, it still needed to be strengthened in guiding children to retell the story and perform role performances. For example, more demonstration and practice sessions could be added. ** IV. After-class reflection on the music activity of "I'm almost in Grade 1"** 1. ** Event design ** - [Strengths: Through the introduction of scenes, such as the rhythmic "Scholar", it can quickly bring children into the atmosphere of school.] By using the way of map interpretation, children could intuitively understand different singing forms, such as lead singing, follow-up singing, troll singing, etc., which had strong visibility and maneuverability. - Weakness: When guiding children to use harmonious voices to express songs, the methods can be more diverse. For example, in addition to verbal reminders, they could also use sound contrast to let the child feel the difference in the effects of different sounds more clearly. As for the exploration of singing after the children placed the pictures on their own, they could be given more time and guidance to let the children fully develop their creativity. 2. ** Child's performance ** - Children can actively participate in singing familiar songs, show a certain degree of observation and understanding ability in the interpretation of the map, and can try different singing methods according to the map. However, in the troll segment, some children might not have an accurate grasp of the rhythm and needed more practice. 3. ** Teaching effectiveness ** - It had achieved a certain effect in letting the children try different singing forms to express their happy mood in the first grade. However, there was still room for improvement in allowing children to understand the meaning of the song and better express their emotions through singing. For example, they could add some sharing sessions about the beautiful vision of the first grade in the activity to let the children better integrate with the song emotionally. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
After class, reflect on the lack of passion in your class
The lack of passion in the classroom was a problem worthy of deep reflection. From the perspective of teaching effectiveness, a teacher's lack of passion would cause students to lack energy in the classroom, like a pool of stagnant water. For example, in the teaching case of Moonlight Song, the teacher lacked passion in the classroom and the teaching was stylized. The students already knew what to do before they entered the next step. This was very sad. From the perspective of affecting students 'interest and initiative in learning, it was difficult to stimulate students' interest in learning in a classroom that lacked passion. Students might have dull eyes, slow reactions, yawning, or even drowsiness, and they would not be interested in the content of the class. Under such circumstances, students might skimp on their homework, such as using three pens to copy at the same time to complete the task, or simply asking for help. Even if the teacher used punishment, such as copying the text, it would be difficult to change the students 'attitude. It might even cause the students to completely mess up and lose interest in learning. From the perspective of teachers 'own professionalism, the lack of passion in teaching methods may reflect the lack of educational wisdom. It was not enough to just work diligently. If one did not pay attention to the interests and feelings of the students and did not pay attention to the improvement of teaching methods, it would be easy to fall into the misunderstanding of exam-oriented education and utilitarian education. They would only pursue examination results and ignore the essence of education. To change this situation, teachers could start from many aspects. First of all, when designing the questions in the classroom, one had to consider whether they could stimulate the students 'interest and make them willing to participate in the answer. Secondly, the questions had to be clear and give the students a clear direction to think about. He also had to pay attention to the difficulty of the questions. If the questions were too difficult, he had to provide more clues to guide the students 'thinking. In addition, teachers should be good at mobilizing their own positive emotions and create a good classroom atmosphere so that students can tell everything they know and answer questions actively. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The King Is Sick
The King Is Sick tells the story of a king who fell ill because of lack of exercise. The ministers invited a doctor to see the king. The doctor suggested that the king should exercise more to recover. So the king began to exercise according to the doctor's exercise schedule, which included hiking, horseback riding, swimming, baseball, jogging, and gymnastics. For the sake of the king's health, the queen and the princes took turns to accompany the king in exercising. In the end, the king recovered. This story tells us in a humorous and interesting way that proper exercise is very important to maintain health.
The King Is Sick
The story was mainly about a king who fell ill. The doctor diagnosed that he was unwell because he did not exercise enough and gave him an exercise schedule. The king asked others to carry the palanquin to accompany him in the exercise according to the plan. During the exercise, he only watched and did not really exercise. A month later, his illness did not recover, but the person accompanying him fell ill. Later, the king understood the problem and stopped sitting in the sedan chair. Instead, he personally participated in the exercise. His body became better and he was able to deal with state affairs energetically. In addition, he also mentioned that King Charles III of England was diagnosed with cancer in real life. While waiting for the TV series, he could also read the exciting content related to this site!
