The lesson plan for the small class to recognize the class items
The following is a lesson plan for the small class to recognize the class items: ##1. Activity Target 1. Let the children familiarize themselves with the common items in the class, such as tables, chairs, toys, books, etc. 2. Able to accurately state the names and basic uses of class items. 3. Cultivate children's observation and language skills, stimulate children's love for the classroom environment. ##2. Event preparation 1. Pictures of various items in the class (tables, chairs, toys, books, cup racks, towel racks, etc.). 2. A small number of small props related to class items (such as a small toy, a small book, etc.). ##3. Activity ###(1) Introduction 1. Guide the children to observe the classroom Teacher: "Children, today our classroom is welcoming everyone as usual. Everyone, take a closer look. What do we have in our classroom?" Children were encouraged to speak freely and simply talk about what they saw. ###(2) Understanding Class Items 1. Showing a picture of an item The teacher showed the pictures of the class items one by one, such as the pictures of the tables and chairs first. Teacher: "Children, look at this picture. What is this?" Guide the child to answer "table and chair". Then the teacher briefly introduced: "The table and chair are what we use every day. We draw on the table, eat, sit on the chair to rest and listen to stories." In the same way, show the pictures of toys, books, cup racks, towel racks, etc., and introduce their names and uses to the children. For example, when introducing toys, you could say,"These toys are for children to play with. It will be fun for everyone to play with them." "There are many interesting stories in the books. We can learn a lot from them." 2. Combining small props to deepen understanding The teacher took out the small props that he had prepared, such as small toys. Teacher: "Children, where did this little toy come from? Yes, it's in our classroom. It's for everyone to play with. Then who can tell the teacher where we should put the toy after we play with it?" Guide the children to think and answer, and deepen their understanding of the use and placement of class items. ###(3) Game Stage-Search The teacher said the names of the class items and asked the children to quickly find the corresponding items in the classroom. For example, the teacher said,"Children, now go and find out where the books in our classroom are." Praise and encourage the children who found the items. ###(4) The teacher and the children reviewed the class items they had learned today."Today, we have learned a lot of things in the classroom. There are tables, chairs, toys, books, cup racks, towel racks, and so on. Children, you must take good care of these items in our classroom." Read more exciting novels for free
Small class healthy diet plan lesson plan and reflection middle class
I'm not sure about the specific content of the "healthy diet plan lesson plan for the small class and reflection on the middle class" you mentioned. Do you want me to put together a lesson plan for the healthy diet plan for the small class and the reflection of the middle class on this lesson plan? If that's the case, you have to give me the specific content of the lesson plan and the reflection content so that I can integrate it according to the requirements. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class food safety lesson plan small class reflection summary
In the small class food safety teaching, there was the following reflection summary: ** 1. Teaching Mode ** 1. ** Creation of an autonomous learning space ** - The "participation teaching model" was used to create time and space for students to study independently, which could effectively mobilize all students to actively participate in teaching activities. For example, through skit performances, investigation reports, small expert lectures, food packaging bag collection and discussion, students trained their ability to obtain and process information, analyze and solve problems, communicate and cooperate, so that they could learn to listen, learn, and learn to obtain food safety knowledge. 2. ** Comprehensiveness of the teaching process ** - The teaching process combined learning knowledge, developing abilities, and cultivating emotions. For example, students would analyze common bad eating habits, recommend nutritious recipes for their peers, design nutritious lunches for their elders, and so on. They would raise the safety knowledge they had learned into safety awareness and then transform it into safe behavior. At the same time, activities such as designing recipes for the elders also cultivated the feelings of caring for others and respecting the elders. 