secondary school teaching jobs in kenya

The reflection and improvement of teaching in secondary school can be done from the following aspects: ** 1. Teaching philosophy ** - We should focus on theoretical teaching to practical skills training, and focus on cultivating students into high-quality skilled talents that meet the needs of the party and the country, namely, talents who have great ambitions, great virtues, great talents, and great responsibilities. - Pay attention to the cultivation of students 'moral feelings, social interaction, mutual assistance, knowledge integration, self-innovation and other abilities. Moreover, carry out differentiated and customized teaching to promote students to develop good learning, cognition, and behavior habits. ** 2. Teaching design ** - The starting point and destination should be clear, and the teaching design should be guided by the cultivation of students 'practical ability. - The selection of teaching materials should meet the teaching needs of the higher education. The typical cases and practical training should be used to analyze the content of the course. At the same time, the frequency of interaction with students in the classroom should be ensured to be appropriate and effective, so as to explore practical and applicable teaching design plans. ** 3. Teaching process ** - Through the student attendance rate, classroom head raising rate and nodding rate, homework completion (including timely completion, right and wrong rate), and examination passing rate, the teaching situation was analyzed to improve the teaching process. - According to the structure of the teaching content, the corresponding teaching methods should be matched. For example, the five-step classroom teaching method of "organizing teaching, reviewing old knowledge, teaching new knowledge, consolidating new knowledge, and assigning homework" could be used for the narrative knowledge. For the professional skills courses that focused on the program knowledge and supplemented by the narrative knowledge, the "action-oriented, task driven, and project teaching method" could be used. ** 4. Teaching feedback ** - The main body of teaching feedback included department supervisors, teachers, students, etc. The feedback content included teaching attitude, preparation, organization and interaction frequency, classroom explanation, teaching difficulty, teaching methods, content, progress, effect, etc. - Taking the assignment as an example, it was necessary to choose a more efficient teaching method from the feedback of the students 'homework to improve the teaching effect. ** 5. Teaching Value ** - It was clear that the teaching value of professional education included the cultivation of students 'professional abilities and key abilities. - In terms of professional ability cultivation, professional standards were integrated into teaching content to improve students 'employment competitiveness; in terms of key ability cultivation, attention was paid to the development of students' potential and the improvement of professional quality, so that students could become professional people with sound personalities, and theoretical teaching, practical teaching and on-the-job practice were integrated. ** 6. Basic teaching skills ** - The basic teaching skills included preparing lessons, attending classes, marking homework, tutoring, exams, and other basic skills, as well as professional language, teaching methods, and skills. - In view of the problems of paying more attention to specialization and less effort on the foundation of teaching basic skills, more active explanation and less hands-on operation, more use of materials and less comprehensive understanding, the teachers should prepare teaching materials, teaching methods, students and teaching aids before class. They should do well in each class according to the five links of "organizing teaching, curriculum introduction, new lesson teaching, after-class summary and homework arrangement" to improve the teaching level. ** 7. Teaching methods ** - There were many kinds of teaching methods, such as case teaching method, cooperative learning method, inquiry teaching method, etc. Each method had its own adaptability. - Teachers should choose appropriate teaching methods based on the curriculum, students, teachers, and teaching conditions, and find the implementation steps of the selected teaching methods. For example, the case teaching method was suitable for courses in the fields of medicine, law, management, engineering, and so on. However, the cases had to come from real situations, and the teachers had to have the experience and skills to lead the case discussion to achieve good results. ** 8. Teaching materials used ** - Teachers should accurately position the position and role of the curriculum in talent cultivation, accurately grasp the central idea of the teaching materials, and transform professional knowledge and professional skills into comprehensive teaching content through the selection, organization, and processing of the teaching materials, so that the teaching materials can play an optimal role. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The websites for the papers of Middle School Biology Teaching were VIP, HowNet, and Superstar; the websites for Middle School Biology were HowNet, VIP, Wanfang, and Superstar; the websites for the journal of educational biology were VIP, Wanfang, HowNet, and Superstar; the websites for Biology News were VIP, HowNet, and Superstar; and the websites for College Biology Teaching Research were HowNet, VIP, Wanfang, and Superstar. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

A trap-man is a fictional creature that appears in web novels, usually in science fiction or fantasy. From the perspective of primary and secondary school teaching, the person in the glove could be used as a new biological concept for students to think about. Students could learn about the classification and characteristics of living things. By analyzing the characteristics and attributes of the people in the set, the students could understand the variety and characteristics of the creatures. Students can also learn about science fiction and fantasy. By analyzing the characteristics and significance of the person in the set in this theme, students can understand the characteristics and cultural significance of this theme. Finally, students could learn about the plot and character creation by analyzing the storyline and character characteristics of the characters in the story. These plots and characters often reflected the author's writing style and depth of thought, which had a certain enlightenment effect on students 'literary creation. To sum up, from the perspective of primary and secondary education, people in suits could be used as a new biological concept and a form of expression of science fiction and fantasy subjects for students to think and learn.

