How to discuss the story in the early childhood English teaching method
In the early childhood English teaching method, the story teaching method had the following aspects: ** 1. Choice of story ** 1. ** Title and theme ** - The theme should be around the scope of children's lives, such as family, kindergarten, and surrounding communities. It often involved life stories, fairy tales, and fables. The theme should be simple, and the story should be short and concise. This way, it would be easy for children to understand and accept. For example, a simple description of the life of animals in the forest was easier for children to grasp. 2. ** Plot and Character ** - The plot should be vivid, the characters should be distinct, and it should be easy for children to perform. Because the children's story was short, the performance should go straight to the point and enter the theme. The performance process should be compact, with the character's movements and language as the main point, with a clue running through the whole story. ** 2. The story in the teaching process unfolds ** 1. ** Arouse interest ** - Using the children's love to listen to stories and love to tell stories, the boring English words, sentences, grammar, etc. were integrated into the vivid story. For example, by integrating words and simple sentence patterns into the story scenes of small animals greeting each other and playing games together, children could learn English words while listening to the story, and learn to use words when retelling the story, so as to stimulate children's interest and motivation in learning English. 2. ** Guide participation ** - It was not only the teacher who told the story to the children, but also to guide the children to tell the story and perform the story. Teachers should fully consider the characteristics of children when designing teaching. After integrating English vocabulary, sentence patterns, and simple grammar into the story, they should guide the children to tell stories and perform stories. For example, in a story about a small animal looking for food, the teacher could guide the child to imitate the movements and sounds of the small animal to tell the story and perform. This would allow the child to gradually learn to organize English language materials and improve his English expression skills. 3. ** Foster the development of thinking ** - In the process of children listening and telling stories, it can promote the development of their thinking. Extroverted, story-telling, and imitative children tended to develop their thoughts, emotions, and interpersonal relationships better than other children. For example, when telling a story about fruits of different colors, the child's thinking ability was trained in the process of describing the color and characteristics of the fruit. Read more exciting novels for free
How to write the teaching reflection of the teaching plan of the early childhood education
The writing of teaching reflection in early childhood education plans should pay attention to practicality, reality, effectiveness, and individual experience, mainly from the following aspects: ** 1. Dealing with textbooks ** - Consider whether the teaching of the advantages and disadvantages of the textbook is appropriate, such as fine-tuning, adding, replacing, and reorganizing the content of the textbook. Reflect on whether these treatments are effective and appropriate in achieving the curriculum and teaching goals. ** 2. Teaching ** - It was necessary to review the successes of the design and also reflect on the failed teaching cases. It was necessary to explore the gap between the teaching design and the actual teaching in order to promote the transformation of teaching ideas into teaching behavior. ** 3. Teaching details ** - It was necessary to reflect on the targeting and effectiveness of the teaching details. ** 4. Teaching objectives and effects ** - There are many indicators of effective classroom teaching, such as active teacher-student interaction, high-quality classroom participation, effective classroom questions, reasonable classroom activity time and classroom structure. Reflecting on teaching objectives can be carried out around classroom questions, participation, activity time, classroom structure, teaching effect, etc. to ensure that the teaching objectives are accurate and the teaching effect is effective. ** 5. Gains and losses in teaching ** - ** Students 'understanding and acceptance of the learning content **: Reflect on the students' understanding and acceptance of the learning content. - ** Student's Unique Insight **: Pay attention to whether the student has a unique insight in the learning process. - ** Students 'reaction and performance in class **: Pay attention to students' reaction and performance in class. ** 6. Teaching wit and classroom generation ** - It was necessary to reflect on the wisdom of teaching and the rationality and regenerative nature of classroom generation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Early childhood insect story teaching plan big class reflection