3. ** Close to the reality of life ** - The teaching content was close to the actual life of the students, solving scientific problems in life, and letting safety education enter the students 'lives. For example, in the "food safety" education, attention was paid to the students 'practical experience and "discoveries" in life. For example, the identification standards of fresh meat, fresh fish, and fresh vegetables, the green beans that were not cooked well would be poisoned, the moldy peanuts contained cancer-causing substances, and the roadside barbecue and fried food had cancer-causing substances. These were all beyond the teaching materials. They were the students'"discoveries". Moreover, the suggestions to farmers not to throw pesticide bottles into the river and to prevent the contaminated water creatures from being passed on to humans through the food chain also reflected this point. It truly reflected the value of scientific safety knowledge in guiding healthy life and realized the educational goal of " food safety is the guarantee of healthy life." 4. ** Teaching Evaluation Method ** - The advanced concept of "developing teaching evaluation" was introduced into teaching, and the students 'self-development was promoted through teacher evaluation, student self-evaluation, student mutual evaluation, and parent evaluation. Parents 'comments became a way for parents to communicate with their children in the event, and the event was supported by parents. They hoped that more similar activities would be carried out to promote family education. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The lesson plan of small class crossing the small bridge
The following is an example of a lesson plan for a small class: ** 1. Activity Target ** 1. Nurtures children to have the courage to try and overcome difficulties. 2. To develop the child's balance and coordination of movements. 3. Let the child grasp the verb related to the action of crossing the bridge, such as jumping, shaking, crawling, hugging, etc., and be able to perform with body movements, stimulate the child's courage, develop the child's oral expression ability and the ability to think. ** 2. Event preparation ** 1. Music: For example,"Little Bear Over the Mountain" or "Dolls and Little Bears Dance." 2. Some sandbags, two balance beams (or materials that can be used to build small bridges, such as large building blocks, etc.), some headwear (such as small animal headwear such as small rabbits, ducklings, etc.), class, and one doll (option). ** 3. Event Progress ** #(I) Introduction 1. Listening to music and warming up. For example, play the music "Little Bear Over the Mountain" and let the children move their bodies along with the music. 2. The theme of the game was introduced. It could be drawn out by showing a sandbag or by telling the story of a small animal that had to cross a river to be a guest. #(II) Unleash 1. Basic Movement Practice - If there was a sandbag, let the child practice walking with the sandbag on the ground. Teach the child to pay attention to the essentials of the movements: keep the head balanced, don't shake the body, raise both arms flat, look straight ahead, and walk in a straight line. - Or practice according to the characteristics of different small animals crossing the bridge. For example, ask the child how to cross the bridge, ask the child to perform and answer. After watching the class, guide the child to say and perform "Little rabbit jumping across the bridge". At the same time, ask the child who walks like a rabbit and jumps. In the same way, guide the child to understand the actions of "shaking and shaking" when a duck crosses the bridge,"walking sideways" when a crab crosses the bridge, and "mother hugging" when a kangaroo crosses the bridge, and perform imitation. 2. Practice Crossing the Bridge - He tried the small bridge. The children were asked to line up one by one to cross the balance beam (or other small bridges) while the teacher stood at the side to observe. - Exchange feelings and master the essentials of crossing the bridge. The feeling of crossing the bridge was discussed and summarized, such as raising both arms horizontally and looking forward. For the more timid children, teachers can focus on helping them. - Children practice walking the balance beam across the small bridge many times. They can try the "bridge" of different heights or difficulties. - If there was a game setting, such as carrying sandbags across the bridge, taking a fruit (sandbag) at a time to transport it across the bridge under the sandbag above his head, and then putting it in the opposite basket, quickly running back, or children crossing the bridge to visit the bird's house. #(III) End 1. Positive evaluation of the child's practice. 2. Lead the children to do relaxation activities, such as the teacher leading the children on the other side of the river, holding hands with the doll, and dancing in a circle. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Food carving lesson plan small class
The following is a food carving lesson plan for a small class: ##1. Teaching objectives 1. Let the children understand the types and characteristics of common vegetables. 2. Guide children to learn simple vegetable carving methods and train their fine hand movements. 3. Stimulate children's creative thinking and enhance children's feelings for beauty. ##2. Difficulties in Teaching 1. ** Teaching Focus ** - Help the child to recognize the shapes, colors, and other characteristics of different vegetables to prepare for carving. - Teach children to use simple tools (such as a knife for children) to perform basic carving operations, such as cutting simple shapes. 2. ** Teaching Difficulties ** - Due to the poor hand coordination of small class children, it was difficult to guide children to use tools correctly for carving. - Stimulate the creativity of the children, so that they can imagine the content of the carving according to the shape of the vegetables. ##3. Teaching preparation 1. Common vegetables such as carrots, cucumbers, tomatoes, etc. 2. A number of safety knives suitable for children. 