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##1. Big Class Mathematics ###(1) Activity Target 1. Through self-made seat tickets, one could understand the meaning of "row" and "seat" in seat tickets. 2. Learn the correct method of seating according to the two conditions in the seat ticket. 3. To develop the child's ability to interact boldly with others. ###(2) Event preparation 1. ** Teaching aid ** - A large "row" and "seat", and a "row" sign for rows 1 - 4. 2. ** Learning Tools ** - The children each received a small "____row____seat", a small plate, and a watercolor pen. ###(3) Activity process 1. ** Self-made seat tickets ** - ** Know the platoon, children make their own "platoon" number ** - Guide the children to observe the arrangement of the chairs. Ask the children in different rows how to know which row they are sitting in by asking them to do actions (such as the children in the first row standing up, etc.). - Show the word "row" and explain the horizontal line in front of it to indicate the number of rows to be written. Let the child take a pen and record the number of rows he is in. - ** Know the "seat" and create the "seat" number for children ** - Ask the children to count the number of chairs in each row. Ask the children with different seat numbers to do actions (such as the child in seat number 5 standing up, etc.) to lead out the word "seat". - Explain that the horizontal line in front of the seat number indicates the seat number to be written and let the child record his own seat number. - ** Read the seat ticket ** - Ask the child to open the paper with the seat information and read his seat ticket, such as "Third row, number four". 2. ** Exchange seat tickets, learn how to look for seats ** - Ask the children to exchange their seat tickets, read the seat information out loud, and then find the corresponding seat according to the information on the ticket. The teacher concluded that when looking at the seat ticket to find a seat, one must first find the "row" and then the "seat" method. 3. ** Event ended ** - Ask the child if he or she is happy learning to look for a seat by looking at the ticket. Guide the child to think about where he or she has seen a seat ticket (such as a movie theater). Also encourage the child to look for a seat by looking at the ticket and play the game again. ##2. Activity Reflection 1. ** Strengths ** - In terms of goal achievement, through a series of activities to make seat tickets, the children could better understand the meaning of "row" and "seat" in the seat ticket, and master the method of seating according to the number of seat tickets. At the same time, they practiced the ability to communicate with others in the interaction links such as exchanging seat tickets and finding seats, and better achieved the goal of the activity. - In terms of teaching methods, intuitive teaching methods were adopted, such as letting children observe the arrangement of chairs, recording the row number and seat number, etc., so that children could learn through personal experience. Moreover, during the activity, through asking questions and guiding the children to do actions, the enthusiasm and participation of the children were fully mobilized. - Interesting activity: The content of the activity is close to the children's life (such as the situation of finding a seat in the cinema), and there are interaction links such as exchanging seat tickets, which increases the fun of the activity and allows the children to learn mathematics knowledge in a relaxed and happy atmosphere. 2. ** Inadequacies and improvements ** - For some children, it may be difficult to understand. When recognizing the concepts of "row" and "seat", some children may understand slowly. In future teaching, more examples or individual guidance can be added to ensure that every child can understand. - Extension of the activity: After the activity, it can be further extended to the seating arrangements of other scenes, such as bus seats, theater seats, etc., to deepen the children's understanding and application of the concept of seating. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some mathematics reflections and evaluations related to color: ** 1. Achievement of the goal ** 1. ** Consolidating Color Awareness ** - In the lesson plan, if the child's cognitive goals for red, yellow, blue, and other colors were set, such as letting the child say the name of the color, sorting the items by color, and other activities, the child's accurate recognition of colors could be considered in the reflection. If the child could accurately name the color and correctly classify it, it meant that the goal was achieved. For example, in the activity of sending the little rabbit home, the child could accurately send the red, yellow, and blue little rabbits back to the home of the corresponding color, which indicated that the child's color cognition goal was better. - If there were children who made mistakes in recognition or had difficulty in classification during the activity, they needed to reflect on whether there were problems in the teaching process, such as the color presentation was not clear enough, or the children lacked sufficient early experience. 2. ** Color mixing exploration (if involved)** - As for the activity of exploring the color mixture, if the child could actively participate in the operation and discover the color change phenomenon, such as in the teaching plan of the color touch music, the child could discover the new color after the mixture of different colors and record it. This indicated that the exploration goal of color mixing was better achieved. - If the child was confused by the color mixing phenomenon, or did not observe and record as expected during the operation, it might be that the teacher's guidance on the operation process was not clear enough, or the child did not understand the activity requirements. ** 2. Teaching process ** 1. ** Interesting Activity ** - From the game segments in the lesson plan, such as the magic box changing, sending the little rabbit home and other activities, these color-related mathematics activities carried out in the form of games, if the children's participation was high and their interest was strong, it meant that the activity design was successful in terms of fun. - On the other hand, if the child shows disinterest in the activity and is not focused, the game may need to be improved, such as increasing the interaction of the game or changing the rules of the game to make the game more attractive. 