Here is an example of a teaching reflection for secondary vocational English teaching: **Teaching Reflection on Secondary Vocational English** In secondary vocational English teaching, there are several aspects worthy of reflection. **I. Teaching Objectives** 1. **Achievement and Deficiency** - In terms of knowledge objectives, students generally can master some basic English knowledge such as vocabulary and simple sentence structures. However, when it comes to more complex grammar knowledge, their understanding and application ability are relatively weak. For example, in the teaching of time expressions, students may have difficulties in accurately using different forms of time representation in practical situations. - For ability objectives, although efforts are made to cultivate students' English listening, speaking, reading and writing abilities, the overall improvement is not as expected. In the classroom, students may be able to complete simple listening and speaking tasks, but when facing real - life communication scenarios, they often lack the confidence and fluency to express themselves. - Regarding the cultivation of students' English - learning interests and cultural awareness, there is still much room for improvement. Some students show little enthusiasm for English learning, mainly because the teaching content and methods are not attractive enough. 2. **Reasons** - The teaching content may be too theoretical and not closely related to students' daily life and future career needs. For example, some grammar knowledge is taught in a rather dull way without enough practical examples. - The teaching methods are relatively single. Traditional teaching methods such as lecturing are still dominant, lacking the use of modern educational technology and diversified teaching activities. **II. Teaching Methods** 1. **Effectiveness of Different Methods** - Task - driven teaching method has certain effects. For example, when asking students to complete a task like making a simple English introduction about themselves, students can actively participate. However, in the process of task design, the difficulty gradient may not be well - controlled. Some tasks are too difficult for students, resulting in low completion rates. - Situational teaching method can create a certain English - learning atmosphere. For instance, when creating a shopping situation in the classroom to practice English dialogue, students are more interested. But sometimes, the situations are not real enough, and students may feel that they are just acting mechanically. - Cooperative learning method can promote students' communication and cooperation ability. But in the group cooperation process, some students may rely too much on others, and the teacher's supervision and guidance during this process are not in place. 2. **Innovative Teaching Methods** - In the future, more multimedia resources can be introduced, such as English short films, English songs and English - language games. These can not only increase students' interest but also help them better understand English culture. - Interactive teaching platforms can be used to carry out online and offline mixed teaching. For example, students can complete pre - class preview, in - class interaction and after - class review on the platform, and the teacher can also monitor students' learning process in real time. **III. Student Performance** 1. **Differences among Students** - There are obvious differences in students' English foundation and learning ability. Some students have a relatively good foundation and strong learning ability, and they can quickly master new knowledge. However, some students have a weak foundation, and they may have difficulties even in basic vocabulary and pronunciation learning. - In terms of learning motivation, some students are interested in English because they hope to use it in future careers or further studies, while some students lack clear learning goals and are passive in learning. 2. **How to Meet Different Needs** - For students with good foundation and strong ability, more challenging learning tasks can be provided, such as English writing competitions or English speech contests. - For students with weak foundation, more basic training should be carried out, such as strengthening vocabulary and grammar review, and providing one - on - one tutoring when necessary. At the same time, more motivational methods should be used to help them establish learning confidence. **IV. Future Improvement** 1. **Teaching Content Optimization** - The teaching content should be more closely related to students' professional needs. For example, for students majoring in tourism, more English expressions related to tourism services can be added. - The integration of English and professional knowledge should be strengthened. For example, in the teaching of mechanical majors, relevant English technical terms can be introduced in time. 2. **Teaching Method Adjustment** - Increase the use of multimedia and network resources to make the classroom more vivid and interesting. - Strengthen the guidance and evaluation in group cooperation to ensure that each student can actively participate in the learning process. 3. **Student - centered Teaching Concept Strengthening** - Pay more attention to students' individual needs and interests, and design personalized teaching plans according to different students. - Encourage students to participate in English - learning activities actively and give timely feedback and rewards to enhance their learning enthusiasm. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is the teaching plan and reflection method for the behavior observation class in secondary schools: ##1. Writing a lesson plan ###(1) Teaching objectives 1. ** Knowledge and Skill Target ** - Students will be able to understand the various methods of observing children's behavior, such as narrative methods (including the method of recording, continuous recording, diary recording), sample methods (time sample method, event sample method), rating methods, checklists, etc. - Master how to choose the appropriate observation method according to different observation purposes. - Learn to accurately record the child's behavior, including the elements such as the time of observation (accurate to minutes), the location of observation, the object of observation (can be expressed by the student number), the age of the child (specific to the age of a few months), etc. 2. ** Course, Method, and Target ** - Through case studies and simulation observation activities, students were trained to observe children's behavior. They learned to use objective descriptions and avoided using subjective words (such as "This child loves...","I think...", etc.). - Able to analyze the observed behavior of children and use the relevant theories of early childhood development (such as according to the norm of early childhood development) to develop corresponding guidance strategies. 3. ** Emotions, attitudes, values, goals ** - Cultivate the students 'interest and importance in observing children's behavior, and recognize the importance of observing children's behavior in early childhood education, including understanding the individual development of children, guiding the design of teaching activities, and paying attention to special children (backward or advanced development). ###(2) Difficulties in Teaching 1. ** Teaching Focus ** - Grasp the methods of observing children's behavior, especially the method of recording stories and continuous records. - According to the observation of children's behavior, they can accurately analyze and formulate guidance strategies. 2. ** Teaching Difficulties ** - How to ensure that the observation description was objective and avoid subjective assumptions? - In-depth analysis of children's behavior, combined with early childhood development theory to develop practical and effective guidance strategies. ###(3) Teaching Method 1. Teaching method: Explain the basic concepts, methods, recording requirements, and other basic knowledge of children's behavior observation. 2. Case analysis method: Through actual cases of observing children's behavior, guide students to analyze the observation methods, description content, analysis process, guidance strategies, etc. 3. Group discussion method: organize the students to discuss the given behavior observation situation in groups to cultivate the students 'cooperative inquiry ability and independent thinking ability. ###(4) Teaching process 1. ** import (5 minutes)** - By showing some pictures or video clips of children in games, learning, and life, the students were guided to think about how to understand the meaning behind children's behavior, thus leading to the theme of children's behavior observation. 2. ** Knowledge explanation (15 minutes)** - This paper introduced the definition of child behavior observation, emphasizing that it was a process of carefully observing individual, group, or collective children in a planned and purposeful manner in a natural situation, recording valuable information and analyzing it. - Explain in detail the various methods of observation, such as narrating and recording the facts.(Record the child's specific and meaningful behavior events), continuous recording method (Record the child's behavior over a period of time), diary recording method (Record the child's behavior on a daily basis), and sample method: Time sample method (Observe the child's behavior within a specific period of time), event sample method (Observe the child's behavior in specific events), rating method (Grade the child's behavior), and check-list method (Use a check-list to determine whether the child has a specific behavior). - Explain the key elements of observation records, including the time, place, target, age, and setting of goals and objectives (goals are directional, and objectives are specific). 3. ** Case Study (20 minutes)** - Demonstrate several cases of observing children's behavior, including complete observation records (observation description, analysis, guidance strategies, results, etc.). - The students were guided to analyze the observation methods in the case, whether the observation description was objective, whether the analysis was reasonable, and whether the guidance strategy was feasible. For example, in a case of a child's activities in the art district, observe whether the description records the child's actions, language, expressions, etc. in detail, and analyze whether the guidance strategy can effectively guide the child's behavior according to the child's age characteristics and development norms. 4. ** Group discussion (15 minutes)** - The students were divided into small groups to discuss the situation of observing children's behavior, such as the interaction of children during outdoor activities, the performance of children during meals, etc. - Each group discussed how to observe in these situations, including determining the purpose of observation, choosing the method of observation, predicting possible behaviors, and how to record and analyze them. - The group representative spoke and shared the results of the group discussion. The other groups could add or question. 5. ** Summing up (5 minutes)** - This lesson summarized the knowledge and skills of observing children's behavior, including observation methods, recording requirements, and analysis points. - It emphasized the importance of observing children's behavior in early childhood education and encouraged students to constantly improve their observation skills in future learning and practice. 6. ** Homework arrangement (5 minutes)** - Students were required to choose a scene for observing children's behavior (such as an activity in a certain area of the kindergarten) and make a complete observation record, including determining the purpose and goal of the observation, using appropriate observation methods to describe and analyze the observation, and formulating preliminary guidance strategies. ##2. Writing Teaching Reflection ###(I) Reflection on the Achievement of Teaching Aims 1. Review the knowledge and skill objectives in the teaching objectives and check if the students have mastered the methods of observing children's behavior and the requirements for recording. For example, through classroom questions, homework completion, and other methods to assess whether the students could accurately describe the characteristics of different observation methods and whether they could correctly record their observations. 