3. There were a number of finished vegetable carvings for display. ##4. Teaching process 1. ** Awareness of Vegetables ** - The teacher showed the children all kinds of vegetables and introduced their names, colors, and shapes. For example, holding a carrot and saying,"Children, look at this long, orange carrot. It's shaped like a small awl." - Let the children observe the vegetables at a close distance, touch them, smell them, and deepen their perception of the vegetables. 2. ** Sculpture demonstration segment ** - The teacher picked up a carrot and demonstrated a simple carving method. For example, cut the carrot into round slices and say,"Look, children. Gently cut the carrot into pieces with a knife like this, just like small biscuits." - To emphasize the safety of using a knife to the child, such as holding the knife firmly and not waving it randomly. 3. ** Children's operation segment ** - Each child was given a vegetable (such as cucumber) and a safety knife. The children were allowed to perform simple cutting operations under the guidance of the teacher, such as cutting cucumbers into small pieces. - The teacher guided the child during the operation process and encouraged the child to be creative. For example, the cucumber segments could be placed in different shapes. 4. ** Show and share your works ** - Let the children put their works on the display stand. - Ask the child to introduce his work, such as "I cut the cucumber into small pieces, like small building blocks". ##5. Extension of Teaching 1. Put more vegetables and tools in the art area, so that children can continue to explore vegetable carving during their free time. 2. To carry out parent-child activities, so that children and parents can carve vegetables together. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-introduction in class, small class kindergarten lesson plan and reflection
The following is a self-introduction lesson plan for a small kindergarten: ##1. Teaching objectives 1. Guide the child to know his or her own name and answer when he or she hears it. 2. Children are encouraged to introduce themselves boldly in front of the group to cultivate their self-confidence. 3. To train the child's oral expression ability, to be able to simply say their own name or nickname. ##2. Teaching preparation He could prepare some small sticker or toys as a reward. ##3. Teaching process ###(1) Introduction 1. The teacher greeted the children warmly, attracting their attention. For example, the teacher said,"Hello, children. Today, I'm going to do a very interesting activity with everyone." ###(2) Children communicate their names 1. The teacher asked,"Children, who can tell me your name?" Children were encouraged to stand up and say their names. 2. Teachers can ask questions in a variety of ways, such as,"What's your name, cute kid?" Or "Little friend in red, what's your name?" It would lead more children to participate in the answers. ###(3) Teacher, introduce your name. 1. The teacher said,"The children are all very good. Now, I want you to guess my name." Then, he gave some small hints, such as a word in the name that was related to a small animal or a color. 2. After that, he told the children his name and said,"The children can call me [Teacher's Name] Teacher. We will play together often in the future." ###(4) Children are encouraged to introduce each other's names. 1. The teacher guided the child to introduce his name to the child next to him. He could say,"Now, children, you can tell the child next to you your name." 2. The teacher walked around the classroom, listening to the children's communication and giving appropriate encouragement and guidance. For example, he said to the children who were positive,"You speak so clearly." ###(5) Consolidating the game 1. The teacher said,"Now let's play a roll call game." Whoever the teacher calls, say 'here' loudly." During the roll call, if any child does not answer, you can encourage them a few more times, such as "[Child's name], the teacher is calling you. You can say 'here' loudly." 2. For children who responded positively and had loud voices, they would be rewarded with a small sticker or a small toy. ###(6) Activity summary 1. The teacher summarized the children's performance and said,"The children are very brave today. They can all say their names and get to know each other. Everyone is very good." 2. Children were encouraged to boldly say their names and actively interact with other children in the future. ##IV. Reflection on Teaching 1. the key of success - In the activity, most children could actively participate, and some children could stand up and say their names loudly, achieving the goal of letting the children know their names and express them boldly. - Children were more interested in teaching through games. For example, in the roll call game, children were looking forward to their names being called and would be able to respond positively. 2. deficiencies in - A small number of children were more shy. During the introduction of names, they needed the teacher to guide them many times before they were willing to communicate with the children next to them. For these children, they needed to be given more attention and encouragement in future activities. - During the activity, he found that although children could say their names, their expressions were relatively simple. In the future, children could be guided to introduce themselves in a more diverse way, such as adding their age or things they liked. 3. improvement measure - In future teaching activities, more group activities could be designed to give shy children more opportunities to exercise their ability to express themselves in a small area and gradually increase their self-confidence. - In the follow-up self-introduction activities, the children were guided to think about what else they could introduce themselves in addition to their names. They were also encouraged to learn more about themselves through demonstration and encouragement. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class language, small hand to greet, lesson plan, after-class reflection