2. ** The effectiveness of the operation segment ** - In the child's operation segment, such as mixing colors with different colored cups, playing with snowflakes by color, and so on. If the child could operate smoothly according to the requirements and achieve the corresponding teaching goals through the operation, such as learning to classify colors or discovering the color mixing law, then the operation design was effective. - If there was confusion during the operation, such as the child not knowing the operation steps or the operation deviated from the teaching goal, the teacher needed to reflect on whether the instructions in the operation were clear and whether the preparation of the operation materials was appropriate. ** 3. Early childhood development ** 1. ** Observation and Judgment ** - In color-related mathematical activities, children need to observe colors and judge the relationship between colors (such as whether the colors are the same for classification, the changes after mixing two colors, etc.). If the child could make accurate observations and make correct judgments during the activity, it meant that the child's observation and judgment had been trained during the activity. - If the child has difficulties in observation and judgment, such as being unable to accurately judge a new color after mixing colors, the teacher can consider adding more observation and comparison activities in the follow-up activities to improve the child's observation and judgment. 2. ** Cooperation ability (if cooperation is involved)** - For activities that required cooperation, such as children working together to record the color mixing results in the color fondling music. If a child could cooperate effectively with his peers to complete the task together, it meant that there was a certain effect in the cultivation of cooperation ability. - If there are situations where children compete for materials and cannot divide their work during the cooperation process, the teacher needs to reflect on whether the guidance on the cooperation requirements and methods before the activity is insufficient, or the supervision and guidance during the activity are insufficient. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. Calculation: 1. 8 + 2 = 2. 4 + 5 = 3. 7 - 3 = 4. 7 + 2 = 5. 4 + 3 = 6. 9 - 7 = 7. 3 + 5 = 8. 2 + 2 = 9. 9 - 5 = 10. 9 - 6 = 11. 10 - 7 = 12. 10 - 7 = 13. 6 - 5 = 14. 8 - 6 = 15. 6 - 4 = 16. 2 + 3 = 17. 2 + 5 = 18. 7 - 0 = 19. 0 + 5 = 20. 7 - 7 = 2. Draw a picture. 1. There were as many zeros as there were zeros. (Give a number of zeros and draw the corresponding number of zeros as required) 2. There are two more pictures than the number of pictures. (Give a number of zeros first, then draw the corresponding number of stars according to the requirements) 3. Draw according to the pattern. (Give some of the diagrams as follows: → →) 3. Fill in "","" or "=". 1. 9 ○ 8 2. 3 ○ 7 3. 2 ○ 6 4. 2 ○ 2 5. 3 + 3 ○ 3 - 3 6. 8 - 8 ○ 6 - 6 7. 5 + 5 ○ 2 - 2 Fourth, fill in the appropriate number in (). 1. 9 + （ ） = 10 2. 5 = （ ） + 2 3.（ ） +（ ） = 8 4.（ ） + 6 = 9 5. 7 = 9 -（ ） 6.（ ） -（ ） = 6 5. Fill in the blanks with the appropriate numbers (Give me a table of numbers and fill in the blanks as required). Sixth, fill in the appropriate numbers in order (according to the specific requirements of the question, fill in the numbers in order). Seven, Single Choice Questions 1. In the teaching of quantity, children generally learn () A: Natural measurement B: Unit of measurement C: Standard measurement reference 2. The age at which a child can understand the relationship between size and length is usually () A: 3 - 4 years old B: 4 - 4.5 years old C: 5 - 6 years old D: 7 years old 3. One of the ways to provide children with suitable materials, teaching aids, and environments to explore and obtain mathematical perceptual experience and logical knowledge was to (). A: Operation Method B: Exploration Method C: Discovering Method D: Independent Learning Method 4. Children could generally achieve the conservation of basic numbers at the age of (). 8. Answer the questions according to the situation (for example, answer the questions according to the order of the questions in the middle class math activity, the candy store's prize guessing game). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

There are many forms of shooting competitions. Here are some examples: - Qinhong Street's Qiaohongyuan community organized a live shooting competition. On the afternoon of May 25th, some teenagers from the community participated. Before the competition, the shooting coach explained the rules and emphasized safety matters. During the competition, everyone was divided into two teams. Through this activity, the cohesion and execution of the youth team were enhanced, the team spirit was cultivated, and the after-school life was enriched. - During the actual combat training and competition of the Hangzhou Public Security Special Police "Li Jian- 2024", a special police competition involving a variety of shooting events was held at a training base in Chun'an County from September 25 to 27. After the exercise, the team members had to run, climb over a three-meter-high slope, and then shoot in different positions. This tested the team's tactical arrangement and individual basic shooting ability. There were also events such as the sniper competition, which was a comprehensive test of the special police's comprehensive ability. While watching the Olympics, you can also read the wonderful novels related to the Olympics!

