How to write the goals and measures of safety education after primary school
** I. Primary school safety education goal ** 1. ** Knowledge and Skill Target ** - Students are taught basic safety knowledge, such as traffic safety knowledge, including identifying traffic lights, recognizing common traffic signs (such as crosswalk signs, pay attention to pedestrian signs, etc.), and understanding the safety rules of different modes of transportation (walking, riding bicycles, etc., if applicable). - To help students learn the skills to deal with dangerous situations that they may encounter on the way back from school, such as how to politely and firmly refuse strangers, and the basic escape skills in emergencies (such as natural disasters such as fires, earthquakes, or sudden man-made dangers). 2. ** Course, Method, and Target ** - Through safety education activities, students were trained to observe and discover safety risks on their own. For example, they could detect dangerous situations such as road construction and illegal driving on the way home from school. - To enhance the students 'ability to solve problems. They can think quickly and take effective measures when faced with security threats, such as knowing how to contact family or teachers when they are separated from their classmates. 3. ** Emotions, attitudes, values, goals ** - To raise the students 'awareness of the importance of safety, enhance their self-protection awareness, and let the students pay attention to their own safety from the bottom of their hearts. - Cultivate students 'sense of social responsibility, such as ensuring their own safety while reminding the students around them to abide by safety rules and not to do things that endanger the safety of others. ** II. Safety education measures after school in primary schools ** 1. ** School ** - ** Education ** - Carry out daily safety education and publicity in various forms, such as setting up safety knowledge bulletin boards on campus and regularly updating safety related content after school, including traffic safety, anti-kidnapping safety and other knowledge. - Hold a themed class meeting in the class. Every week or every month, a specific safety topic will be set for in-depth discussion. Students will be allowed to share their situations or concerns on the way home from school. Teachers will provide targeted explanations and guidance. - ** Teacher Guidance ** - The teacher would give a brief safety education reminder before school every day. The content could include special safety precautions for the day (such as anti-slip and rainproof measures in bad weather), and emphasize traffic safety rules (such as crossing the road and taking the crosswalk, paying attention to the left and right cars, etc.). - The students were divided into groups to manage, and the students with strong sense of responsibility were arranged to serve as group safety officers. They supervised each other on the way back from school and reminded each other of safety matters. The teachers regularly trained the group safety officers. - ** Emergency drill ** - Periodically organize emergency drills related to school safety, such as evacuation drills during simulated fire, to familiarize students with the school's emergency evacuation routes, as well as how to quickly and orderly evacuate to safety in case of emergencies such as fire after school. - Carry out anti-kidnapping drills. Through setting up scenarios, let the students learn to identify the means of kidnapping and improve their ability to deal with it. 2. ** Family ** - ** Parental Education ** - Schools could publicize the importance of safety education after school to parents through parent-teacher conferences and parent-teacher schools, and teach some safety knowledge and educational methods, such as how to communicate with children about safety issues and how to guide children to develop good safety habits. - Parents were encouraged to set an example, abide by traffic rules in their daily lives, pay attention to safety precautions, and set a good example for their children. - ** Communication between home and school ** - A home-school communication mechanism was established. Teachers could provide feedback to parents on the safety of their students in school through text messages and parent groups. At the same time, parents could also provide feedback to the school on the safety problems their children encountered on the way home from school and discuss solutions together. - Parents were required to pay attention to their children's emotions and state after they returned home from school. If they found any abnormalities, they should immediately ask and communicate with the school. 3. ** Society ** - ** Community Cooperation ** - The school cooperated with the community and invited community staff or volunteers to patrol the school's surroundings, especially during school hours to maintain the surrounding security and traffic order to ensure the safety of students. - The community could organize safety knowledge lectures or activities, inviting students and parents to participate, to promote safety knowledge after school, such as the identification of safety risks in the community environment. - ** Police assistance ** - Contact the traffic police department and set up traffic police duty points around the school, especially during the school hours when the traffic flow was heavy and the road conditions were complicated. They would direct the traffic and ensure that the students crossed the road safely. - The traffic police department could hold lectures on traffic safety knowledge in schools and explain traffic laws and safety knowledge to students based on practical cases. Read more exciting novels for free
Primary school language education goals