They are well prepared for activities and have clear thoughts. They can help children express themselves in words. It was suggested that the older brothers and sisters in the senior class perform the situation, and then the teacher would use body language and some language to prompt them. This would help the children better explain. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class leaves painting lion lesson plan and reflection middle class
The following is a lesson plan for a small class: ** 1. Teaching objectives ** 1. Let the children in the small class know the basic characteristics of lions. 2. Guide the child to learn how to use the leaves to make a simple paste and train the small muscle movements of the hand. 3. Arouse children's interest in natural materials. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Guide the child to understand the shape of the lion's head (such as a round face), mane (long hair), eyes, nose, and mouth. - He taught the children to paste the rough outline of the lion with leaves. 2. ** Difficulty ** - Help children understand how to choose the appropriate parts to represent the different body parts of the lion according to the shape of the leaves. - It allowed the child to stick the leaves neatly to keep the picture clean. ** 3. Teaching preparation ** 1. Leaves of various shapes and sizes (collected in advance, washed and dried). 2. White cardboard, glue, scissors (for teachers), lion pictures or videos. ** 4. Teaching process ** #(1) Introduction (3 minutes) 1. Play the audio of the lion's roar or show the video and pictures of the lion to arouse the interest of the children. 2. Ask the child: "Children, today we are going to meet a very powerful animal friend. Listen to its voice or look at the picture. Do you know who it is?" Guide the child to say lion. #(2) Getting to know lions (5 minutes) 1. Show the picture of the lion again to guide the child to observe the appearance of the lion. - The teacher said,"Children, let's take a closer look at what the lion looks like." Guide the child to observe that the lion's face is round, its eyes are big, its nose is a small black dot, its mouth is big, and there is a long circle of hair around the face (mane). #(3) Leaf Sticky Lion (15 minutes) 1. The teacher showed the leaves and said,"Today we are going to do magic with these leaves and turn them into little lions." 2. The teacher demonstrated the production process: - First, he picked up a relatively large round leaf and stuck it in the middle of the cardboard."Look," he said,"doesn't this look like a little lion's face?" - Then he picked some slender leaves and pasted them along the edge of the round leaves. He said,"These slender leaves are like the fur on the face of a little lion." - Then, he would use a smaller round leaf or scissors to cut out a circle as the lion's eyes and paste it in the appropriate position. Then, he would use a smaller leaf or pen to draw out the nose and mouth. 3. Give each child a piece of white cardboard, leaves, and glue, and let the child try to stick it on his own. The teachers guided the children around, reminding them not to apply too much glue and encouraging them to use their imaginations. #(4) Exhibition and sharing of works (5 minutes) 1. Children were invited to place their works in the exhibition area. 2. Please tell me how you made a lion out of leaves. #(5) Summing Up (2 minutes) 1. The teacher gave affirmation and encouragement to the children's works, such as: "The children are very powerful. They made all kinds of little lions with leaves." 2. It emphasized that leaves could be used to create many interesting things and encouraged children to continue exploring in the future. ** 5. Reflection on Teaching ** #(I) Strengths 1. The introduction segment used audio or video materials of lions, which could attract the attention of small children and stimulate their interest. 2. In the part of getting to know lions, through intuitive pictures and simple questions and guidance, it was in line with the cognitive characteristics of the children in the small class. The children could better understand the basic appearance of lions. 3. The teacher's demonstration was clear and clear. The children could basically follow the demonstration. Most of the children could participate in the activity, and the children trained their hand muscles during the process of sticking. 4. The work display and sharing segment provided opportunities for children to express themselves, enhancing their self-confidence and language skills. #(2) Inadequacies and improvements 1. For children with weaker abilities, the teacher's guidance could be more meticulous and patient when sticking the leaves. In future activities, he could arrange for assistants or increase the time for teachers to guide him alone. 2. In terms of material preparation, more types of leaves could be prepared, such as leaves with different colors and veins. This would give children more choices and make their works more diverse. 3. In terms of teaching time control, the time for children to stick leaves might vary due to individual differences, resulting in the subsequent display and sharing session being a little rushed. In the next activity, the time allocation of each segment could be flexibly adjusted according to the actual operation of the child. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Looking for a cat lesson plan to reflect on the small class
