Reflection on the language mushroom picking activity in the middle class of kindergarten
Success of the teaching: The introduction of the game of Mother Bunny taking the baby to pick mushrooms can quickly attract the child's attention and interest, stimulate the child's enthusiasm for participation, close the distance between the teacher and the student, create a relaxed and harmonious atmosphere, and make the child quickly enter the role to achieve the warm-up effect. In the mushroom recognition segment, most of the children were able to immerse themselves in the role, focus their attention, and be highly motivated. Through the operation of the teaching materials, the children could use all their senses to participate in the activity. Most of the children were able to name their favorite mushrooms. Mushroom picking was the practical application of children's knowledge. Children were highly motivated and interested. Modifications: 1. In the mushroom recognition segment, the children who had strong language skills and knew some common mushrooms could talk about them first, and then the teacher would talk about them. 2. During the discussion session, the children with strong and poor communication skills should be matched. 3. In the mushroom picking segment, due to the enthusiasm and interest of the children, the order of the group game needed to be further standardized. Read more exciting novels for free
Middle class language cicada reflection
If it was to reflect on the language class "Little Cicada", one could start from the following aspects: ** 1. Teaching content ** 1. ** Knowledge accuracy ** - When describing the body structure and living habits of cicadas, they had to ensure that they were accurate. For example, the scientific name of cicadas, the distinction between male and female (the relationship between abdominal muscles and chirping), the source of food (sucking the sap of branches and leaves), and the life cycle. If there were any mistakes in the teaching of knowledge, it would affect the correct understanding of cicadas by children. 2. ** Adaptability of content ** - He had to consider whether the content was in line with the cognitive level of the middle-class children. Middle-class children were at the stage of thinking in specific images, so it might be difficult for them to understand overly complicated physiological or ecological knowledge. For example, the physiological mechanism behind the cicada's color change might be beyond the scope of children's understanding if it was explained in depth. It needed to be presented in a simpler and more intuitive way. An expression like "Little cicada is like a magician" was more suitable for children to understand. 3. ** Interesting content ** - A simple explanation of knowledge might make children feel bored. He could add some interesting stories or children's songs related to cicadas, such as the children's song "Cicada". Through sound imitation and simple rhythm, it could enhance the interest of children in cicadas. They could also tell some interesting stories about the growth of the little cicada, such as the process of the little cicada shedding its skin. They could use vivid language to describe its posture when it shed its skin, such as "like a copper coin that is about to fall out, but there is a rope tied to it and it can't fall down." This would make the child more interested in participating in learning. ** 2. Teaching methods ** 1. ** Guidance Method ** - In the classroom, asking questions was an important way to guide children to think. For example, when asking a child whether cicadas were pests or beneficial insects, the child could be given more time to think and discuss, rather than rushing to give an answer. At the same time, positive feedback should be given to the children's answers. Whether the answers were correct or wrong, the children should be encouraged to think positively. 2. ** Forms of interaction ** - Add more interaction segments. In addition to teacher-child interaction, it could also encourage interaction between children. For example, when observing a cicada specimen or picture, the children could discuss with each other and talk about what they saw before sharing it with the whole class. This could increase the child's participation and ability to express himself. 3. ** Teaching aid usage ** - Use the teaching materials reasonably. If there were only cicada specimens, it might be a little monotonous. He could add some video materials about cicadas to show the living conditions of cicadas in the natural environment, such as cicadas sucking juice from trees, chirping, looking for mates, and so on. This way, the children could feel the living habits of cicadas more intuitively. ** 3. Child's performance ** 1. ** Invigorated interest ** - Observe the child's interests in class. If you find that the child is particularly interested in a certain segment, such as the process of the cicada molting, you can expand on this segment to satisfy the child's curiosity. On the contrary, if the child showed no interest in a certain part, such as simply explaining the body structure of the cicada, he should think about how to adjust the teaching method to increase the child's interest. 2. ** Knowledge Mastery ** - Through classroom questions, group discussions, and other methods to test children's mastery of cicada knowledge. If a child did not have a good grasp of the distinction between male and female cicadas or their living habits, they had to think about whether the teaching content was too difficult or the teaching method was inappropriate, so that they could make adjustments in the subsequent teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the mask activity at the kindergarten dance