The following are some reflections on the large math lesson plans: ** I. Reflection on the teaching plan of Self-composed oral application questions ** 1. ** Achievement of teaching objectives ** - When teaching children to learn self-compiled oral application questions, through various forms such as games, creating scenarios, consolidating exercises, etc., the goal of letting children learn self-compiled oral application questions was achieved to a certain extent. During this process, children's flexibility of thinking, oral expression, visual ability, and judgment were also developed. For example, the supplementary question training in the reinforcement practice, the practice of drawing pictures and writing questions, and the activities of you and I, helped the children to apply the knowledge they had learned. - However, because the application questions themselves were difficult for children to understand, some children might not be able to fully grasp the three conditions of writing questions (say one thing, have two numbers, and have one question). They might need more personal guidance in the teaching process. 2. ** Teaching methods ** - The use of games (such as the Sunshine Express), visual demonstration (such as the teacher's performance of the little red flowers to make up questions), group cooperation (such as you make up and I put) and other teaching methods, more in line with the characteristics of children's "playing middle school". For example, the game segment could stimulate the interest of the children, allowing them to review the knowledge of addition and multiplication in a relaxed and happy atmosphere, and prepare for the self-compiled application questions. - However, there might be cases where individual children took the lead in group cooperation and some children did not participate much. For example, in the "you make me do" segment, some more active children may participate more in making questions or posing formulas, while introverted children may only passively follow. 3. ** Organization of teaching content ** - The teaching content went from simple to deep, from reviewing the application questions of addition and substitution to learning the self-made application questions of addition, to various forms of consolidation exercises, and finally to the summary evaluation. The logic was relatively clear. For example, the children would be asked to answer the addition application questions through a slide show, then the teacher would demonstrate the questions and let the children do various exercises. - However, in the supplementary question training session, if more different types of scenarios or number combinations could be added, it might give the child a deeper understanding of the question. ** II. Reflection on the teaching plan of the division and combination of graphs ** 1. ** Achievement of teaching objectives ** - In terms of sprouting children's curiosity and scientific inquiry spirit towards the division and combination of figures, it was better to achieve the goal by displaying animal pictures to draw out the figures and letting the children operate the division and combination of figures. The children were able to actively participate in the activity and showed a strong interest in the division and combination of graphics, and constantly explored different ways of division and combination during the operation process. - Although the goal of developing children's thinking flexibility, understanding the relationship between the changes in the figures, and the initial perception of area conservation was reflected through many operations such as folding, cutting, and assembling square paper, it might still be difficult for some children to understand the conservation of area. It needed to be further strengthened in the follow-up activities. 2. ** Teaching methods ** - The operation method was used successfully, which was the key to the success of this event. The children gained experience in dividing and combining images through their own operations. For example, if a child cut a square along the crease and then combined it into a square, he could intuitively feel that the separated figure was still the original figure. - Comparisons, demonstration methods, and discovery methods were also used. However, in demonstration methods, some abstract concepts such as the conservation of area might need to be explained in a more easy-to-understand way so that children could better understand them. 3. ** Organization of teaching content ** - The content of the course was from drawing out the diagrams to the preliminary operation and combination, then to the in-depth exploration of the division of the diagrams, and finally to the free creation and extension activities. The levels were relatively clear. For example, let the child observe the figures in the animal picture, then combine the figures in the picture, then explore the division of the square, and finally let the child cut out a number of figures into various favorite patterns. - However, in the extended activities, it was only a simple reminder whether other shapes could be divided and combined. There was a lack of more specific guidance for children's operation in the activity area. ** 3. Reflection on the teaching plan of "Find Neighbors"** 1. ** Achievement of teaching objectives ** - In terms of stimulating children's interest in mathematics, by combining mathematical activities with stories, with the help of children's love for animals, the goal was better achieved. Children were more likely to accept the difficult concept of adjacent numbers in the story. - In the aspect of letting children learn to find adjacent numbers and recognize the relationship between adjacent numbers and the original number, by adjusting the teaching order, learning to find adjacent numbers before recognizing the relationship, the difficulty was reduced and it was helpful for children to master knowledge. However, due to individual differences, there were still some children who could not quickly say the adjacent numbers of a certain number, indicating that the individual coaching of these children needed to be strengthened in the teaching process. 