The following is an example of a large class reflection on the early childhood insect story lesson plan: ##1. Achievement of Teaching Aims 1. ** Understanding the characteristics of insects ** - Through stories, children's songs, insect models or pictures, children had a certain understanding of the main characteristics of insects, such as the body being divided into three sections, such as the head, chest and abdomen, and six legs. For example, in the story of the Insect Games, children could deepen their understanding of the definition of insects by discussing which insects could participate in the games and which could not. However, some children might still be confused. For example, the distinction between insects that looked similar but were not insects (such as centipedes, spiders, etc.) could be added in the follow-up teaching. 2. ** Scientific Knowledge Acquired ** - From listening to science fairy tales, children can gain some scientific knowledge about insects, such as the habits of different insects may affect their performance in sports games. However, the deeper scientific knowledge of insects 'living environment, reproduction methods, and so on were rarely involved. In the future improvement of teaching plans, a simple introduction of these contents could be added to broaden the scientific knowledge of children. 3. ** Imagination and presentation skills ** - In the process of listening to the teacher read the book, the written language, and the discussion of the story content, the child's imagination and ability to express according to the picture had a certain degree of exercise. However, some children were more shy and unwilling to express their thoughts on their own initiative. In the future, these children needed to be encouraged to participate more in the teaching, and group discussions and other segments could be added to give each child more opportunities to speak. ##2. Teaching Methods 1. ** Story telling and nursery rhyme teaching ** - Storytelling and nursery rhymes were effective ways to attract children's attention. When telling the story of the Insect Games, the children showed a high interest and were able to follow the story to think about problems. The rhythm of the children's song "Insect Games Song" was bright, so it was easy for children to remember the characteristics of insects. However, in the process of telling the story, the teacher could use more performance elements such as sound and action to make the story more lively and interesting. Children's songs could also be taught with some interaction, such as letting the children adapt the lyrics themselves. 2. ** Model and picture display ** - The toy models or pictures of all kinds of insects can help children understand insects intuitively. However, during the demonstration process, the children could be more involved in the operation, such as letting the children hold the model and say the characteristics of the insects, or arranging them according to the types of insects. This could better improve the children's learning enthusiasm and participation. ##3. Children's interaction and cooperation 1. ** Discussion session ** - When the children were guided to discuss why the little ants invited some insects back, the children could exchange ideas with each other and gain new knowledge from their peers. However, during the discussion process, there would sometimes be a situation where a single child led the discussion and other children followed. Teachers needed to better guide the discussion in the future to ensure that every child could participate equally in the discussion. 2. ** Co-op performance ** - In some teaching plans, there were sections where children were asked to perform children's songs in different roles. This was a good exercise for children's cooperation and performance. However, in practice, it was found that children might have small conflicts due to role allocation and other issues during cooperative performances. Teachers needed to formulate rules in advance and guide children to solve problems in time to cultivate a good sense of cooperation. ##4. Overall Teaching Effect 1. ** Invigorate children's interest ** - On the whole, the topic of insects could arouse the interest of young children because insects were more common in daily life and young children had a certain degree of curiosity. However, in the teaching process, some parts might make the children feel monotonous, such as too many theoretical explanations. In the future teaching, we must continue to improve the teaching process and maintain the enthusiasm of the children. 2. ** Consolidating Knowledge and Skills ** - Although the children had a certain grasp of the knowledge and related skills of insects (such as judging insects, telling insect stories, etc.), in the long run, they needed to add some revision and consolidation links, such as regular review of insect knowledge, small competitions on insect topics, etc., to ensure that the children could really master the content and remember it for a long time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching of the open class of early childhood education
The following are some of the main points of reflection on the large class teaching of the open class of early childhood education: ** 1. Teaching content and objectives ** 1. ** Integration of content ** - In the design of teaching content, one must avoid deliberately pursuing the integration of subject areas and losing focus. For example, the integration of all fields in the kindergarten should be based on theme activities. If the integration is done for the sake of integration and the content of each field is not truly integrated, it may lead to scattered teaching activities without focus, and may extend the teaching time, exceeding the time limit of the child's attention, affecting the teaching effect and increasing the burden on the child. 