The following is a possible reflection on the mask event at the kindergarten dance: - ** Event organization **: - Time Control: Arrange the time of each segment of the event reasonably. For example, if you ask questions at the beginning of the event, you should avoid too many or repeated questions to avoid wasting time. For example, in the mask-making event, if the questions could be combined and simplified, they should not be designed with multiple repeated questions. - ** Operation segment **: It is very important to give the child enough time to operate. If the operation time was too short, the child might not be able to fully complete the mask making, affecting the experience and results of the activity. - ** Activity Order **: Although the activity is lively and lively, it is necessary to ensure basic order. This will help the children participate in the activity better. - ** Teaching guidance **: - ** Key points **: In the mask-making teaching, the key parts such as eye making should not only be explained about the width of the eyes, but also the position of the eyes on the face to ensure that the child can fully grasp the key points of making. - ** Experience Integration **: Pay attention to the learning experience of the child. For example, when making masks and eyes, if the child has the experience of folding and cutting before digging holes, guide the child to use it to prevent the child from wasting too much time on inappropriate operation methods due to operating tools. - ** Co-operation guidance **: During the production process, some operations are difficult for children to complete alone. For example, when comparing the position of the eyes, children should be encouraged to cooperate with each other. This can not only improve efficiency, but also enhance the communication and cooperation skills between children. - ** Attention to details **: The details of the activity cannot be ignored. For example, when the child is cutting pairs of things such as ears, the child can be guided to use the method of folding and cutting. During the operation, the child should be reminded to pay attention to class hygiene. After the activity, the child should be guided to tidy up the table and sort out the operating tools. - ** Individual differences between children **: - ** Attention to ability differences **: Some children may have difficulties in certain operations. For example, they may not understand the method of digging holes when making masks. Teachers are required to pay special attention and give more practice opportunities to ensure that all children can gain something from the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Middle class language lesson plan, my good friend reflection after class
If you want to reflect on the language lesson plan of "My Good Friend" after class, you can consider the following aspects: ** I. Achievement of teaching objectives ** 1. ** Language skills ** - Observe whether the child can clearly and accurately describe his good friend. For example, when the child was asked to describe the appearance, clothing, hairstyle, etc. of a good friend, see if the child could use appropriate words to express it. If some children's expressions are vague or their vocabulary is limited, they may need to strengthen the training of vocabulary accumulation in future teaching. - The mastery of some sentence patterns. For example, whether he could use a complete sentence to express his love for his good friend and the merits of his good friend. If you find that the child has problems with sentence integrity, you may need to add more sentence pattern practice activities. 2. ** Emotional and social aspects ** - It was about the achievement of the emotional goal of understanding unity and fraternity to have many friends. You can judge it by the child's performance in the discussion session, such as whether he understands the principle of not bullying others and getting along well with others to have good friends. If it was found that the child did not have enough knowledge of some bad behaviors (such as bullying others), it was necessary to further strengthen the guidance in this area in the follow-up education. 3. ** Awareness ** - In the process of letting the children describe the characteristics of their good friends so that other children could guess, it could be seen that the children's observation and cognitive ability towards the characteristics of the characters could be seen. If the child could not grasp the key features to describe, the teacher could carry out more Mini games in future activities. ** 2. Teaching content and methods ** 1. ** Teaching content ** - Whether the choice of the topic of good friends was in line with the cognitive level and life experience of middle-class children. If the child is found to have difficulty understanding or not interested in certain content during the teaching process, such as when describing the advantages of a good friend, if the child answers less or lacks depth, it may be because the content is difficult for them or there is a lack of sufficient guiding examples. - Interesting and diverse content. If the child's participation in the teaching process is not high, more interesting elements may need to be added, such as introducing more interesting stories about good friends. 2. ** Teaching Method ** - In the guessing friend segment, whether it was effective to use methods such as letting children take turns to describe, group introduction, etc. If the child is found to be confused during this process (such as rushing to speak or not listening carefully), it may be necessary to improve the method, such as making clearer rules or using more interesting interactions to attract the child's attention and guide them to follow the rules. - Whether the teacher's guidance method was appropriate when guiding children to discuss the advantages of good friends and how to deal with bad friends. If the child's discussion was not deep enough or deviated from the topic, the teacher might need to adjust the questions or give more inspirational examples. ** 3. Children's participation and performance ** 1. ** Participating Rate ** - Overall, the participation of the children in all aspects. For example, in describing good friends, guessing friends, and discussing, were all children actively involved, or