2. ** Teaching methods ** - The game-like teaching process could help children master knowledge. In the whole teaching activity, the children used the methods they had learned to slowly find the adjacent numbers in the game atmosphere, reflecting the concept of "learning through playing, learning through learning". - However, in the process of teaching, the teacher's language rigor and norms needed to be further improved. For example, when explaining the concept of adjacent numbers, a more accurate and concise expression might be needed so that children could better understand. 3. ** Organization of teaching content ** - The teaching sequence after adjusting the content of the teaching materials was more in line with the learning rules of the children. From easy to difficult, first find the adjacent numbers and then understand the relationship, so that the teaching content was more easily accepted by the children. - However, in the process of teaching, if more examples of adjacent numbers could be added in life, it might give children a deeper understanding of this concept. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

On November 3rd, the organizing committee of the global mathematics competition announced the list of winners for 2024. A total of 86 contestants won, including five gold medals. Qu Xiaoyu, an 18-year-old boy from Chongqing, won the gold medal again. In 2023, Qu Xiaoyu became the youngest gold medal winner in the history of the competition with a perfect score. He was born in July 2006 and was once a student of Bashu Middle School in Chongqing. He won the gold medal in the 63rd International Mathematical Olympiad in 2022 and was sent to Peking University's Mathematics Department. Qu Xiaoyu started reading Mathematical Analysis when he was in the fifth or sixth grade of elementary school. He was attracted by the content of the book and read it two or three times over the past two years. He didn't think that he was a genius. The more he studied mathematics, the more he felt insignificant. He also liked the piano. He felt that mathematics and piano had something in common and were both wonderful arts. While waiting for the TV series, he could also read the exciting content related to this site!

The following is a study on the classroom theory and methods of improving thinking ability in primary school mathematics: ** 1. Theory Foundation ** 1. ** Student-centered Theory ** - In elementary school mathematics classes, students were the main body of learning. Because primary school students were curious about new things, they had to create a positive and active classroom atmosphere according to this characteristic, so as to stimulate the students 'internal motivation to learn, so that they were willing to use their brains and think positively. This was the foundation for improving a student's thinking ability. Only when a student actively participated in learning would their thinking be active, creating conditions for the improvement of their thinking ability. 2. ** Heuristic Teaching Theory ** - Confucius put forward the theory of "learning without thinking is lost, thinking without learning is dangerous". This theory emphasized that students should be taught appropriate learning methods in teaching. In primary school mathematics teaching, the cultivation of mathematical thinking required the study of basic theoretical knowledge and basic skills, because these were the foundation of calculation and reasoning. Only with a solid theoretical foundation could one improve their mathematical thinking ability. At the same time, teachers should explore together with students and teach students to analyze methods and solve problems instead of simply instilling knowledge. 3. ** Inductive Theory ** - Induction is the basis of thinking, and it is of great significance in the process of mathematics teaching. Mathematical induction went from concrete to abstract, from elementary to advanced, with levels and gradual development. With the improvement of students 'ability to summarize, teachers should assign higher-level tasks to summarize, so as to promote the development of students' ability to summarize, which helps to improve students 'logical thinking ability. ** 2. Method research ** 1. ** Ways to stimulate interest ** - The best teacher was interest. The teacher had to carefully design each lesson, for example, by creating a situation and setting up an attractive suspense, so that each lesson was vivid and vivid. This could stimulate the students 'motivation to learn and make them think positively. At the same time, teachers should encourage students to think independently and dare to express different opinions. In addition, teachers should carefully design questions during the teaching process, raise enlightening questions, and avoid overly simple questions, such as "Is that right?" "Do you understand?" Instead, he would ask the students questions based on the difficulty of the teaching and the students 'knowledge reserves, thus stimulating the students' thinking. 