2. To analyze the process and method of achieving the goal. Think about whether the students have really improved their observation and analysis skills in the case analysis and group discussion sessions. For example, observe the students 'participation in group discussions and the quality of their speeches, and whether they could use what they had learned to conduct in-depth analysis and discussions. 3. As for the emotional attitude and values goals, reflect on whether the teaching process has effectively cultivated the students 'interest and importance in observing children's behavior. It could be analyzed from the students 'performance in class and their attitude towards homework. ###(2) Reflection on the teaching content 1. Check the completeness of the teaching content and whether it covers the important knowledge points of children's behavior observation, such as various observation methods, recording elements, analysis basis, etc. He thought about whether there was something he had missed or if he had not explained it in depth enough. 2. To analyze whether the difficulty level of the teaching content is suitable for the learning level of the secondary school students. If a student has difficulty understanding certain concepts or methods, such as the difficulty in understanding and applying the grading method, they need to consider whether it is a problem with the way the teaching content is explained or the content itself is too complicated. ###(3) Reflection on Teaching Methods 1. As for the teaching method, he had to think about whether he could explain the knowledge points clearly and concisely, and whether he could attract the students 'attention. For example, when explaining the method of observation, whether enough examples were used to help students understand abstract concepts. 2. The effect of the case analysis method was analyzed, and whether the case was representative and enlightening. Check the students 'reactions during the case analysis process, and see if they can accurately extract the observation methods and analysis points from the case. If students had difficulties in case studies, it could be that the case selection was not appropriate enough or the way they guided the analysis needed to be improved. 3. Reflect on the implementation of the group discussion method, whether the group division is reasonable, and whether every student has the opportunity to participate in the discussion. Observe the lively atmosphere of the group discussion and the effectiveness of the interaction between the students. If the group discussion was not effective, it might be necessary to adjust the way the group was divided or provide more specific discussion requirements and guidance. ###(4) Reflection on the teaching process 1. Review if the teaching schedule is reasonable. For example, whether the introduction segment was too long or too short, whether it could effectively lead to the theme; whether the knowledge explanation segment gave the students enough time to understand the new knowledge; whether the time for case analysis and group discussion was sufficient, whether it allowed the students to think and communicate sufficiently. 2. Check whether the transition in the teaching process is natural and whether the connection from one teaching segment to another is smooth. For example, whether the transition from knowledge explanation to case analysis could allow students to successfully apply what they had learned to practical cases. ###(5) Enhancement measures 1. According to the reflection on the achievement of teaching objectives, teaching content, teaching methods and teaching process, specific improvement measures are proposed. For example, if a student found it difficult to understand a certain observation method, they could add examples of the method or conduct individual tutoring exercises. 2. In terms of teaching methods, if group discussions were not effective, the tasks and rules of group discussions could be re-designed to increase student participation. 3. As for the teaching content, if there were any missing or in-depth explanations, they could be supplemented and explained in depth in the subsequent teaching. At the same time, the difficulty of the teaching content should be adjusted according to the students 'learning situation to better adapt to the students' learning needs. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a teaching design for finding the expression of a quadric function: ##1. Teaching objectives 1. Knowledge and Skill Target - Students are able to understand and master the expression of a quadric function using the undetermined coefficient method under different conditions. - Students can skillfully use the general form, the apex form and the intersection form of the quadric function to solve the expression. 2. process, method, goal - Through the method of finding the expression of a function by analogy, the students 'mathematical thinking ability of analogy reasoning can be cultivated. - It would allow students to experience the process of abstracting mathematical models from actual problems and then solving the expressions of the second order functions. This would improve the students 'ability to analyze and solve problems. 3. Emotions, attitudes, values, goals - Cultivate the students 'active exploration and innovative learning spirit. - It allowed students to experience the joy of success in the process of solving problems and increase their confidence in learning mathematics. ##2. Difficulties in Teaching 1. ** Main point ** - According to different known conditions, the general formula, the apex formula or the intersection formula of the expression of the second order function were flexibly selected, and the expression of the second order function was determined by the undetermined coefficient method. 