Elementary school class daily case book

The following is a case study of an efficient primary school mathematics classroom exploration project: ** 1. Research purpose and significance ** 1. ** Reality needs it ** - In primary school mathematics teaching, there are many teachers who have problems in understanding and implementing the new curriculum standard, which affects the classroom teaching effect. In the current education environment, improving classroom teaching efficiency was the key to improving the quality of primary school mathematics teaching. 2. ** Theoretically significant ** - Through effective classroom teaching evaluation, the ideas of curriculum reform can be transformed into concrete actions of teachers. It has positive significance for the improvement of teachers 'teaching level, teaching quality and teachers' professional development. At the same time, clear classroom teaching evaluation standards are related to whether it can promote the professional development of teachers. For example, different classroom real-time evaluations reflect different teaching cultures, and it is of great theoretical significance to study whether teachers are based on student development. 3. ** Practicality ** - Based on the demands of the new curriculum for mathematics classroom teaching, such as "the generation of classroom teaching", this paper studies the "immediate evaluation" behavior of junior mathematics teachers, providing reference, reference and operational tools for mathematics teachers to grasp the generation of classroom and realize the growth of classroom teaching. ** 2. Research content ** 1. ** Research object ** - The research could be conducted on primary school students in the lower grades (such as first and second grade). Of course, it could also cover the entire primary school stage. 2. ** Research Range ** - It included addition, deduction, multiplication, division, verbal calculation, written calculation, estimation, and so on. - It started from all aspects of classroom teaching, such as teachers 'teaching methods, students' learning habits, classroom interaction, etc. 3. ** Ability Cultivation related content ** - They had strict teaching requirements, such as ensuring that students had a high accuracy rate in their calculations. - Cultivate good study habits, such as writing habits, calculating habits, patiently checking habits, etc. - Seeking reasonable and flexible algorithms, cultivating the flexibility of thinking and improving the efficiency of calculation, thus strengthening the cultivation of students 'good learning habits and improving their ability to solve practical problems. ** 3. Research goal ** 1. ** Overall goal ** - While reducing the burden on the students, it also improved their computational ability and cultivated their oral, mental, and pen-based arithmetic abilities. This would make the students interested in mathematics, improve their academic performance, and lay the foundation for subsequent studies. 2. ** Target ** - From the student's point of view, it will help the students set up the correct learning goals, correct their attitudes, and develop good learning habits. ** 4. Research Method ** 1. ** Observation Method ** - Observe the teacher's classroom teaching behavior, such as the use of teaching methods, interaction with students, etc. - Observe the students 'performance in class, including their learning status, participation, and mastery of knowledge. 2. ** Investigation Method ** - Teachers and students could be investigated through interviews and other means. For example, he could ask the teachers about the problems they encountered in teaching and their understanding of efficient classrooms. He could also ask the students about their interest in mathematics and learning difficulties. 3. ** Experimental Method ** - In some classes, new teaching methods or strategies were used, such as the use of situated teaching methods, group cooperative learning methods, etc., and compared with traditional teaching classes to observe the differences in students 'learning effects and classroom efficiency. ** 5. Research Steps ** 1. ** Preparing Stage ** - Search for relevant information to understand the domestic and foreign research status of the efficient classroom of primary school mathematics. - Set up a research team and clarify the division of labor. - To formulate a research plan, determine the research object, content, methods, etc. 2. ** Execution Stage ** - Carry out research activities according to the research plan, such as implementing new teaching methods in classroom teaching, conducting observation and investigation activities, etc. - Regular discussions and exchanges were conducted to analyze and solve the problems that appeared in the research process. 3. ** Summing Stage ** - To organize and analyze the research data and summarize the research results. - Write a research report and propose strategies and suggestions for the construction of an efficient primary school mathematics classroom. ** VI. Anticipated Achievement ** 1. ** Research Report ** - It also elaborated on the construction strategy and influencing factors of the efficient classroom of primary school mathematics. 2. ** Teaching Resources ** - Form a set of teaching case collections, teaching design collections, etc. that are suitable for the efficient classroom of primary school mathematics. 3. ** The growth of teachers and students ** - The teaching level of teachers has been improved, and they are able to skillfully use effective teaching methods. The students 'learning ability and interest in mathematics had improved, and their academic performance had improved. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some excellent elementary school math case studies: 1. Mary had five apples. She ate three. How many were left? 2. Xiao Ming has 8 candies and he wants to divide them into 2 equal portions. How many candies are there in each portion? 3. Enen scored 36 points on the test, out of 100 points. What was her score percentage? 4. The speed of the car was 60 kilometers per hour. How long would it take to travel 360 kilometers? 5. Xiao Lin had 20 fruits. Seven of them were apples and the rest were oranges. What was the ratio of apples to oranges? 6. Little Light had 40 yuan. He spent 15 yuan on books and 5 yuan on pens. How much money was left? 7. The children were divided into watermelons. Each of them had 10 watermelons, nine less, eight more, seven more. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Here are some stories suitable for elementary school students: - The main character of the story is a primary school student. He transferred from the Sherlock Holmes School, which trains detectives, to an ordinary primary school. He had a clear mind and extensive scientific knowledge. Together with his classmates, Miyashita Kenta, Aoi Miki, and others, through investigation, reasoning, and the use of scientific knowledge, he uncovered the truth behind the incredible events in the school, such as the mannequins that walked by themselves at night, the portrait of the mysterious smile on the face of Einstein in the music classroom, the room that could not be opened, and so on. In the process, he would also gradually uncover the mystery behind the disappearance of Mystery Field's real father. - ** Children's version of the " script killer " story **: By reading the story, you can extract clues and solve the case. There are a total of 6 different topics. Children could find clues while eliminating suspects in reading, thus training their logical thinking and reasoning skills. At the same time, they could also accumulate vocabulary and writing materials. - ** Please Come Home When It's Dark **: An American drama story adapted from a real event. The protagonist was a 9-year-old American primary school student, Sylvie, who was a journalist. In the small town of Erie Bay where she lived, her new friend, Xiaomei, was found dead under the stairs of her basement. The police ruled it an accident, but Syldi found suspicious shoe prints on the grass outside the apartment. The videotape of Xiaomei's house was missing, and these clues were ignored by the police. Cyrti didn't believe the police's conclusion and started the investigation alone with the help of the female police officer Daxiu. - **" Pocket Detective " series **: A scientific detective story created by Uncle Kai Storytelling. Age limit: 5 years old and above. The protagonist, Ai Xiaopo, was a little detective in Zootape. He brought his little assistant, Ji Feifei, from Boussus, who had a neural antenna on his head and could only communicate with Ai Xiaopo through brainwaves, to help the residents of Zootape solve many mysteries. The story had vivid and specific cases and an immersive crime solving mode. There were hidden mechanisms in the book, and it also came with a Detective Book, which helped children improve their concentration, logic, information reasoning, and other abilities. The story of one person and a group of people is equally exciting. Everyone is welcome to click and read it!

The labor classes in the second grade of primary school were diverse and rich in content. For example, in some labor classes, the teacher would patiently teach the children the steps of washing the dishes, such as dipping the dishwashing cloth in the dishwashing liquid, wiping the bowls one by one from the inside out, and finally washing them with water. The teacher would also remind the bowl edge and other parts to wash a few more times and ensure that the dishwashing liquid was rinsed clean. The children would actively participate in the experiment. Some labor classes moved the "classroom" to the field, allowing the children to participate in labor practices such as planting corn, from which the children could learn farming skills and experience the fun and hardship of the field; In addition, labor education activities like getting to know tomatoes were also very meaningful. Children could understand the characteristics of tomatoes and the planting process. They could also participate in watering and weeding. They could also understand the cooking methods of tomatoes, taste tomatoes, and experience the joy of labor. There were also classes like storing umbrellas. The teacher explained the methods and steps of storing umbrellas, and the students studied seriously and practiced in class. Not only could they master the skills, but they could also feel the sense of teamwork and the joy of labor. Some children would even transfer this skill to the storage activities at home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