2. ** Target achieved and default difference ** - The teaching goal in the open class should be clear and fit the actual development needs of the children. However, in actual teaching, there might be situations where the presupposition and the generated effect did not match. For example, in the comprehensive learning public class of the large class, there might be problems such as the early organizational process being delayed, the number of group representatives being too large, and the repeated materials not being controlled, resulting in insufficient teaching time, lack of activity evaluation and summary, and the lack of time and rhythm to consolidate the practice. - In the teaching of the activity class, if the goal setting emphasized the core cohesion of the group, but the grouping was not scientific (for example, grouping according to the seats nearby without considering the interests of the students), it might cause the content of the exchange report to be repeated, affecting the achievement of the goal. ** 2. Teaching format ** 1. ** Teacher's demonstration and demonstration ** - The "demonstration" and "demonstration" classes in public classes might be different. In order to present a "perfect" teaching, teachers would polish the curriculum too much, making the teaching process lack authenticity. Children might become props to cooperate with the teacher. For example, in some public classes, the use of multi-media was just a formality. It did not integrate the teaching content or the teacher's teaching style, and it became an abrupt background for the performance. 2. ** Children's interaction and participation ** - In the child interaction segment, attention should be paid to the actual participation effect of the child. For example, in the open class of the big picture book, when the teacher guides the children to observe the pictures in the picture book and share their feelings, he must ensure that the way the questions are asked allows the children to express themselves accurately and avoid vague guidance. - In special activities such as tearing paper, the teacher's estimation of the child's ability may deviate from the actual situation. Teachers thought that the simple symmetrical tearing paper "love" activity, but there were many problems when it was implemented, such as children tearing the wrong love, not daring to do it, not tearing according to the outline or relying on others, etc. This reflected that the design of the teaching form may not fully consider the children's actual hands-on ability. ** 3. Teaching Evaluation ** 1. ** Self-evaluation ** - When teachers evaluate themselves, they shouldn't just take the successful completion of lessons as a standard of success. Teachers in public classes should use educational wit to guide children to solve problems and pass on knowledge. This process was the mutual influence of life. Merely attending classes according to the standard of preparation did not represent excellent teaching results. 2. ** Others 'comments ** - Other people's evaluation of teachers often had vague and general problems, such as "clear teaching objectives" and "good teaching attitude". The evaluation was not targeted enough to promote the professional development of teachers, and it was not conducive to the in-depth development of follow-up teaching and research activities. ** 4. Fairness in education ** - In public classes, unfair education should be avoided. For example, in order to get rid of naughty children in public classes, or to always ask their favorite or well-behaved children to answer questions during the questioning session while ignoring other children, this violated the principle of paying attention to the development of every child and treating children fairly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching English through Japan horror stories: Is it an effective method?
Well, it might be effective. Students usually find horror stories exciting. When teaching English with Japanese horror stories, teachers can use the characters and plots to create language - learning activities. For instance, students can retell the story in English, which helps improve their speaking and writing skills. However, some students may be too scared to focus on the language learning part.
New college entrance examination English vocabulary teaching method
The following are some of the new college entrance examination English vocabulary teaching methods: - Using public service memory methods: - [Crazy Trio Method: Read sentences in the fastest, loudest, and most accurate way to achieve fast memory of English sentences and master the words in the sentences.] - A4 memory method: With the help of an A4 paper, write words at random positions on the paper. At the same time, quickly read the words to form oral muscle memory. After memorizing the vocabulary list, use the A4 paper to check. - Sleep Memory Method: The core points are "one reciting four reviews" and "machine gun reading". With the matching public vocabulary, you can remember 100 words in an hour every day. - Sentence memorization method: By memorizing sentences that contain core words to memorize words, at the same time, you can get the key grammar and improve your reading speed. For example, the method designed by Teacher Yu Minhong to memorize 3500 words in the college entrance examination with 100 sentences. You can also use the matching professional foreign teacher to read the synchronized audio to sharpen your ears. - Word formation: Teachers can use word formation to inspire students to think positively, find out the differences between words, and improve the efficiency of memorizing words. For example, the name of the name, the idea of splitting words, the word order reversal, the characteristic method, the synonym "snowball", the antonemy pairing, and so on. - For example, divide the 144 words of New Concept English into three parts, lessons 1 to 40, 41 to 80, and 81 to 144. Make word cards so that students can quickly read the English words and say the Chinese meaning. - The classification and integration teaching based on the vocabulary of the exam outline: Based on the vocabulary of the exam outline, the vocabulary of the college entrance examination will be classified and integrated, focusing on the use of writing vocabulary, so that students can master the memory method of English vocabulary. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the organizational methods in the classroom teaching of early childhood literature?