The King Is Sick
The following is a lesson plan for The King Is Sick: ** 1. Activity Target ** 1. ** Emotional goal **: Let the child experience the humorous atmosphere in the story of The King Is Sick and encourage the child to discuss boldly with others. 2. ** Skill objective **: Guide the child to adapt the children's songs according to the imagination provided by the work and share them with their peers. 3. ** Awareness goal **: Help the child understand the story and make him understand the importance of physical exercise. ** 2. Difficulties in the activity ** 1. ** Activity focus **: Help the children understand the plot of the story, and feel the humorous atmosphere of the story. 2. ** Difficulties in the activity **: Guide the child to share a children's song adapted from a story with his or her peers. ** 3. Event preparation ** 1. [Material preparation: The King is Sick story book, audio recording of the King crying in pain, sports schedule.] 2. ** Experience preparation **: The child has participated in the picture book activity and has early reading experience. ** 4. Activity process ** 1. ** Event import-Suspense import ** - The teacher played the audio of the king crying out in pain (the content was "Aiyo aiyo, I'm in so much pain, aiyo aiyo, I can't eat or sleep, aiyo aiyo, I don't want to do anything") to create suspense and attract the child's interest. Then, the teacher asked the child what sound he heard, who was crying, what happened, and so on, guiding the child to explore. 2. ** Event begins ** - The teacher showed the picture book and told the story in its entirety. - First, the children were shown pictures and guided to observe the contents of the picture book and make guesses, such as asking who was in the picture, what happened, etc. Then, the children's answers were summarized (for example, the children might observe a king lying in bed, a sad queen, and a group of anxious people). - The first half of the story was told to let the child feel that training the body was irreplaceable. You could ask the king what happened, why he couldn't eat or sleep, how the doctor helped him, whether the help was successful, etc., and then make a summary.(For example, after the king fell ill, the doctor made a sports schedule, but the king asked others to do sports, but he didn't do it. He sat in the sedan chair. Not only did he not recover from his illness, but the people around him also fell ill.) - Tell the second half of the story and guide the child to tell the reason why the king's condition improved. He asked what the king did later, how he recovered from his illness, and what the story told the children. The summary was that the king rode a horse, swam, and exercised himself, and his body became better. The story told children that they had to exercise properly to be healthy, and they had to do their own things. No one could replace them. - Guide the child to try boldly and tell the main plot of the story in a complete language. They could use a small group format. Each group would first select a small representative to tell the story. In the process, they would pay attention to the performance of the children of different ability levels. - He adapted the story into a children's song and shared it with his companions. For example,"Monday, Monday, the king went to climb the mountain himself, climbing this mountain and climbing that mountain. Tuesday, Tuesday, the King himself went riding, and rode round and round...." 3. ** End of event-Production schedule ** - The children were divided into groups to formulate an exercise schedule, and the teacher would guide them on a tour. It could remind the children that there were morning activities every day in the kindergarten. After distributing the sports schedule, the children could choose their favorite sports equipment to make the sports schedule and encourage the children to cooperate with each other. ** 5. Event Extension ** Carry out area extension-outdoor activities. When it was time for sports activities, the teacher led the children to do outdoor exercises like a small train. While waiting for the TV series, he could also read the exciting content related to this site!
The King Is Sick
The King Is Sick had many meanings to interpret: ** I. About Health and Sports ** 1. ** The essential requirement of exercise ** - A healthy body could not do without proper exercise, but exercise must be done by oneself. In the picture book, after the king fell ill, the doctor gave him an exercise schedule. However, the king only asked others to exercise in his place and sat in the sedan chair. This was not really exercise, so even if he seemed to have carried out the " exercise " according to the plan, his body did not get better. This emphasized that one could not ask others to do the exercise for them. Only by participating in the exercise personally could one's body be trained and contribute to one's health. 2. ** Cultivation of Health Awareness ** - Through the story of the king's illness, the picture book conveyed the importance of health awareness to the readers. Especially for the age group of 3 - 6 years old, they should cultivate a healthy lifestyle from an early age and recognize the positive impact of exercise on health. For example, developing good exercise habits can help prevent diseases and improve physical vitality. ** 2. In terms of the moral of the story ** 1. ** Independent ** - There were many things in life that needed to be done by oneself and one could not rely too much on others. The king relied on others to exercise, but he ended up causing others to fall ill before his body recovered. This warned people to have an independent consciousness in their lives and to take responsibility for their own affairs. 2. ** Grasping the essence of things ** - It teaches the reader to understand the essential requirements of things, just as the essence of exercise for health is one's own active participation, not a formal implementation plan. If he only paid attention to the surface form, he would not be able to achieve the desired effect. ** 3. In terms of the educational value of the story ** 1. ** The educational value to young children ** - In early childhood education, this picture book could be used as a good teaching material. Teachers could use this story to guide children to understand concepts such as exercise, health, and independence. For example, in terms of emotional goals, it could let children feel the humorous atmosphere in the story and stimulate their interest in the story; in terms of cognitive goals, it could help children understand the content of the story and understand the importance of physical exercise; in terms of skill goals, it could guide children to carry out activities such as adapting children's songs according to the imagination clues provided by the works. 2. ** The value of parent-child education in the family ** - Parents could read this picture book with their children to pass on the concept of healthy living and cultivate their children's independence. During the parent-child reading process, parents could discuss with their children whether the king's approach was correct, guide their children to think about what they would do if they were the king, and improve the interaction and communication between parents and children. While waiting for the TV series, he could also read the exciting content related to this site!