were some children shy or uninterested? For children with low participation, the reason needed to be analyzed. Was it because they were introverted or the teaching content and methods did not attract them? 2. ** Performance ** - Whether the child's performance in the activity meets expectations. For example, when describing a good friend, some children might have inaccurate descriptions or oversimplified situations; during the discussion session, whether the child's thinking was open and whether he could put forward different opinions, etc. According to the performance of the children, the teaching content and methods can be adjusted to better meet their learning needs. ** 4. Use of Teaching Resources ** 1. ** Music Resources ** - As for the use of the song "Looking for Friends", could it set off the atmosphere well and guide the children into the activity situation? If you find that music doesn't play an obvious role in the event, you may need to choose a more suitable music or adjust the way you use music. 2. ** Other Resources ** - If you use pictures, objects, and other resources to assist in teaching, you need to consider their effectiveness. For example, if you use pictures to show scenes between good friends to help children describe, you have to consider whether the pictures are clear, intuitive, and interesting enough to stimulate the child's desire to express. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Art Activity Painting Cactus Activity Reflection
In the reflection of the cactus painting activity, there were mainly the following aspects: - ** Children's drawing ability **: - Most of the children could draw the basic outline of the cactus, which indicated that in the early stage of teaching, the children's cognitive goals of the cactus's shape were better achieved. For example, in some teaching plans, it was mentioned that by letting the children recognize the shape, color, and other characteristics of the cactus, as well as observing the pictures of the cactus, potted plants, etc., it laid the foundation for the children to draw the outline. - However, there was a problem with drawing the cactus thorns. Many children drew dense, thick, and long thorns. This might be because the teacher's explanation was not detailed enough and did not emphasize the drawing method and characteristics of the thorn, resulting in such a situation when the child was drawing. - ** Teaching preparation and effectiveness **: - From the previous special class focused on the gradual change of colors, this laid the foundation for the cactus painting. It meant that the previous teaching content had a certain auxiliary effect on this cactus painting activity. - Many methods were used to let children participate in painting activities, such as radish rubbing, palm rubbing, etc., which could increase children's interest in painting. However, when guiding children to use these methods to paint, there might not be enough attention and guidance for children with weaker abilities. - ** Children's imagination and creativity **: In part of the cactus painting activities, children's imagination was brought into play. The teacher showed the pictures of the cactus after transformation, such as becoming a panda, cake, etc., to give the children enough space to think and guide the children to observe the whole and partial cactus to expand their imagination. The children could transform the cactus into caterpillars, rabbits, the sun and other objects, indicating that this guidance method could help improve the creativity of the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the open class of the lazy worm in kindergarten
The following is a reflection on the kindergarten's Sloth class: ** 1. Teaching content ** 1. ** Education ** - The song "Lazy Worm" contained rich educational value. It could guide children to realize that laziness was a bad behavior and help to educate children in moral character, such as cultivating children's awareness of taking the initiative to work and actively participate in activities. 2. ** Difficulty of the content ** - For young children, it might be difficult to understand the concept of a lazy worm. In the teaching process, teachers were required to explain in simple and easy-to-understand ways, such as combining the child's daily behavior, such as not liking to dress or eat, to explain what laziness was. - In terms of music knowledge, such as learning the quarter rest, the teaching method should be designed according to the children's musical foundation and acceptance ability. If the difficulty is too high, it may cause the child to be afraid of difficulty; if it is too simple, it will not achieve the teaching goal. ** 2. Teaching methods ** 1. ** Game Teaching ** - Using games to teach was very effective. For example, games such as "Find the Sloth","Little Rooster and the Sloth" could increase children's participation and interest in learning. However, the organization and rules of the game must be clear and clear to ensure that the child can understand and actively participate. For example, in the "Find the Sloth" game, the child had to know how to find the "Sloth" and the reaction after finding it. - In the music game segment, such as letting children imitate the movements of insects, twisting around, touching their stomachs, etc., can help children better understand the content of the song and enhance their performance singing skills. However, it was important to guide the children to follow the rhythm in the game. They could not just focus on the movements and ignore the music itself. 