There are many ways to organize the teaching of early childhood literature. The following are some common methods: 1. Activity-based teaching: Through games, singing, dancing and other forms to stimulate children's interest and curiosity so that they can learn knowledge in a pleasant atmosphere. 2. Story-explaining teaching: Through simple storytelling, guide children to understand the theme and emotions of the story and cultivate their imagination and creativity. 3. Scenario-based teaching: By setting up actual situations, children can learn knowledge in actual situations, such as through role-playing, role-playing, etc., to enhance children's perceptual knowledge. 4. Interactive teaching: Through this method, children can communicate and cooperate with teachers and other students to learn and explore knowledge together. 5. Experimental teaching: Through experimental teaching, children can experience and explore knowledge, such as through experiments, hand-made and other ways to deepen their understanding and memory of knowledge. 6. Multi-media teaching: Through the use of multi-media teaching, children can feel the charm of literature in a relaxed and happy atmosphere. For example, video, pictures, audio and other methods can enrich the teaching content and form. The above are the common organizational methods in the classroom teaching of children's literature. Different teaching methods can be selected and combined according to different children's characteristics and teaching goals.
Reflection on the teaching of children's songs in early childhood education
This is just a title. There's no specific content. You have to give me some details about the reflection of the nursery rhyme teaching in early childhood education, such as the problems encountered in the teaching process, the choice of nursery rhymes, the teaching effect, and so on. Only then can I integrate and polish it according to the requirements. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Early childhood enlightenment, early education, animal world, teaching plan, reflection, middle class
The following is an example of a reflection on the teaching plan of the early childhood animal world class: ** 1. Teaching objectives ** 1. ** Strengths ** - In terms of understanding the names, forms, and living habits of animals, it would be better to use methods such as displaying plush toys, playing children's songs, and displaying pictures. For example, through plush toys, children could see the shape of animals. Children's songs could contain the sounds of animals and other living habits. - For the emotional goal of cultivating children's love for small animals, if a link such as "how to care for animal friends" was designed in the lesson plan, it would help guide the child to develop a positive emotional attitude. - For example, setting up a game segment (such as a game of saying the name of an animal) could help improve the child's verbal expression ability. 2. ** Inadequacies and improvements ** - There might not be enough depth in imparting knowledge about the living habits of animals. In the subsequent improvement of the lesson plan, he could conduct more in-depth research on animals that were particularly interesting to some children. For example, in addition to knowing that puppies liked to eat bones and bark, he could further explore the sensory abilities of puppies or the role of puppies in the family. - In terms of cultivating the emotional goal of loving animals, in addition to verbally asking how to care for animals, they could also design some practical activities, such as making animal protection cards, etc., to enhance the child's experience. ** 2. Teaching content ** 1. ** Strengths ** - Choosing common animals (such as cats, dogs, chickens, ducks, lambs, etc.) was in line with the cognitive level of middle-class children. Children might have more opportunities to come into contact with them in their daily lives, which would be easier for them to understand. - If the lesson plan included simple content related to animal classification (such as classification according to living habits, etc.), it could lay the foundation for children to initially build a zoological knowledge system. 2. ** Inadequacies and improvements ** - The content may be a little simple, but some strange or uncommon but interesting animals can be added as an expansion content to stimulate the curiosity of young children. For example, he could briefly introduce sloths, which were slow-moving animals with a unique lifestyle. - In terms of the order of presentation of the content, it could be arranged in a more orderly manner according to certain characteristics of the animals (such as classification according to their feeding habits, first introducing herbivores, then introducing carnivores, etc.). ** 3. Teaching methods ** 1. ** Strengths ** - Using a combination of teaching methods (such as stories, games, and displaying objects) is a good strategy. Stories could attract children's attention, games could increase children's participation, and physical displays could make children feel more intuitive. - The use of nursery rhymes to guide or run through the teaching process helped to create a relaxed and happy teaching atmosphere. Moreover, the rhythm of nursery rhymes was strong, making it easy for children to remember animal-related knowledge. 