For the first semester of the 2021 academic year, students would register on August 31st. Classes would officially start on September 1st and end on January 24th, 2022. Winter vacation would begin on January 25th. For the second semester of the 2021 academic year, students would register on February 16th, 2022. In principle, the autumn holiday in 2021 lasted for three days. It was usually arranged in November, but it could also be arranged in conjunction with the National Day holiday. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some of the experiences of primary school English classes: ** I. Teaching Methods and Strategy ** 1. ** Picture book teaching ** - The teaching of picture books should not be just about drawing pictures and telling stories. It should excavate the "language line","emotional line" and "thinking line" to cultivate students 'comprehensive ability. - It was necessary to integrate picture books and teaching materials. The two could complement each other and expand the learning content to cultivate students 'abilities. Teachers should collect more picture book resources in teaching so that they can extract elements into the classroom at any time. They should read more and dig deeper into the picture book materials, teach in multiple dimensions, and pay attention to the students 'thinking and creativity. They should not only teach language knowledge, but also pay attention to the teaching of reading skills. They should pay attention to reading in class and pay attention to reading after class, so as to provide students with reading resources, channels and methods. 2. ** Overall teaching of the unit ** - By analyzing and designing teaching materials from the perspective of unit teaching, we can make full use of teaching materials to develop students 'listening, speaking, reading and writing abilities. It was necessary to sort out the logical relationship between the unit goal, the text goal, and the class goal. The unit topic should be integrated, the content should be integrated, the context should be driven, and the pragmatic experience should be processed. - The teacher should integrate the topics of the unit in the beginning of the semester and understand their connections and positions. In preparing for the unit lesson, the teacher should grasp the topic and the unit goal before analyzing the function of the text and functional sentences. The teacher should analyze the students 'understanding of the topic knowledge to further design the teaching goal. The teaching goal should be based on the unit goal and be achieved according to the paragraph. The functional sentences should be used to let the students understand the important and difficult points. The teaching design of each class paid attention to the connection within the unit, focusing on reviewing existing knowledge and laying the foundation for new knowledge, and focusing on "learning" with students as the main body to cultivate comprehensive ability. 3. ** In terms of classroom activities ** - Class activities should be based on the actual needs of the students, and they should be taught according to their aptitude. For example, creating a situation that was close to the reality of life could allow students to immerse themselves in learning, but there was still room for improvement in teaching students according to their aptitude, such as hierarchical teaching. 4. ** In terms of mobilizing students 'enthusiasm ** - It was important to motivate the students to become the masters of the classroom. You can use a variety of interaction modes such as group discussions or competitions, or create a context for students to associate. At the same time, after mobilizing the enthusiasm of the students, the requirements for the children in each teaching session should be clear and moderate. 5. ** Multi-media application ** - Multi-media plays an important role in modern English teaching. It can create a relaxed and happy learning atmosphere with bright colors, moving images, and audible dialogue to assist in teaching. ** 2. About the Quality of Teachers ** 1. ** Speaking Ability ** - It was crucial for the teacher to speak fluently and pronounce accurately. This would ensure that the students understood the course and learned the correct knowledge and authentic language. 2. ** Teaching Method ** - Teachers should be good at using multi-media, singing, animation and other means to assist teaching, so that the knowledge that students come into contact with is more three-dimensional, intuitive and vivid. 3. ** In terms of teaching ** - The teacher's teaching posture was friendly and his expression was rich. He could teach in a relaxed, lively, and unrestrained manner in the classroom. He was full of artistry. 4. ** Basic Knowledge ** - Teachers should have a solid foundation of English as a foundation, and have a rich vocabulary to enrich the classroom. In short, primary school English teaching needs to be optimized from many aspects such as teaching methods, classroom activity design, and teachers 'own quality to improve the quality of teaching and the learning effect of students. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a record of a third-grade elementary school Chinese class, West Lake: ##1. Teaching 1. * * Introduction Stage ** - The teacher played the video of West Lake and described the beautiful scenery of West Lake with beautiful words, such as "West Lake has three green mountains, like a mirror frame, and the clear water is like a mirror. The pavilions, terraces, buildings, and pavilions were embellished among the green mountains and rivers like a beautiful painting. This was to guide the students into the country, successfully arouse their interest, and quickly enter the learning situation. 2. * * Read the text for the first time, read the words correctly ** - Let the students read the text by themselves, asking them to read the pronunciation accurately, read the sentences, and read the new words a few times. Students can use the word flash connected by the flowers at the end of each section to remove reading obstacles. 3. * * Read the text again, the media will solve the problem ** - The students read the text again and read out the preliminary understanding. If you don't understand something, you can check the relevant links. If you can't read it well, you can click on the small speaker to listen to the computer reading aloud. 