Language education in primary schools includes a variety of languages, which are described separately as follows: - ** English **: The general goal of the compulsory education English curriculum is applicable to all grades of primary school. Through English learning, students will be able to form a preliminary comprehensive language application ability, promote mental development, and improve comprehensive humanities. The formation of comprehensive language ability is based on the overall development of language skills, language knowledge, emotional attitudes, learning strategies, and cultural awareness. - ** Chinese (from the perspective of the primary school language teaching plan)**: With the implementation of the National Common Language Law as the core, with the purpose of improving the awareness and level of all teachers and students in the standardized use of Mandarin and Chinese characters, do a good job in the promotion of Mandarin on campus, the standardized use of Chinese characters, and do a good job in the basic skills training of students 'language and characters, the standardized management of teachers' language and characters, and strive to create a "language and characters standardized school" in the district. In addition, primary school language education also emphasized the cultivation of good behavior habits, strong interest in learning, good psychological quality, and self-care ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Guangxi School Safety Education Platform Primary School
The safety education platform for schools in Guangxi was at Guangxi.safetree.com.cn. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the reflection on safety education in the second grade of primary school
The reflection of safety education in the second grade of primary school can be started from the following aspects: ** I. Achievement of teaching objectives ** 1. ** Knowledge target ** - Review whether the students have successfully mastered the necessary safety knowledge. For example, in the drowning prevention education, whether the students are clear about the dangerous areas of drowning, the causes of drowning, etc.; in the fire safety education, whether they understand the key points of fire alarm and escape methods. If it's traffic safety education, do you remember basic knowledge such as traffic rules? - He thought about whether he had missed out on some important knowledge points in the teaching process, or if he had explained some knowledge points too complicated or too simple, causing students to have difficulty understanding or not grasping them in depth. 2. ** Skill Target ** - Check whether the students have learned the corresponding safety skills, such as drowning self-rescue skills (such as floating in the water, the correct way to call for help, etc.), and escape skills in the fire (such as the correct operation of wet towel covering mouth and nose, finding a safe passage, etc.). If it was other safety education content, such as avoiding earthquakes, could the students properly hide under the table or in the corner of the wall and take protective measures? - To analyze whether the students were given enough time to practice during the skill teaching process, and whether the effects of the skill teaching were affected by the limitations of the venue and equipment. 3. ** Emotional goal ** - Consider whether the students have established the correct safety awareness and pay enough attention to safety issues. For example, whether they can observe from the students 'daily behavior that they are more alert to danger, such as no longer approaching the river at will, obeying traffic lights, etc. - Reflect on whether the teaching process has effectively touched the students 'emotions through cases, stories, etc., so that they truly realize the preciousness of life and the importance of safety. ** 2. Teaching Method and Course ** 1. ** The effectiveness of teaching methods ** - If the case analysis method was used, it was necessary to consider whether the case was vivid, typical, and in line with the cognitive level of the second-year students, and whether it could attract the students 'attention and allow them to learn safety knowledge from the case. For example, when talking about the dangers of fire, did the cases used make the students intuitively feel the horror of fire? - If a demonstration method is used, such as demonstrating the use of a fire extinguisher (a simple fire extinguisher model suitable for second-year students to understand, etc.), check if the demonstration is clear and accurate, and if the students can understand the operation steps well. - As for the teaching method, evaluate whether your explanation is concise and clear, whether you use a language suitable for second-year students, and avoid using overly professional or obscure vocabulary. 