2. ** Inadequacies and improvements ** - In the game segment, there might be situations where individual children did not participate enough. The game could be designed with more emphasis on the participation of all children, such as group competitions. - For physical display, if it was just a simple display and explanation, the child might just passively accept it. They could add an interaction segment, such as letting the child touch the plush toy and describe the feeling, and then draw out the characteristics of the animal. ** 4. Teaching process ** 1. ** Strengths ** - At the beginning, the introduction of children's songs could quickly attract the attention of children and stimulate their interest. - In the development part, the children were gradually guided to observe and describe the characteristics of animals, in line with the laws of cognitive development of children, from simple recognition of names to description of characteristics, and gradually in-depth. - In the end, the children were asked to think about how to care for their animal friends, which could summarize and sublimate their emotions. 2. ** Inadequacies and improvements ** - During the questioning session in the teaching process, if the children's answers were inaccurate or incomplete, there might be a lack of more effective guidance. Teachers could prepare different levels of guidance questions in advance and flexibly adjust them according to the children's answers. - The transition between the segments could be more natural and smooth. For example, a small transition plot could be designed between knowing animals and playing games. For example, the small animals were going to play games with the children. This could make the entire teaching process more coherent. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Research Report on the Cultivation of the Thinking Method of Seeking Discredence in Junior English Teaching
** Title: A Research Report on the Cultivation of the Thinking Method of Seeking Discredence in Junior High School English Teaching ** ** I. Introduction ** In junior high school English teaching, it is of great significance to cultivate students 'thinking of seeking differences. With the continuous development of educational concepts, the traditional teaching method of imparting knowledge could no longer meet the needs of students 'all-round development. As the core of creative thinking, the thinking of seeking differences can stimulate the students 'ability to be creative. It can make students not only passively accept knowledge in English learning, but also actively think and explore various possibilities, so as to better master English knowledge and improve their language application ability. ** II. The Connotation of the Thinking Method of Pursuing Discreteness and its importance in Junior High School English Teaching ** (I) The Connotation of the Thinking of Seeking Dissimilation The thinking of seeking differences was a way of thinking that broke through the norm and sought a variety of solutions. It encouraged individuals to look at problems from different perspectives, break the mindset, question existing perspectives and methods, and produce new and unique ideas. (II) The importance of English teaching in junior high school 1. It is helpful for the in-depth understanding of language knowledge In English learning, there were many usages and collocations of language rules and vocabulary. For example, the same word may have different meanings in different context. Through different thinking, students can explore these differences in depth, so as to more accurately understand and use English knowledge. 2. cultivate innovative ability Thinking differently was the core element of creativity. In the English class, cultivating students 'unconventional thinking could allow students to show innovation in language expression and writing, such as creating unique sentence structures and novel writing topics. 3. improve students 'interest in learning The traditional English teaching model may be boring, but the cultivation of the thinking of seeking differences can allow students to actively participate in classroom discussions and thinking, discover the fun in English learning, and thus increase their interest and initiative in learning. ** III. The current situation and existing problems of cultivating the thinking of seeking differences in junior high school English teaching ** (I) Current Situation 1. Some teachers began to realize the importance of cultivating the thinking of seeking differences and tried to use some methods to guide students in teaching, such as group discussions and setting open questions. 2. In the compilation of teaching materials, some content that could stimulate different thinking was gradually incorporated, such as reading articles with multiple possibilities of interpretation. (2) The existing problems 1. Restrictions of Teaching Models The traditional teacher-centered teaching model was still dominant. Teachers taught too much in class, leaving limited space for students to think and seek differences. For example, when explaining grammar, it was often explained according to a fixed pattern and rules. Students were rarely encouraged to understand and apply grammar knowledge from different angles. 2. Restrictions of the evaluation system The current teaching evaluation was mainly based on test results, and the test content often focused on the memory and routine application of knowledge, lacking the ability to test students 'thinking ability. This caused teachers to pay more attention to the students 'mastery of basic knowledge in the teaching process, while ignoring the cultivation of different thinking. 