2. ** Focus on methods, methods to inspire thinking ** - In teaching, we should pay attention to teaching students how to learn. First of all, they had to ensure that the students accurately understood the basic concepts, basic theories, and other basic knowledge in the mathematics textbook. This was the foundation of calculation and reasoning. Then, in daily teaching, he would explore with the students and let them learn how to analyze problems and find breakthroughs to solve them. For example, in solving mathematical problems, on one hand, it was necessary to increase the speed of the students 'calculations. On the other hand, it was necessary to let the students grasp the essence of the basic concepts and principles. Only then could they increase the speed of calculations while ensuring accuracy. In order to cultivate students 'flexible thinking, teaching should strengthen the multi-dimensional nature, provide students with a wide range of thinking space, let students consider problems from a variety of angles, and establish their own ideas to solve problems. The teacher should also guide the students to think more and ask questions, summarize the methods and techniques of solving the questions, analyze the same questions, and put forward different opinions. 3. ** Ways to explore patterns and cultivate logical thinking ** - In the process of mathematics teaching, it is more important to let students realize that the process and regularity of mathematics activities are more important than the results. Teachers should encourage students to explore and summarize independently, and actively explore and discover mathematical laws. For example, as the students 'ability to conclude and summarize continued to improve, the teacher had to adjust the difficulty of the task in time and assign a higher level of induction and summary tasks to the students to gradually improve the students' logical thinking ability. 4. ** A Method of Using Multimedia to Infuse Mathematical Thoughts ** - In primary school, the cultivation of mathematical thinking ability should adhere to the principle of edutainment. Teachers could collect and present interesting mathematical content to solve practical problems through the media and online platforms, such as editing math-related content from cartoons, which could be played before or during class. This way, not only could the students relax, but they could also feel the practicality of mathematics, thus improving their mathematical thinking ability. 5. ** Method to strengthen mathematical model ** - It was similar to analogy. Based on the similarities or similarities between two types or two objects, one could infer the similarities or similarities in other aspects. In primary school mathematics teaching, teachers could infiltrate the teaching of analogy thoughts in structural characteristics, numerical relations, mathematical ideas, and content. For example, in the study of the commutative law of addition, the application of the commutative rate of addition in the continuous addition formula could make the calculation easier. At the same time, it was beneficial for students to consolidate their knowledge and develop the awareness of using mathematical models to solve practical problems. It laid the foundation for the subsequent study and research of mathematical modeling ideas. 6. ** Reverse Thinking Teaching Method ** - Reverse thinking was a type of divergent thinking. Its basic characteristic was to think about problems from the opposite direction of existing ideas. Reverse thinking was commonly used in solving elementary math problems. For example, when solving an application question about the number of pages in a book, reverse thinking could be used to restore the potential conditions according to some of the known conditions in the question, and the problem could be solved in the end. This way of thinking helped to overcome the conservativeness of conventional thinking, correct misconceptions, and open up new directions in mathematics. 7. ** Ways to connect with life and create a situation ** - In order to cultivate students 'mathematical thinking, mathematics content could be linked to students' daily lives. When students realized that solving mathematical problems could bring benefits to their lives, they would study hard and eventually develop the good habit of solving problems with mathematical thinking. At the same time, connecting life situations in class could allow students to use common sense and experience to better understand mathematical solution methods. For example, in the teaching of triangle stability, practical operations could be used to assist teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is the reflection and improvement measures for the large class teaching of mathematical natural measurement: ##1. Reflection on Teaching 1. ** Strengths ** - ** Children's participation **: Natural measurement activities are easy to operate, and children are very active and enthusiastic in the activities. Many children who usually did not like to do things were also active in the activity, which meant that the content of the activity could arouse the interest of children and stimulate their desire to participate in exploration. - ** Skill Mastery **: Through multiple free exploration activities, children can master more accurate measurement methods, which means that the exploration part of the activity design is helpful for children to learn measurement methods. Moreover, during the process of measurement, the children's hands-on ability and exploration ability developed. - ** Achievement of goals **: In the natural measurement teaching, children can explore the natural measurement method in the operation process, which better reflects the main position of children. Teachers also play the role of supporters, guides, and organizers, which is in line with the teaching goals. 