2. ** Fluency in the teaching process ** - He reviewed whether the transition between the teaching segments was natural, such as from the introduction to the explanation of new knowledge, to the consolidation of practice, summary, and other segments. For example, if a security incident news was used as an introduction, would it be able to successfully draw out relevant safety knowledge? - He thought about whether there were any awkward moments or situations where the pace was too fast or too slow during the teaching process. If the pace was too fast, the students might not be able to keep up. If the pace was too slow, the students might be distracted. ** 3. Student participation ** 1. ** Interactions in class ** - He checked whether the teacher-student interaction was positive and whether he could effectively guide the students to ask and answer questions. For example, when explaining traffic safety, could they guide students to talk about the dangerous traffic behaviors they saw in their daily lives and give them the correct guidance? - Assessment of good student interaction, whether there are group discussions or activities (if suitable for second years), and whether students are able to actively participate and share their ideas and experiences in group activities. 2. ** Arouse students 'interest ** - Think about whether the teaching content and teaching methods can stimulate students 'interest. For example, in the safety education of electric shock prevention, whether to attract students' attention through interesting animations, simple experiments, etc., so that they have a strong interest in safety knowledge. ** 4. Use of Teaching Resources ** 1. ** Teaching Materials and Coursewares ** - Check whether the content of the teaching materials has been fully utilized and whether the content has been effectively expanded and supplemented. As for the coursewares, it was necessary to evaluate whether the content was concise, clear, and beautiful, and whether there were enough pictures, charts, videos, and other multi-media elements to assist in teaching and enhance the teaching effect. 2. ** Other Resources ** - If you use extra-cursory materials, such as safety knowledge manuals, network resources (safety knowledge animations, etc.), think about whether these resources are closely integrated with the teaching content and whether they have a positive effect on teaching. ** 5. Modification measures and prospects ** 1. ** Modification measures ** - According to the above reflections, specific improvement measures were proposed. For example, if you find that students have difficulty understanding a certain safety knowledge, plan to use simpler examples or practice more in the next lesson. If the teaching method was not vivid enough, he planned to try new teaching methods, such as role-playing (letting students play the role of firefighters, traffic police, etc. to display and explain safety knowledge). 2. ** Vision ** - The next safety education teaching was looked forward to, and new teaching goals were set. It was hoped that the improved teaching would allow students to better master safety knowledge and skills, and improve safety awareness. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The requirements and goals of the Ministry of Education for primary education are
The general requirement of the Ministry of Education for primary education is to cultivate new talents to adapt to the social development of the 21st century under the guidance of the "Three Faces" ideology. There were many aspects to primary education: 1. ** Personal and psychological development goals ** - ** Individual Subjectivity Quality **: First, one must have self-learning initiative, including positive pursuit of goals, desire for knowledge, timely and beneficial development of interests and hobbies, and awareness of participation; Second, one must have independence, such as cultivating self-evaluation and self-control ability to promote the healthy development of self-awareness; Third, one must develop positive and creative thinking ability. - ** Group Awareness and Co-operation Spirit **: Happy to invest their energy, talents, and time into group activities. - ** A wide range of interests and needs **: become the motivation for a variety of healthy behaviors. - ** Mental health and a tenacious and brave personality **: strengthen these qualities. 2. ** Moral Quality Development Target ** - ** In terms of thoughts and feelings **: Initially have the thoughts and feelings of love for the motherland, the people, labor, science, and society; initially develop good moral qualities such as caring for others, collectivity, seriousness, responsibility, honesty, trustworthiness, diligence, courage, integrity, gregarious, lively, and positive. - ** National feelings **: Have national confidence and pride, and care about the great cause of national rejuvenation. - ** Awareness of social morality **: Form a sense of abiding by social morality, maintain the honor of the class and the school, and cultivate the habit of being civilized, polite, and disciplined. - [Ability to evaluate morality: Has the ability to distinguish right from wrong in general matters of life, and has a sense of justice.] - ** Self-education ability **: Initially formed self-education ability, able to self-manage, self-criticize, self-motivate, and take the initiative to forge ahead. - ** Thinking and cognition **: Initial understanding that things develop, change, and are interconnected. Pay attention to comprehensiveness and development when looking at problems; establish safety awareness, abide by traffic rules, and don't play dangerous games. 