2. ** Guidance and Inspiration ** - In the teaching process, teachers should focus on guiding children to think and explore independently. For example, in the process of creating a "hardworking person," the teacher should inspire the children to think about what hardworking people would do instead of telling them the answer directly. - When children did not understand the content of the song or music knowledge, the teacher's guidance method was crucial. For example, when explaining the concept of "lazy worm", he could use questions and examples to guide the child to come to the conclusion that being a lazy worm was not good. ** 3. Child's performance ** 1. ** Learning interest ** - Children usually showed great interest in such humorous music materials. It could be seen from the children's active participation in the game and imitation of movements. However, it was necessary to pay attention to maintaining this interest and constantly create new teaching methods in the teaching process to prevent children from getting bored. 2. ** Learning ability ** - In the song learning segment, the child could basically keep up with the rhythm and melody, which meant that the child had a certain ability in music perception. However, when the teaching capacity is large, children may have difficulty learning. For example, in a teaching activity that includes multiple teaching links (self-reading pictures, learning songs, singing performances, singing games, moral education, etc.), children may have poor learning results due to too much learning content, and the teaching time may be too long. ** 4. Teaching preparation ** 1. ** Teaching aid preparation ** - The use of teaching aids such as rhythm cards and caterpillar dolls can help children better understand music knowledge and song content. However, the choice of teaching aids should be in line with the age characteristics and teaching needs of the children. For example, when using the rhythm card, the design of the card should be intuitive and simple, so that it was easy for the child to recognize and operate. 2. [Knowledge preparation] - Teachers should fully understand the children's existing knowledge and experience before teaching, including music knowledge, life experience, etc. For example, before teaching the quarter rest, it was necessary to find out if the child had similar learning experiences in order to adjust the teaching method and progress. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the bisection of the kindergarten class's graphics
There were many aspects worth reflecting on in the teaching activities of the two-division graph in the kindergarten. From the point of view of achieving the teaching goal, in the initial operation of dividing the graphic materials into two parts, such as letting the children divide the window paper, although the children could divide the materials into two parts, there were many problems. They had a vague concept of two equal parts, and it was difficult for them to understand the relationship between the whole and the parts. The window grilles were rather messy. This showed that when the early operation materials were designed, the educational intent was not well integrated into the materials, making the purpose of the children's operation not strong. In terms of material design, the adaptability of materials had a direct impact on children's interest in operating and achieving educational goals. For example, the original design of the bisection graphic material did not guide the children to understand the concept of bisection well, but after designing the graphic material into biscuits and setting the situation for the Xiong brothers to divide the biscuits, the children's understanding of the concept of bisection was deeper, and the operation was more standardized and orderly. From the perspective of the teaching process, the introduction of stories could attract children's attention and arouse their interest. However, there were still some shortcomings when children were exploring the graph. For example, if the children were only told the folding method and the cutting process was prepared before class and demonstrated directly, it might be more important to avoid wasting time. In terms of children's learning effect, the activity should guide children from shallow to deep, think about problems from different angles, and solve simple math problems through observation, comparison, and analogy. After mastering the circle bisection method, further exploring various graphic bisection methods could deepen children's understanding of the concept of bisection. However, teachers should play a better role as supporters, collaborators and guides in the operation to ensure that children can better grasp the knowledge in the process of operation. In terms of the extension of the activity, it was a good way to combine the knowledge of bisection with the reality of life. For example, letting children divide drinks and food in their lives could expand their knowledge and stimulate their interest in bisection. At the same time, children could experience the joy of success in the operation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The middle class of kindergarten, my dream
The theme of " My Dream " in the middle class of the kindergarten had many meanings and teaching directions. From the perspective of the children's own development, the children in the middle class began to have more understanding of the world around them. They could speak of many different dreams. These dreams often stemmed from what they saw and heard in their daily lives, such as doctors, teachers, firefighters, and other common occupations. They could also be fantasy characters like Mermaid, Spiderman, and Ultraman, reflecting their rich imagination and curiosity about the world. In terms of teaching, pictures of various occupations, stethoscopes, steering wheels, and other related props could be displayed to help children better understand the characteristics of different occupations. Teachers encouraged young children to talk about the occupations of their loved ones to stimulate their yearning for a better life in the future. He also guided the children to describe their familiar occupations in a more complete language and express their dreams in different forms, so that the children could feel the joy of having a dream. For example, through drawing the scenes of one's dreams or role-playing, one could deepen their understanding and expression of their dreams.