2. ** Not enough ** - ** Concept understanding depth **: For natural measurement concepts, children may only grasp the method at the operational level, but their understanding of the relationship between measurement tools and measurement results may not be deep enough. For example, when using different measuring tools to measure the same object, the child might just operate mechanically and not fully understand the principle of the length of the measuring tool affecting the measurement results (the number of measurements). - ** Individual differences **: In the teaching process, although all children can participate in the activities, there may not be enough attention to individual children with poor abilities. In terms of guiding children to master measurement methods and understand measurement principles, these children may need more guidance and practice time. - ** Extension of Teaching **: Teaching may be inadequate in connecting natural measurement with reality. Although there were extension activities that mentioned the use of various tools to measure in life, in the classroom teaching process, there was no sufficient guidance for children to think about the wide application of natural measurement in life, which was not conducive to children transferring the knowledge they had learned to life. ##2. Modification 1. ** Deepen your understanding of the concept ** - In the teaching process, add a comparison experiment segment. For example, let the child use a measuring tool with obvious differences in length to measure the same object, and then guide the child to discuss why the number of measurements is different. Through intuitive comparison and discussion, deepen the child's understanding of the relationship between the measuring tool and the measurement results. - Explain concepts with simple and easy-to-understand analogies or stories. For example, if the measuring tool was compared to footsteps, and the object to be measured was compared to a distance, the larger the footsteps (the longer the measuring tool), the fewer steps taken (the fewer times of measurement), and the smaller the footsteps (the shorter the measuring tool), the more steps taken (the more times of measurement). 2. ** Pay attention to individual differences ** - During the grouping activities, the children were reasonably grouped according to their ability level. The children with strong ability and the children with weak ability were matched into groups, so that the children with strong ability could play a certain role in driving and helping in the activities. - During the inspection and guidance process, the teachers paid more attention to the children with poor ability. They adopted a one-on-one guidance method and patiently guided them to master the measurement method and understand the measurement principle. They provided timely answers to the children's questions and encouraged them to actively participate in discussions and sharing. 3. ** Enhancing the extension of teaching ** - In the teaching introduction, examples of natural measurement could be introduced from daily life, such as letting children observe how the length of objects in the classroom was measured, or showing pictures or videos of people using natural objects to measure in daily life, so as to attract children's attention to the application of natural measurement in daily life. - During the class summary session, the children were guided to discuss where natural measurement could be used in their lives. The children were encouraged to look for measurement examples in their lives with their parents after returning home and share them in the next class. This could enhance the children's awareness of applying knowledge to their lives. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Some diving competitions would be broadcast live. For example, the women's 10m platform final of the National Diving Championship on September 23rd at 18:30 pm, the Five-Star Sports Games will be broadcasted live, and you can also watch it in the video account of the " Pu Dong Bank Sports Center ". The Diving Live Channel provides the latest diving event broadcast, schedule, diving competition live broadcast, diving video live broadcast, diving online live broadcast, and 24 hours of continuous update of live broadcast signals. You can watch the wonderful diving event live broadcast without plug-ins. While watching the Olympics, you can also read the wonderful novels related to the Olympics!

In 2023, there were many diving competitions that were scheduled to be broadcast live. The preliminaries of the National Diving Championship at 14:00 on November 22,2023 can be replayed on the central video app. At 19:45 on November 23,2023, the women's 1m springboard final of the 2023 National Diving Championship and Olympic Games and the World Championship in Dubai was broadcasted live by CCTV 5. On November 25,2023, CCTV 16 broadcasted the women's 3m springboard final of the 2023 National Diving Championship. At 19:40 on November 26,2023, the central video broadcasted the women's synchronized 10m platform final of the 2023 National Diving Championship. The live broadcast platform was not mentioned in the Xi'an Station of the 2023 Diving World Cup. While watching the Olympics, you can also read the wonderful novels related to the Olympics!