3. ** Development goal of aesthetic quality ** - ** In terms of aesthetic ability **: In subject teaching and educational activities, you have the initial ability to feel and understand beauty. You have a wide range of artistic interests and love for beauty. - ** Arts Ability **: develop artistic expertise, artistic activity ability, and creativity. - ** In terms of aesthetic sentiment **: Cultivate healthy aesthetic sentiment and learn to appreciate the excellent traditional culture of the Chinese nation. From the overall goal, the child should be raised to be a person who was "virtuous, determined, diligent, and promising.""Virtue" was to establish correct values, and then "determined." With ambition,"diligent," and finally become a "promising" person (including career success, contribution to society, or happiness, etc.). At the same time, the goal was achieved through the "2233" path, which was to pay attention to two types of health (physical health and mental health), carry out two levels of guidance (interest guidance and charm guidance), and cultivate three habits (behavior habits, living habits, and study habits). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Early Summer Safety Reminds Primary School Students of Safety Education
The content of safety education for primary school students in early summer can include the following aspects: ** 1. Campus Safety ** 1. ** Class activities ** - Enter and exit the classroom in an orderly manner. Walk on the right when going up and down the stairs to avoid crowding and pushing to prevent trampling. - They would not chase each other in the classroom or throw things at each other to prevent themselves from being hurt by the tables and chairs. - Don't climb the handrails or lean against the classroom window to prevent slipping and falling. 2. ** In class ** - During physical education class, don't climb sports equipment at will, don't do dangerous movements, and inform the teacher in time if you feel unwell. - Before the experiment class, listen carefully to the teacher's explanation of the steps. Don't touch the chemical reagents in the laboratory and do the experiment according to the teacher's instructions. 3. ** Campus life ** - You are not allowed to bring controlled knives and illegal items into the campus. - In the face of school bullying, one had to be brave, seek help from teachers, parents, and the police in time, make friends carefully, and reduce staying in dangerous areas. - If you encounter extortion or robbery, don't confront them head-on. Inform your parents or call the police in time after the incident. ** 2. Safety outside the school ** 1. ** Road Safety ** - Obey the traffic rules, such as stop at red lights, go at green lights, yellow lights, etc. When crossing the road, do not chase, fight, run, accelerate, or turn back halfway. - No one under the age of 12 could ride a bicycle on the road, and no one under the age of 16 could ride an electric bicycle on the road. - Take public transportation to obey the order, sit firmly in the car, do not extend your body parts out of the window, and do not eat in the moving car. Children under the age of 4 should use the child safety seat, and adults should sit in the passenger seat if they did not carry their children. Be wary of the car's blind spots. 2. ** Home Safety ** - Don't get too close to windows, balconies, or stair railings to prevent falling from a high place. - Don't play with electrical equipment, don't let electrical equipment get wet, don't let wet hands or wet cloth touch electrical equipment. - Keep away from falling off and exposed wire ends. Do not disassemble or install power lines at will. - Use the kitchen utensils properly and pay attention to the safety of the gas. - Do not touch disinfectant and other harmful items at will. It is strictly prohibited to eat. - In case of fire, escape and save yourself in time. Don't be greedy for money and call the police in time. 3. ** The elevator is safe ** - He had to confirm his arrival before entering the elevator. - After entering the elevator, stand in a safe area. Don't stand against the door, don't put your hands beside the door, and don't do any dangerous actions. - Don't randomly hit, kick, jump around the elevator, and don't randomly press the elevator button. Protect yourself and seek help when trapped in an elevator. ** 3. Safety from Drowning ** - Do not swim in the water without permission; do not swim with others without permission; do not swim without the guidance of parents or teachers; do not swim in waters without safety facilities and rescue personnel; do not swim in unfamiliar waters; do not swim in unfamiliar waters without authorization. ** 4. Safety in the prevention of infectious diseases ** - Early summer was the peak period for some infectious diseases, such as hand, foot and mouth disease, mumps, chickenella, and so on. Do not come into contact with bad people when you are not in crowded places. Cultivate good hygiene habits, strictly prevent "illness from entering the mouth", do not eat rotten food, prevent food poisoning and excessive eating, and eat less snacks. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the requirements of the Ministry of Education's latest primary school education goals?