4. * * Ask questions, learn the first chapter ** - The melodious piano music was played. The students read the first section of the text with the song "Spring River Flower Moonlit Night". The teacher encouraged the students to ask questions after reading. 5. * * Read your feelings aloud, clear your mind ** - Let the students choose a scene that they like to read aloud. Ask them to read out the beauty of the scene, so as to help the students sort out the context of the article and understand the beautiful scenery in the article. After that, the students were asked to read aloud with music. 6. * * Learn new words, show autonomy ** - The students clicked on the Flash to learn the new words with the left and right structure, understand the writing order of the new words, and think about the memorization method. 7. * * End class, assign homework ** - To stimulate students 'interest in learning more about West Lake, and encourage students to enjoy the beauty and culture of West Lake through browsing the website. ##2. Teaching Characteristics 1. * * Introduction to the new lesson is wonderful ** - The video was imported so that the students could experience the beauty of West Lake intuitively, arousing their interest and paving the way for subsequent learning. 2. * * Ingenious way of reading the text ** - With the help of the words hidden in the small flowers at the end of each section, Flash can increase the students 'interest in reading the words. For difficult or common sense words, connect them in various forms (pictures, videos, webpages, pictures, text, etc.) to help the students remove obstacles. 3. * * Self-learning is effective ** - The Flash animation of new words designed and produced would stimulate the students to take the initiative to learn through animation, sound, mini-games and other forms of the traditional boring teaching of new words, allowing the students to learn new words independently with more senses. There was also a record of a third-grade elementary school mathematics lecture on 'quadrilateral form': ##1. Teaching 1. * * Create a situation and introduce a new lesson ** - The teacher played a video introducing the First Primary School, then asked the students to observe the textbook theme map and share what they saw with their deskmates. After that, the teacher asked if they saw any shapes, and the students answered that they saw squares, reciprocals, and other shapes, which led to the theme of the quadrilateral. 2. * * Exploring and communicating, learning new knowledge ** - * * Tu 1 Tu segment **: The teacher will give each student a card with many shapes drawn on it. Ask the students to find a quadrilateral and color it. Finally, show the results of the students and let the students evaluate each other. - * * Exploration of the characteristics of a quadrilateral **: The teacher will project a painted quadrilateral and let the students discuss the characteristics of the quadrilateral in small groups. After the group report, the teacher and students will explore together and come to the conclusion that the quadrilateral has four straight sides and four corners. - * * Illustrate and deepen **: Ask the students to point out that the surface of the cuboid is a quadrilateral, and tell the surrounding objects which are quadrilateral. 3. * * Hands-on practice, gain new knowledge ** - Group game: Before class, give each group an envelope with a lot of graphics cards inside. Ask the group to divide into groups according to different methods, and the group will report the results of the classification. - [Four-sided game: Use rubber roots and nail boards to let the students surround the quadrilateral themselves. The teacher will ask what the quadrilateral is and why. After that, they will discuss the characteristics of the rectangular and square and summarize them.] - * * Realistic Weaving Game **: According to the game "The Town is a Woolen Town", students will weave a square with colored rubber roots. Students will weave a rectangular, square, and other shapes by themselves. 4. * * Reading textbook and summary ** - Ask the students to read the textbook again. The teacher will answer questions and summarize the lesson. ##2. Teaching Characteristics 1. * * The use of multi-media is reasonable ** - Use the video to attract the students 'attention. According to the students' answers, various shapes will be displayed on the screen to deepen the students 'understanding of the quadrilateral. 2. * * Various teaching methods ** - Students 'cooperative ability was cultivated in the form of group discussions. Teachers and students explored problems together, and the teaching design went from simple to deep. The teachers used rewards to motivate the students, allowing them to express their opinions and improve the classroom atmosphere. - The game allowed the students to do it themselves to improve their enthusiasm and creative thinking. It allowed the students to summarize knowledge points, deepen their understanding of knowledge, and feel the connection between mathematics and life. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Here are some examples of primary school science being integrated into STEM teaching: 1. **"Making Colorful Ramen" course **: - It was designed based on the "Water" unit of the third grade of the textbook version of the primary school science. - ** Science **: - Understand the definition of water solution, learn how to prepare water solution, and discover the law of color change of water solution. - Know the cyanidins (such as eggplant, purple cabbage, etc.), know the effect of different solutions on the color of the purple cabbage solution, and then judge the ph of the solution (the solution that can't make the purple cabbage solution change color is a neutral solution, the solution that can make the purple cabbage solution turn red is an acidic solution, and the solution that can make the purple cabbage solution turn blue or green is an basic solution). - ** Technology **: - Practice using a pH-meter to measure the pH-value of the water solution and compare it with the color change of various water solutions after adding litmus paper. - Able to use the correct tools during the process of making colored ramen. - ** Engineering **: - Using the characteristics of acid and base to make food appear in different colors, experience the combination of life and science, explore and solve the problems encountered in daily life in the natural environment. - Experienced in engineering design, willing to cooperate and communicate with peers, design plans and modify them, strictly follow the design steps and procedures to complete the scientific practice of making colorful ramen, and solve problems through creation. - ** Mathematics **: - Understand that the range of pH-values is from 0 - 14, with 7 being the middle point. - Accurately measure the solution's pH-value and judge the solution's pH-base. By comparing the pH-value, one can understand the pH-base of various water solutions (when the pH-value is <7, the solution is acidic; when the pH-value is>7, the solution is basic; when the pH-value is =7, the solution is neutral). - The experimental materials included a juicer, a pH-meter, an electronic scale, a beaker, a glass rod, litmus test paper, disposable gloves, blotting paper, a measuring cylinder, a funnel, an iron stand, filter paper, a rubber head dropper, a measuring flask, a rolling pin, purple cabbage, Sprite, apples, lemons, milk, flour, baking soda, white vinegar, and so on. - The activity began with the extraction of the purple cabbage solution in Class 1. The students were asked to understand which foods had cyanidins according to the pre-prepared knowledge, think about the way to dissolve cyanidins, form an inquiry question, review the definition of water solution, and discuss whether the cyanidins in the purple cabbage juice would be destroyed by high temperature. 2. **'Why Can't Clothes Dry' Course **: - Through the setting of the scene, he used the phenomenon of clothes not drying due to continuous rain in his daily life as an entry point. - [Knowledge and Skill Target: To let the students know the method and principle of removing water from clothes, and understand the working principle and basic structure of the drying machine.] - ** Method and process objective **: To enable students to design a water removal plan and make a simple drying equipment for experimental verification, and to be able to discuss the best plan based on the evidence obtained. - ** Emotional attitude and values goal **: Let students actively cooperate with others in activities, actively participate in exchanges and discussions, be realistic, and be willing to share. - The curriculum was designed based on a question-based model. - The experimental equipment included a small fan, a small electric stove, wooden strips, rubber bands, cloth, and so on. - The students were guided to analyze the possible reasons why the clothes could not dry, such as the clothes hanging outside and getting wet, the clothes were too thick and wet, the weather was too cold, and the water was not easy to evaporate. Give the students enough space to think and brainstorm. During the discussion, emphasize that letting the clothes dry is to separate the clothes from the water. Let the students find out the state of water (solid, liquid, gaseous) through searching for information, and then guide the students to think about how to let the water in the clothes evaporate into the air in gaseous form. For example, wring the excess water from the clothes by hand, blowing the clothes with a small fan, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a case study of primary school English reading based on the Shanghai edition of 1AM4U3 In the park: ** 1. Picture book selection and goal setting ** - [Target: Sing and dance in the orchard.] Through the selection of picture books, the teachers made use of the rich colors of the pictures, the variety of story plots, and the life-like and interesting language expressions to carry out the teaching based on the actual level of the first-year students. ** 2. Text adjustment ** - The teacher adjusted the picture book and text according to the first-year students 'intuitive image thinking, liking to imitate and role-play, rich imagination, strong desire to express but unable to use standard language to describe their thoughts. Add pictures of orchards, closely link the topics of the class, choose a simpler story text, and highly reproduce the core language to reduce the difficulty of students understanding the text, and at the same time increase the interest of students in participating in language expression. ** III. Reading Teaching Course ** 1. ** Cover Reading (Reveals the subject)** - Ask the students to read the cover and the picture to find out the main character of the story. Through observation, he could summarize the characteristics and uniqueness of the protagonist. For example, they could design an activity called "Look and answer / Read the cover" to let students know the name of the story by reading the cover. 