Reflection on the butterfly activity in the big class teaching plan
From the perspective of music activities, the introduction of the activity was in the form of introducing the butterfly flower. Through the vivid wall chart, the children's interest was increased. It was an organic integration of the scientific field and the artistic field. However, from the perspective of scientific activities, after helping children understand the characteristics of insects, there was no learning and application segment reserved after class. There was still room for improvement in training children to use their hands and brains. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
It's going to rain in the small class. Activity reflection
The following are some of the key points to reflect on the "It's Going to Rain" activity: * * 1. Achievement of teaching objectives ** 1. * * Knowledge and Awareness ** - If the goal of the activity included letting the children understand the natural phenomenon of rain, from the lesson plans provided, most children could know that rain was a natural phenomenon by watching rain videos and guessing riddles, and the goal was achieved. For example, in some lesson plans, by guessing the riddle of "thousands of lines, tens of thousands of lines, falling into the water and not being seen", the topic was introduced to arouse the child's relevant experience of rain. This method helped the child understand the concept of rain in a relaxed atmosphere. - If it involved sensing the changes in the surrounding environment before, during, and after the rain, it was more reasonable to lead the children to observe the weather changes, the state of the clouds, and put on rain gear to experience the situation when it rained outdoors. However, some children might not be sensitive enough to the changes in the environment. Teachers needed to be more detailed in the guidance process, such as asking more questions, such as "What's the difference between the wind before the rain and the usual wind?" 2. * * Skill Training ** - In the drawing activities, for the practice of drawing long and short lines, diagonal lines, straight lines and other skill targets, if combined with the painting practice of contextualized homework papers such as flowers, mushrooms, thirst, and rain, the children would be more accepting. However, the practice of long and short lines and diagonal lines was relatively boring. Some children might find it difficult to concentrate on practicing for a long time. Teachers could further improve their teaching methods, such as using group competitions to stimulate children's interest in painting. - In music activities, such as learning to use musical instruments to express heavy rain and light rain, although most children can distinguish between the drum for heavy rain and the bell for light rain, some children have poor musical sense and lack rhythmic ability. This suggests that in the future music teaching, more attention should be paid to the individual differences of children, and individual guidance should be strengthened for these children in regional activities. 3. * * Emotions and attitudes ** - Through role-playing or activities to express gratitude to Rainy, it could stimulate the child's imagination and emotional expression. However, in group activities, some children may be reluctant to speak or perform boldly because of shyness. Teachers need to create a more relaxed atmosphere and encourage children to actively participate. * * 2. Teaching process ** 1. * * Introduction Stage ** - Guessing riddles and watching videos of rain were more attractive to children. However, during the introduction process, if they could interact more with the children, such as letting the children share their memories of the rain, instead of simply asking questions guided by the teacher, it would make the introduction process more vivid. 2. * * Main part of the event ** - The organization and management of teachers were very important when painting, music performances, role-playing, and other activities were carried out. In the small class, the discipline of the children was poor, and it was easy to cause chaos. For example, in the game interaction segment, the teacher needed to clarify the rules and constantly strengthen the awareness of the rules during the activity. - In some creative thinking activities in the lesson plans, it was a good practice to guide the children to imagine the different forms of rain and the relationship between rain and other things with the help of demonstration. However, some children might have difficulty understanding abstract concepts. Teachers could use more physical demonstration or simple animation demonstration to assist in teaching. 3. * * End of segment ** - At the end of the session, children's works could be appreciated and evaluated, and other children's performances could be watched to enhance their self-confidence and team awareness. However, sometimes the activities ended in a hurry, not giving the children enough time to share their feelings or ask questions. In the future, more time should be given to summarize the activities. * * 3. Teaching Resources ** 1. * * Teaching aid usage ** - The use of audio resources such as raindrop music (raindrop) can increase children's interest in learning, but there may be problems with the music playing in time or the volume of the sound being inappropriate during the activity. When using teaching aids such as rain gear (umbrellas, rain boots, raincoats), children may pay too much attention to the rain gear itself and distract their attention. Teachers need to better guide children to focus on the activity goal. - In the drawing activity, if the homework paper provided was more diverse, such as adding some scenes of small animals hiding from the rain, it might further stimulate the child's interest in drawing. 2. * * Parents 'participation ** - Inviting parents to participate in some activities, such as parents cooperating with teachers to play umbrella sisters and interact with children, parents taking children to observe the rain scene in the rain, etc., could strengthen the parent-child relationship and help children better experience the content of the activities. However, in the process of parent participation, there may be situations where parents and teachers do not cooperate well enough, so they need to communicate more fully before the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Doctor Big Dog's activities in the middle class language teaching plan