The Ministry of Education's latest primary school education goals required children to be nurtured into people who were "virtuous, determined, diligent, and promising." In addition, primary education should be linked to pre-school education and junior high school education. On the basis of school education, education and teaching activities should be implemented to make the educated lively and active, laying the foundation for junior high school education. The training objectives also include the initial love of the motherland, the people, labor, science, and the thoughts and feelings of love for the country; the awareness of abiding by social morality, collective consciousness, and civilized behavior habits; good will, character, and lively and cheerful personality; self-management, and the ability to distinguish right from wrong. Possess the basic knowledge and skills of reading, writing, expression, and calculation (here, it should be "calculation"). Understand some common sense of life, nature, and society. Possess preliminary observation, thinking, hands-on operation, and learning abilities. Cultivate good study habits. They should learn how to exercise and maintain their bodies reasonably, cultivate the habit of paying attention to hygiene, have a healthy body, and have the ability to adapt to the environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school ice and snow weather safety education knowledge
The primary school ice and snow weather safety education knowledge includes the following aspects: ** 1. Travel Safety ** 1. ** Walk ** - It was best to wear anti-slip shoes and pay attention to the road conditions and traffic conditions when crossing the road. - Don't run on slippery roads. Pay attention to the road conditions at all times. If possible, try to hold the handrails and other fixed objects. - Don't put your hands in your pockets when you walk to prevent yourself from being injured if you can't react in time when you fall. - The caretaker told the children not to play on the slippery and icy road. - Don't let the elderly and children travel alone, because the road is slippery and easy to fall on rainy and snowy days. 2. ** Cycling ** - Cycling in the snow required concentration, vigilance, and slowing down. - Maintain a relatively safe distance between vehicles and wear a helmet to prevent injuries caused by falling on the slippery ground. - Try to choose an ice-free, flat road to ride on, and don't slam the brakes or make sharp turns during the ride. 3. ** By car ** - If you choose to take a bus for a long distance, you must wear a mask for personal protection. Pay attention to safety during the ride. - Families with the means should try to pick up their children to and from school and pay attention to the passing cars when crossing the road. ** 2. In terms of cold and warmth ** 1. Parents pay close attention to the weather forecast and add clothes for their children in time according to the weather changes. 2. Prepare cotton clothes, cotton hats, cotton shoes, gloves, and other cold-proof clothes for the child in advance. Wear a hat when going out to prevent the head from getting cold. 3. Teach the child the relevant knowledge of cold and warmth, and improve the child's personal protection awareness and ability. 4. Recently, the weather was cold and dry, and the child's skin was prone to cracking and itching. After washing his face, apply a moisturizer on his face and hands in time to relieve the dry skin. ** 3. Other aspects ** 1. ** Anti-slip drop resistance ** - Teach children not to play in places with stagnant water or ice, to prevent them from getting cold due to wet clothes and shoes, and to avoid slipping and falling due to playing with snow and ice. - Raise your feet high and step slowly to reduce the forward friction between the soles of your shoes and the ground, reducing the possibility of falling. - Change your mode of travel and choose to walk or take public transportation. 2. ** Anti-smash ** - Trees and advertising boards that were far away from snow could easily collapse and injure pedestrians due to excessive snow when the snowfall was heavy. - Stay away from branches, cables, and eaves with icicles hanging on them. In rainy and snowy weather, the icicles will break and fall, which will easily hurt pedestrians. 3. ** Anti-collision ** - When going out, choose places with footprints or ruts because the rain and snow covered the potholes, manhole covers and other "traps" on the road. 4. ** Protect from being hit ** - Keep a distance from the car. The road is slippery. Be careful not to slip and get hit. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the safety agreement for primary school students