3. Students 'own factors Influenced by traditional learning habits, some students lacked the awareness of active thinking and seeking differences. They were used to accepting ready-made answers and did not dare to question the views of teachers or teaching materials. ** IV. The Strategy of Cultivating Different Thinking in Junior High School English Teaching ** (I) Create a relaxed classroom atmosphere 1. Build an equal teacher-student relationship Teachers should respect every student's point of view and encourage students to actively speak. Regardless of whether the student's answer was correct or not, they should give affirmation and encouragement to let the student feel that their ideas were valued. For example, in a class discussion, the teacher could say,"This is a very novel idea. Can you elaborate on your idea?" 2. Be tolerant of different views Teachers should create a classroom environment that was inclusive of multiple perspectives. Even if the students 'views were contrary to traditional views, they should not be in a hurry to deny them. Instead, they should guide the students to conduct in-depth analysis and discussion. (2) Use a variety of teaching methods 1. question-leading method The teacher set up some open questions in the classroom to guide the students to think from different perspectives. For example, in the teaching of reading, one could ask,"If you were the protagonist of a story, what would you do? Why?" This kind of question allowed the students to break through the limitations of the text and unleash their imagination. 2. group cooperative learning The students were divided into small groups for cooperative learning. Each group worked together to complete a task or discuss a problem. In the group discussion, students could communicate and inspire each other, thus stimulating their thinking of seeking differences. For example, during the English writing practice, the group could discuss the writing theme, content structure, etc., and each member could put forward their own ideas. 3. situational teaching approach (methodology) Create a variety of English situations, let the students use English knowledge in the situation and cultivate their thinking of seeking differences. For example, create a shopping scene. Students can play the role of customers and salespeople. In this process, students can try different ways of expressing themselves to complete the shopping communication. (3) improve the teaching evaluation system 1. Increase the test of the ability to think differently In the examination and homework evaluation, add some questions that can test the students 'ability to think differently, such as open writing, unique understanding of English cultural phenomena, etc. 2. diversified evaluation methods In addition to teacher evaluation, students could also use self-evaluation, mutual evaluation, and other methods. In the process of self-evaluation and mutual evaluation, students could think more deeply about their own thinking process and the thinking process of others, thus promoting the development of their thinking of seeking differences. ** 5. conclusion ** It is a challenging but meaningful task to cultivate students 'thinking ability in junior English teaching. By creating a relaxed classroom atmosphere, adopting a variety of teaching methods and improving the teaching evaluation system, it can effectively stimulate students 'thinking of seeking differences, improve students' innovative ability and English learning effect. However, this required teachers to constantly update their teaching concepts and actively explore teaching models that were suitable for the development of students. At the same time, it also required the support and guidance of the education department and the school in terms of teaching evaluation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching Method of Imaginary Reading
The teaching method of superficial reading included the following aspects: ** 1. Teaching objectives ** 1. ability training - To improve students 'reading comprehension ability, including the ability to obtain and filter text information, as well as reading speed and efficiency. - Cultivate the students 'language skills, such as reading aloud, discussing, writing, etc., and choose excellent literary works suitable for the students' age to guide them to read in depth. - To enhance the students 'logical thinking ability, including the ability to understand and express texts, the ability to analyze and solve problems, strengthen critical thinking and creative thinking, and help establish good thinking habits and logical systems. - To improve the students 'literary quality, such as cultivating their perception of literary works, reading comprehension and appreciation, language expression and writing skills, and expanding their cultural vision and aesthetic awareness. 2. habit formation - To improve students 'interest in reading, through the creation of situations, selection of content, diverse teaching methods, encourage independent reading and other methods, so that students develop reading habits, such as establishing a good reading environment, reading regularly every day, etc. ** 2. Teaching Principles ** 1. Focus on reading experience - Pay attention to the reading process and experience of students, respect individual reading, and encourage students to express their feelings and opinions. - Create a good reading environment and provide suitable reading resources. 2. Intensified thinking training - He encouraged active thinking, cultivated the ability to solve problems, guided people to look at problems from multiple perspectives, and cultivated critical thinking. - It emphasized the reflection and summary during the reading process to improve the depth and breadth of thinking, and to improve the flexibility and creativity of thinking. - Through the creation of the situation, the selection of reading materials suitable for age and interest, the use of multi-media and games and other teaching methods, guide the independent selection of reading materials to stimulate reading interest. ** 3. Steps ** 1. Confirm reading material - Choose suitable reading materials according to the student's age, interest, and reading ability to ensure that they are diverse and interesting. 2. Set teaching goals - Clear teaching goals of figurative reading, such as improving students 'reading comprehension ability, imagination, and creativity. The novel " Flower in the Heart " is equally exciting. Everyone is welcome to click and read it!