The following is a reflection on the activity of the middle class language lesson plan, Doctor Big Dog: ** 1. Achievement of teaching objectives ** 1. ** Knowledge target ** - In terms of understanding the content of the story, by telling the different illnesses of the Gan family and the diagnosis and treatment of the big dog doctor, the children could understand that different behaviors could lead to different diseases, such as Big Brother Gan's smoking and coughing, and Little Sister Gan's cold and sore throat. Most children could understand the cause and effect relationship in the story and basically achieve the goal of understanding the story. - Under the guidance of the teacher, the children could have a certain understanding of the treatment methods of Grandpa Tortoise's injection (because of high fever), Uncle Elephant's nose drops (because of nasal obstruction), and Little Monkey's medicine (because of sneezing and catching a cold). In the interaction session, they could also tell the corresponding treatment methods for some common diseases. - In terms of developing good hygiene habits, children could obtain relevant information from the causes of illness of each character in the story. For example, they knew that they could not be like Gan Baobao, who did not wash his hands after going to the toilet and let others stick their noses into their noses. They realized the importance of developing good hygiene habits to prevent illness. 2. ** Skill Target ** - In terms of situation perception, by creating a situation where a small forest animal was sick, children could better enter the story atmosphere and become interested in the characters and plots in the story. However, in the process of reading books, the correct way for children to master the picture book still needs to be improved. For example, some children can't distinguish the front cover from the back cover, and there are also irregular movements in the process of flipping the book. - In terms of expression ability, children could actively participate in communication when answering questions, but there were some cases where children did not answer the questions. Teachers still needed to improve on guiding children to accurately express their thoughts in order to better improve children's language expression ability. 3. ** Emotional goal ** - In terms of bravely facing illness, with the help of the plot of the animals receiving treatment in the story, the children could understand that they had to bravely face injections and medicine when they were sick. However, in the teaching process, this emotional goal could be further strengthened through more interaction, such as letting the children share their experiences of getting sick and taking injections and medicine. ** 2. Teaching process ** 1. ** Introduction Stage ** - By presenting pictures of the Gan family, it could arouse the curiosity of the children and stimulate their interest in understanding the story. However, more interaction elements could be added. For example, children could observe the expressions or actions of the people in the pictures and then guess what might have happened to them. This could better motivate the children. 2. ** Storytelling segment ** - In the process of telling the story, the design of the questions had a certain degree of guidance, which could encourage the child to think. However, some questions might be more difficult for middle-class children, causing some children to be unable to answer or answer incorrectly. The teacher could adjust the difficulty and presentation of the questions according to the child's actual response. - In terms of the rhythm of the story, the teacher's speed was moderate, but in some key plots, he could pause appropriately to give the child more time to think and react. 3. ** Interactivity segment ** - When the children talked about Grandpa Turtle's injection, Uncle Elephant's nose drops, and Little Monkey's brother taking medicine, the children could interact and share their thoughts. However, in this process, the teacher's guiding role could be further strengthened. For example, they could ask the children's answers more deeply to promote the expansion of the children's thinking. - In the extended activity of finding the children in the class who had not yet arrived to express their greetings, it could extend the feelings of caring for others in the story to real life. This was a better design, but more forms could be added, such as letting the children make consolation cards. ** 3. Teaching effectiveness ** 1. ** Child participation ** - On the whole, the children showed a high interest in the activities and could actively participate in listening to the story, answering questions and interacting with each other. However, during the activity, due to the poor routine of the children, there were situations such as interrupting and being unable to sit still, which affected the teaching order and effect. This meant that routine training for children needed to be strengthened in daily teaching. 2. ** Consolidating teaching achievements ** - After the activity, the child would have some memory of the main plot and disease prevention, but some details might be forgotten over time. Teachers could consolidate the knowledge learned by children through reviewing stories and games in subsequent activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>