The following are the main points of writing a safety agreement for primary school students: ** 1. Information of both parties ** 1. [School: specify the full name of the school.] 2. Parents or guardians: List the student's name, parent or guardian's name, contact information, and other basic information. ** 2. School responsibility ** 1. Education, management, protection - The school is responsible for the education, management, and protection of students in accordance with the education laws. - Students should be educated in science and culture and values, and safety knowledge and safety precautions should be carried out. 2. Campus Safety management - The school's school buildings, venues, public facilities, as well as the learning tools, educational teaching and living facilities and equipment provided for students to meet the national safety standards shall be guaranteed. If it is found that it does not meet the standards or there are obvious unsafe factors, it shall be dealt with in a timely manner. - During the normal teaching period, teachers had to perform their educational management duties, such as attending classes on time, counting the number of students, managing teaching facilities, organizing students, etc., to prevent unsafe incidents. - The school shall be responsible for any accidental injury caused by poor organization during group activities inside and outside the school. The school shall not be responsible for any accidental injury caused by students disobeying instructions or violating regulations. - Teachers and staff are not allowed to insult, beat, or physically punish students. Otherwise, the teachers and staff themselves or the school will be jointly responsible (the school will not be responsible for the unexpected consequences caused by normal criticism and education). - When teachers find that students have dangerous behaviors on campus, they should carry out necessary management, warning or stop them. Teachers on duty should patrol the campus to ensure the safety of students. 3. special case handling - For students who suddenly fall ill or are injured during school, the school should take timely measures to avoid adverse consequences according to the actual situation. - If it can be proved that the school is at fault in the student's injury (such as the facilities are defective or the school has not performed its due educational management duties, etc.), the school will bear the responsibility for compensation according to the size of the fault; if the school is not at fault (the damage has nothing to do with the facilities or the facilities are not defective and the school has performed its duties, the damage is still inevitable), the school will not bear the responsibility. ** 3. Parents or guardians 'responsibilities ** 1. guardianship relationship - It was clear that the guardian relationship of parents or guardians would not be transferred to the school because of the student's enrollment. They would provide safety education and law-abiding education to the students. 2. Obligations in specific circumstances - If a student causes personal or property damage to others, his guardian shall be responsible for compensation. - The school shall not be responsible for any accidents that cause personal injury to students that occur outside the school's management scope, such as when students go to school, leave school, return to school, leave school, go out or leave school without permission, after school, holidays or holidays, etc. - If a student violates laws and regulations, social public codes of conduct, school rules and regulations or discipline, implements dangerous or dangerous behavior, or if the behavior is dangerous and the school teacher refuses to listen to the dissuasion or refuses to correct it, or if the guardian does not inform the school of the student's special physique, specific disease, physical condition or emotional abnormality, or if the guardian has other faults that cause the student to be injured, the parent or guardian shall bear the corresponding responsibility according to law. ** 4. Other matters ** 1. The effectiveness, modification and termination of the agreement. 2. If there is a dispute resolution method (such as negotiation, arbitration, litigation, etc.). 3. The agreement was made in two copies, one for the school and one for the parent or guardian, and the right to interpret the agreement was clearly stated (usually the school). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the contents of primary school students 'construction site safety education knowledge?