The following are some reflections on the lesson plan of "Looking for Cats": ** 1. Teaching content ** 1. ** Target Setting ** - In some lesson plans, the target was not targeted enough. For example, it would be better if the integrated content was reflected in the goal. For example, the goal of integrating various contents such as origami, music games, and so on could be clearer, which would make the teaching more oriented. - For activities like "Find Kittens," apart from basic goals such as letting children learn how to fold paper kittens or find kittens in music games, they could also increase children's comprehensive understanding of cats (cats 'living habits, physical characteristics, and other goals that were more deeply integrated with the curriculum). 2. ** Integration of content ** - Some of the lesson plans integrated origami, music games, knowing kittens, and other content, but the continuity between the various parts could be further optimized. For example, when making the transition from folding kittens to the music game "Find Kittens," there could be a more natural plot connection. For example, after the child folded the kittens, he said that the kittens were going to play hide-and-seek (music game segment) instead of simply jumping from one segment to another. ** 2. Teaching methods ** 1. ** Guidance Method ** - In the folding section, when the illustration of the kitten's head was shown to explain the folding steps, although most children could operate according to the illustration, the teacher could use more guidance methods for children with weaker abilities. For example, in addition to the overall step explanation, each folding action could be demonstrated in more detail, and more timely individual guidance could be given to the child during the operation, instead of emphasizing it after discovering the problem (such as the child drawing the wrong facial features of the kitten). 2. ** Method of interaction ** - In the game segment, playing with the child as a cat mother could stimulate the child's interest. However, when the child described his hiding place, he could encourage them to communicate more with each other instead of just interacting with the teacher. This could further improve the child's communication skills. ** 3. Infant performance and development ** 1. ** Ability Development ** - In the process of folding paper, different children had different abilities. Strong children could quickly complete the folding of the kitten's head and add drawings, while weaker children might have problems with some details (such as corner alignment and folding in order). This suggested that teachers could divide the children into groups according to their abilities or provide layered teaching guidance. - In terms of language expression, because the children in the small class were in the critical period of language development, the sentence expression was not complete. Throughout the implementation of the "Find the Kitten" lesson plan, children could be guided to describe their behavior in complete sentences, such as "I hid the kitten under the table", rather than simple words or phrases. 2. ** Arouse and maintain interest ** - In the music game "Find Kitten", the creation of simple scenes and the use of a variety of game forms can maintain the interest and enthusiasm of children. Similar methods could be used in other parts such as the folding session. For example, let the child imagine that the kitten he folded was going to a kitten party, so that the child could be more actively involved in the whole activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Paper airplane lesson plan, small class music
The following is an example of a paper airplane music lesson plan for a small class: ** 1. Activity Target ** 1. Experience the coherent musical expression of the phrase. 2. Learn to express the lyrics with body language. ** 2. Event preparation ** Children's books, CD, colored paper, tamales. ** 3. Activity process ** #(1) Activity 1: Fold paper planes and play with paper planes 1. The teacher guided the children to fold the plane with colored paper. 2. Let the children play with the paper airplane and experience the fun of the paper airplane flying. It will stimulate their interest in the activities related to paper airplanes. #(2) Activity 2: Simulate Plane Flight 1. To guide the child to listen to the tamale to fly, for example, the child could simulate the flight of an airplane when the tamale sounded. When the teacher added the "stop" instruction, the child must also stop when the rhythm stops. This segment allowed the children to feel the rhythm and train their reaction skills. 