2. ** First time reading (Grasp the plot and understand the main idea of the story)** - The teacher guided the students to read the text, to grasp the general plot of the story as a whole, and to understand what the main content of the story was. 3. ** Reading in detail (Use reading strategies to learn and consolidate the language)** - In this section, the teacher guides the students to pay attention to the details of the text and use various reading strategies, such as finding key information, to learn and consolidate language knowledge, such as vocabulary, sentence structure, etc. 4. ** Read it again (enrich the emotional experience and complete the pragmatic task)** - Let the students read the passage again, deeply understand the emotions and other contents in the story, and achieve the pre-set task of using the passage, such as being able to use the language in the story to communicate and express. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a case study of clay sculpture teaching in a primary school art class: ** 1. Teaching objectives ** 1. Knowledge and Skill Target - Let the students understand the basic material characteristics and basic production methods of clay sculpture, such as rubbing, kneading, etc. - Guide the students to use clay sculpture techniques to create simple sculptures. 2. process, method, goal - Through observation, practical operation, and other processes, students 'observation, imagination, and creativity were cultivated. - To improve students 'ability to solve problems in the process of working in groups or writing independently. 3. Emotions, attitudes, values, goals - Students can feel the charm of clay sculpture art and stimulate their love for folk culture and art. - Cultivate the students 'aesthetic taste and improve their artistic quality. ** 2. Important and Difficult Points in Teaching ** 1. teaching focus - Master the basic method of making clay sculptures and be able to make complete works. - Guide the students to use their imagination to create. 2. teaching difficulties - The creation of the work reflected a unique creativity and a certain artistic beauty. - How to guide the students to accurately express the things they observed through clay sculptures. ** 3. Teaching Method ** 1. situational teaching method - Create situations related to the teaching content, such as stories, games, etc., to stimulate students 'interest in learning and enthusiasm for creation. 2. demonstration teaching method - The teacher personally demonstrated the basic steps and techniques of making clay sculptures, allowing the students to learn intuitively. 3. Group cooperation learning method - Arrange for students to work in groups to promote communication and collaboration between students to complete the work together. ** 4. Teaching process ** 1. Introduction (5 minutes) - With the introduction of the "Red Boat Spirit", from the "First National Congress of the People's Republic of China" to the "20th National Congress of the People's Republic of China", the clay sculpture theme "Little Mud Boat" was introduced (You can choose a different introduction theme according to the actual teaching content, such as "Expressionistic Mask" introduced by Nuo culture, etc.). 2. Knowledge explanation and demonstration (10 minutes) - It introduced the materials of clay sculptures (such as pottery clay) and their characteristics, and displayed the different types of clay materials. - The teacher demonstrated the basic methods of making clay sculptures, such as rubbing mud strips, rolling mud balls, pinching shapes, and other simple movements. As he demonstrated, he explained the key points of each movement. 3. Observation and Guidance (10 minutes) - Guide the students to observe with a purpose, such as showing some pictures or objects related to the creative theme (if you want to make clay sculptures with animal theme, show various animal pictures or small toys). - Ask the students about the characteristics of the things they see and guide them to think about how to use clay sculptures to express these characteristics. 4. Student Creation (20 minutes) - The students began to create, either independently or in groups. - The teachers would patrol and guide the students in time to help them with the problems they encountered in the creative process, such as the molding of clay materials and the guidance of creativity. 5. Evaluation of works (10 minutes) - It was a combination of self-evaluation, mutual evaluation, and teacher evaluation. - Students describe the creativity and production process of the work themselves (self-evaluation); students evaluate the strengths and weaknesses of the work among themselves (mutual evaluation); and finally, teachers evaluate the work from the aspects of creativity, skill application, artistic beauty, etc.(teacher evaluation). 6. Class summary (5 minutes) - The key content of this lesson was reviewed, including the method of making clay sculptures and creative ideas. - Students were encouraged to continue exploring clay sculpture art after class, experimenting with different creative topics and styles. ** 5. Teaching Expansion ** 1. They would organize clay sculpture exhibition after class to showcase the students 'excellent works and enhance their self-confidence and creative motivation. 2. Guide the students to try to combine different materials with clay sculptures to create and expand their creative ideas. 3. Students were encouraged to explore the cultural characteristics of clay sculptures in different regions and produce clay sculptures with regional cultural characteristics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>