The primary school students 'safety education content included: 1. It is strictly forbidden to enter the construction site, stay away from the safety protection wall of the construction site, climb over the wall, stay near the wall, watch, play, and play to prevent falling objects from high altitude. 2. Pay attention to the potential dangers around the construction site, such as uncovered wells, exposed wires, unstable building structures, etc., and avoid approaching these dangerous areas. 3. Understand the possible safety risks on the construction site. For example, the seemingly safe but actually dangerous facilities such as the manhole cover covered with thin paper should not be easily stepped on. At the same time, schools should strengthen campus safety education to improve students 'safety awareness and self-protection ability; parents should always pay attention to their children's movements and whereabouts, reminding them to stay away from dangerous areas and dangerous items; construction site management should set up obvious warning signs and take safety precautions; The government and relevant departments should also increase the supervision and inspection of the construction site, discover and correct the violation of safety production in time, and jointly build a safety net to ensure the safety of students. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on safety education measures and methods in nursery classes
The following is a lesson plan and reflection example of safety education measures and methods: ##1. Teaching Plan ###(1) Activity Target 1. Guide the children in daycare to have a preliminary understanding of common safety and dangerous behaviors and enhance their safety awareness. 2. Help children learn simple ways to deal with danger, such as seeking help when their bodies are hurt. ###(2) Difficulties of the activity 1. * * Main point ** - Let the child identify common dangerous behaviors, such as pushing people, rocking in the chair, etc. - Teach the child to remember simple safety rules, such as not poking others with a pen. 2. * * Difficulty ** - Guide the child to understand the possible consequences of dangerous behavior, such as injury. - Children are encouraged to use the methods they have learned to respond correctly when they encounter danger. ###(3) Event preparation 1. Create pictures or simple animation videos that include various dangerous behaviors (such as pushing people, climbing on tables and chairs, poking people with a pen, etc.). 2. Prepare some small sticks or toys as a reward. ###(4) Activity process 1. * * Part of the import ** - The teacher greeted the child in a friendly manner. Then, she showed him a small doll and said,"The little doll is coming to learn with the children today. It wants to tell everyone a little story first." 2. * * Perceiving dangerous behavior ** - Play an animated video or show pictures showing children pushing people in the classroom, swaying on the chair, poking others with a pen, and so on. Every time a picture was shown, the teacher would pause the video or point at the picture and ask the children,"Children, is this right?" Guide the child to answer "no". - Explain in detail why this is dangerous for each scene. For example,"Children, if you push others, they will fall and get hurt, just like how it hurts when we accidentally fall when we walk." 3. * * Learn how to deal with danger ** - The teacher performed a simple scenario simulation, such as pretending to fall and show pain, and then asked the child,"Children, the teacher fell and injured himself. What should we do at this time?" Guide the child to say the correct way to deal with it, such as asking an adult for help or going to the infirmary. - Repeat the simulation of different dangerous situations, such as being poked by a pen, accidentally touched by others, etc., to consolidate the child's memory of how to deal with danger. 4. * * Game Consolidating Stage ** - Playing the game of "Little Security Guard". The children were divided into groups. The teacher showed the pictures of the dangerous behaviors again. Each group took turns to point out the dangerous behaviors in the pictures and say the correct way to do it. The group that answered correctly would receive a small sticker or a small toy. 5. * * Event summary ** - The teacher and the child reviewed the content of today's lesson together, emphasizing the importance of not doing dangerous behavior and seeking help when encountering danger. ##2. Reflection ###(I) Success 1. The teaching methods such as animation videos, pictures, and scene simulations that were easy for children to accept were used to attract the attention of the children in the nursery class and make them actively participate in the activities. 2. Through the game segment, the children's mastery of safety knowledge was further consolidated, and at the same time, the children's sense of teamwork and competition was stimulated. ###(2) Deficiency 1. Children in day care had a shorter concentration time. Some children might not understand the consequences of dangerous behavior deeply enough. Later, they could use simpler and intuitive methods, such as personally demonstrating the state after injury. 2. In the game segment, there may be situations where the participation of individual children is not high. In the next activity, we need to pay more attention to these children and encourage them to participate actively. 3. Some content that was combined with family safety education could be added so that the safety knowledge that children learned in nursery school could also be applied in the family environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>