Which class does the novel reflect?
" I'm Really a Rich Man " was a novel about urban life written by Daigulaka. When the protagonist woke up, he had more savings and a house worth tens of millions. Therefore, he did not go to work and raised cats to make tea. The writing style is lively and the plot is not bad. 8.4. The protagonist was originally an elite in the workplace but retired due to health reasons. This book looked like a godly tycoon novel, but the main character had his own opinions and bottom line. It was different from ordinary godly tycoons. However, there were also some problems. For example, after the release of the chapter, the chapter collapsed and there was still a bit of a mess. However, the overall recommendation index was three and a half stars. " Top Celebrity Wants Me to Confess," Chen Huansheng's urban entertainment novel. It was about the love story between an IT engineer, Chen Gewei, and a female celebrity on the Peninsula. This was a novel with a single female lead. There were situations where the female lead was changed. The sweetness was a little like that of an overbearing CEO. The impression was 70 points. Extraordinary Nobles, a fantasy novel written by Halberd and Big Bag 2. Small characters transmigrated to a world where the strong were respected. The protagonist brought the system to become a small noble, and after being involved in the battle for the throne, he retreated in order to advance. Western fantasy farming flow, harem. The writing style was passable, and the world settings were balanced, but the settings of the first two chapters affected the reading. The recommendation index was three stars. " I Got Rich After Being Kicked Out of the House " was a science fiction novel by Chaoyi Egret. Fu Jin had transmigrated from ancient times. To make a fortune in the galaxy, it was a system essay about a female protagonist without a male protagonist. Currently, it was almost 200,000 words. He could fatten it up first. The Archean Eon Painting was a new fantasy novel about me eating tomatoes. The main character, Meng Chuan, was the Dao College's Eldest Senior Brother at the age of 15. He broke off the engagement, but he wrote new tricks. The battle between humans and demons was the main storyline, and the supporting characters were intelligent. Although the number of words was small, it was worth looking forward to. The recommendation index was four stars. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class rolls a ball into the cave to reflect
The following is a reflection on the small class rolling into the cave game (using the small ball to drill into the cave as an example): ** 1. Achievement of teaching objectives ** 1. ** Skill Target ** - In terms of children's skills of rolling and catching balls with both hands, if the child could skillfully complete the action of rolling and catching the ball at different distances, it meant that this goal was achieved. For example, in the free practice of rolling the ball, after many attempts and individual guidance from the teacher, most of the children could push the ball over and catch it with their hands before pushing it back. This was a success. However, if some children always deviate from the direction of the ball when rolling the ball (such as when the ball goes around obstacles such as caves), or if they can't catch the ball, it means that more practice is needed in this skill. - For the goal of letting children experience the joy of playing with their companions, if the children actively cooperated with their friends during the game, passed the ball to each other, and the game was full of laughter, then this goal was basically achieved. 2. Rule Awareness Target ** - For example, if a child could abide by a rule such as "one by one, don't push or squeeze"(the process of rolling the ball through the cave involves the rule of waiting in line), it showed that the rule awareness was effective. However, if there was a situation where many children ran into the cave without listening to the instructions at the beginning of the game (similar to the scene of rolling a ball into the cave) and caused the cave to collapse, it meant that the awareness of the rules still needed to be strengthened. ** 2. Teaching process ** 1. ** Event preparation ** - If the ball and the cave (chairs) could meet the needs of the children, the quantity was appropriate, and the quality was safe, then the preparation work was qualified. However, if there were too few balls, causing the children to wait too long, or if the cave was too simple or complicated, affecting the children's game experience, it would be a lack of preparation. 2. ** Teacher guidance ** - The teacher's guidance to individual children during the activity was crucial. If the teacher could find the problems of the children in rolling the ball, catching the ball, obeying the rules, etc. in time and give effective guidance, such as correcting the posture of the children rolling the ball, reminding the children to abide by the queuing rules, etc., this would be the highlight of the teaching process. On the other hand, if the teacher failed to pay attention to the needs of the child in time, or if the guidance was not clear enough, it would affect the teaching effect. - In the demonstration stage, the teacher's summary of the demonstration was very important. If the teacher could accurately point out the advantages and problems in the child's demonstration and emphasize the essentials of rolling the ball again, it would help the child to play the game better. 