2. In the process of flying, guide the children to observe each other's movements, such as starting, taking off, turning, rising, falling, landing, etc., to pave the way for the subsequent performance of lyrics with their bodies. #(3) Activity 3: Familiarize yourself with the lyrics and use your body movements to express them 1. Guide the child to listen to music and familiarize himself with the lyrics. During the listening process, ask the child what he heard in the lyrics at the right time to enhance the child's concentration and understanding of the lyrics. 2. Guide the child to use his body movements to express the lyrics, such as imagining himself as a piece of paper being folded into an airplane (for example, bending his arms to represent origami), and then imagine himself as a flying state after becoming a paper airplane (for example, making a flying posture with his arms), etc. #(4) Activity 4: Play the "Paper Airplane" game 1. The children were divided into groups of five and lined up to play the game of paper airplanes. The rules of the game could be set according to the content of the song. For example, when a certain lyrics were sung, the paper airplane would start to fly or land. 2. During the game, the children were encouraged to play freely according to their own understanding of the song and lyrics. At the same time, the children's sense of teamwork and rules were cultivated. #(V) Activity Reflection After the event ended, they would reflect on the entire process. Observe the children's feelings and understanding of music, whether they can skillfully use body language to express the lyrics, the children's participation in the game, cooperation ability, and compliance with the rules. It summarized the strengths and weaknesses of the activity so that it could be improved in future teaching activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Follow the etiquette lesson plan and reflect on the small class
The following is a reflection on the etiquette lesson plan of the small class: ** 1. Teaching objectives ** 1. ** Clarity and Adaptability ** - For the etiquette education of the children in the small class, the goal should be in line with the characteristics of the children's age. For example, in terms of cultivating personal hygiene etiquette, the goal should be simple and specific, such as letting the child understand basic hygiene habits such as bathing order, which is appropriate. However, if the goal setting was too complicated, such as letting small children understand the complex cultural implications behind etiquette, it might be beyond their knowledge. 2. ** Achievement Status ** - In many etiquette lesson plans, although there were goals such as cultivating children to use polite language, there might be situations where some children could not grasp it well in actual teaching. For example, in the classroom, children could follow the teacher to speak polite language, but they could not actively use it in daily life. This reflected that the goal was not achieved enough and needed to be improved in teaching methods and intensive practice. ** 2. Teaching content ** 1. ** Selection of content ** - The etiquette content chosen should be close to the life of the children in the small class. For example, the etiquette of entering and leaving the garden, dining etiquette, etc. were all closely related to the daily life of the child, which easily aroused the interest and resonance of the child. However, if they chose some etiquette content that was too adult or abstract, such as the reception etiquette in business etiquette, it would not be suitable for small children to learn. 2. ** Organization of content ** - The organization of the content had to be gradual. For example, when teaching manners, start with simple "hello" and "goodbye", then gradually add "thank you" and "sorry". If the teaching content was too jumpy, the child might feel confused and difficult to understand and master. ** 3. Teaching methods ** 1. ** Interesting * - Children in small classes had short attention spans, so the teaching method had to be interesting. Many lesson plans used games to teach etiquette. For example, role-playing games were a good way to let children play different roles to practice etiquette. However, some lesson plans may focus too much on the instilling of knowledge and lack interesting interaction, resulting in low participation of children. 2. ** Guiding ** - Teachers should be good at guiding in the teaching process. For example, when teaching hospitality, the teacher could set up a situation to guide the child to think about what to do instead of telling the child the answer directly. If the teacher's guidance is insufficient, the child may only imitate mechanically and not truly understand the meaning of etiquette. ** 4. Teaching Evaluation ** 1. ** Evaluation Method ** - The evaluation of etiquette teaching in small classes should adopt a diverse approach. Other than the teacher's evaluation, the children could also evaluate each other and the parents could participate in the evaluation. Some lesson plans may only rely on the teacher's evaluation, which may be one-sided and may not fully understand the real situation of children's etiquette learning. 2. ** Evaluation content ** - The content of the evaluation should not only pay attention to whether the child has learned certain etiquette behaviors, but also pay attention to the child's attitude and emotions. For example, whether the child was sincere when using polite language, whether he took the initiative, and so on. If one only focused on the behavior itself, one might neglect the true acceptance of etiquette in the child's heart. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>