3. ** Game segment design ** - The game segment went from simple free practice of rolling the ball to a group game of small balls drilling into the cave, and finally to a free partner game. This kind of easy to difficult, step-by-step design was reasonable. However, if the transition was not smooth enough, for example, from free practice to group play, the child could not understand the new rules and requirements well and needed to improve. ** 3. Child's performance ** 1. ** Individual differences ** - Different children had different performances in the activity. Some children may be better at rolling, catching, and following the rules, while others may need more practice and guidance. Teachers needed to pay attention to this individual difference and provide targeted support in the subsequent teaching. 2. ** Emergency response ** - When there is an emergency, such as the child rolling the ball to other places in the game or fighting, observe how the child deals with it and the teacher's guidance measures. If the child could solve the problem peacefully under the guidance of the teacher, such as picking up the ball together or taking turns to play the ball, this was a manifestation of the child's good behavior and cooperative awareness. If there were bad behaviors such as crying or pushing each other, teachers needed to think about how to better guide children to deal with similar situations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Review the addition within 10 in the big class and reflect on it
The following is a reflection on the possible addition within 10: ** 1. Achievement of teaching objectives ** 1. ** Increase in calculation ability ** - In the process of reviewing the addition within 10, observe whether the child can calculate the result accurately and quickly. If most of the children were proficient in calculation, it meant that the teaching had achieved a good degree of improvement in the calculation ability. However, if some children still had difficulty in calculation, they might need to further analyze whether they did not understand the concept of numbers or did not master the calculation method. For example, some children might need a long time to think about simple addition such as 3 + 4 or make mistakes in their calculations, so they needed to consider strengthening the understanding of number combinations in subsequent teaching. 2. ** Engaging and Inducing Interested ** - To see if the child actively participated in the revision activities. If the child showed high enthusiasm in the activity, actively answered questions, participated in games, etc., this indicated that the teaching activity was more successful in stimulating the child's interest. On the other hand, if the child's participation was not high, it might be because the teaching method was not interesting enough. For example, the child would find it boring if it was just a simple calculation exercise. For example, if some teachers only kept writing formulas on the blackboard for the children to calculate during the review process, without the guidance of an interaction game or story, the children might soon lose interest. ** 2. Teaching methods ** 1. ** Diverse teaching methods ** - If a variety of teaching methods, such as game method, object manipulation method, etc., would it help children better review? For example, using physical objects such as small building blocks or fruit cards for addition demonstration, the child could intuitively see the process of adding numbers. For example, some teachers used apple cards in their lessons. They asked the children to count three apples, then take two apples, and then count the total number of apples together. This method was more effective than purely abstract numerical explanations. However, if only a single teaching method was used, such as asking the child to recite the addition formula, it might not be conducive to the child's deep understanding of the concept of addition. 2. ** The embodiment of teaching students according to their aptitude ** - During the revision process, attention should be paid to children with different learning abilities. For children with strong learning ability, were there any extended exercises or guidance to help them improve further? As for children with weaker learning abilities, did they give enough attention and individual guidance? For example, some children might be able to master addition within 10 through simple practice. At this time, they could be given some simple application questions to do, such as " Xiao Ming has three candies, and his mother gave him two more. How many candies does Xiao Ming have in total?" For children who were not sensitive to numbers, they might need to start from the basic number recognition, such as through number songs or number card games to strengthen their familiarity with numbers. ** 3. Teaching preparation ** 1. ** Rationally prepared teaching materials ** - Whether the teaching aid used in the class is helpful in reviewing addition within 10. For example, whether the prepared calculation cards were clear and clear, and whether the size of the numbers was suitable for children to see. If the teaching materials were not prepared sufficiently or were not suitable, it might affect the teaching effect. For example, if the color of the teaching aid was too dim or the numbers were not written properly, it might make it difficult for the child to recognize the numbers and calculations. 2. ** The connection between materials and reality ** - Whether the revision materials selected are actually related to the child's life. If he could relate it to the scenes in a child's life, such as the number of cutlery when eating, the number of family members, etc., it would make it easier for the child to understand the concept of addition. However, if the review material was separated from the reality of the child's life, the child might feel that addition was an abstract knowledge that had nothing to do with him, thus reducing his enthusiasm for learning. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>