2. ** Difficulty ** - How to accurately determine which expression of the second order function to use according to the conditions in the question, as well as the accuracy of the calculation when using the undetermined coefficient method. ##3. Teaching Method Teaching method, discussion method, and practice method were combined. ##4. Teaching process 1. ** Introduction of review (5 minutes)** - He reviewed the method of determining the first-order function expression (for example, how to find the first-order function expression when the coordinates of two points are known) and the characteristics of the inverse proportional function expression. Ask the students to think and recall the old knowledge, so as to pave the way for learning to find the expression of the quadric function. 2. ** Exploring new knowledge (20 minutes)** - This paper introduced three expressions of the quadric function: the general expression, y = ax ^2 +bx + c(a'neq0), the apex expression, y = a (x-h)^2 + k, and the intersection expression. - For the general form: - Explain the meaning of a, b, and c. For example, the symbol of a determines the opening direction of the parabola, the relationship between the symmetrical axis and a, b, and c determines the intersection of the parabola and the y axis. - For example, given the coordinates of three points on the parabola, how to set up a general formula and use the undetermined coefficient method to find the values of a, b, and c to determine the expression of the second order function. - For the apex form: - It emphasized the transformation relationship between the apex and the general formula (through the formula), the method to find the apex coordinates ((h,k)), and the symmetrical axis (x = h). - He gave an example of the coordinates of the apex of a parabola and the coordinates of another point. He guided the students to set up the apex formula to solve the expression of a quadric function. - For the Intersection Form: - The intersection point formula is obtained from the abyssal coordinate of the intersection point of the parabola and the x axis. That is, if the intersection points of the parabola and the x axis are A(x1, 0) and B(x2, 0), then y=a(x-x1)(x-x2). - Take the coordinates of the intersection point of the parabola and the x axis and the coordinates of another point as an example. Let the students try to use the intersection point to solve the expression of the quadric function. - During the explanation process, the students were organized to have group discussions to explore the application of different forms and the specific steps of the undetermined coefficient method. Then, the group would report and the teacher would summarize. 3. ** Consolidating training, expanding applications (15 minutes)** - A series of exercises were arranged, including questions to find the expression of a cubic function under different conditions, such as knowing the apex and passing through a point, knowing the intersection point with the x axis and another point, knowing the coordinates of three points, and so on. - The students completed the exercises on their own, and then they had group discussions to check and correct each other's answers. The teachers patrolled and provided guidance to individual students. They focused on explaining the common problems that the students had encountered during their practice. 4. ** Knowledge summary, combing together (5 minutes)** - The students were guided to review what they had learned in this lesson, including the three expressions of the cubic function, their respective characteristics, applicable conditions, and the steps of the undetermined coefficient method. - It was emphasized that when solving the problem of finding the expression of a quadric function, it was necessary to flexibly choose the appropriate expression form according to the known conditions, and at the same time, pay attention to the accuracy of the calculation. ##5. Reflection on Teaching 1. ** Success ** - In the teaching process, by reviewing the method of determining the expression of the primary function and introducing the solution of the expression of the secondary function by analogy, it helped the students to better understand and master the new knowledge. The application of this analogy teaching method was relatively successful. - In the group discussion and exchange session, students actively participated in the discussion and could inspire each other to explore the methods of finding the expression of the second order function under different circumstances. This cultivated the students 'cooperative learning ability and the spirit of inquiry. - The practice questions were designed from easy to difficult and had a certain level of hierarchy. They could meet the learning needs of students at different levels. Through practice, the students 'mastery of knowledge had been significantly improved. 2. ** Inadequacies ** - When explaining the three expressions, some students didn't have a deep understanding of the intersection point expression. Perhaps it was because there weren't enough practical examples. In the future, more examples of the application of the intersection point expression could be added. - During the practice session, some students made mistakes when calculating the pending coefficient. This reflected that the emphasis on the accuracy of calculation was not enough in the teaching process. In the future, some training specifically for calculation could be added. 3. ** Modification measures ** - For the teaching of the intersection point formula, some teaching activities with stronger interaction could be added. For example, students could deduce the expression of the intersection point formula according to the known conditions, or design some inquiry questions to let students understand the relationship between the intersection point formula and the intersection point of the parabola and the x axis. - In the future, whether it was in the explanation of the new lesson or in the practice process, more attention should be paid to the cultivation of calculation ability. For example, regular calculation exercises should be arranged to emphasize the steps and details of calculation to improve the accuracy of students 'calculation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some types and examples of essay models for primary and secondary schools: ** 1. Description of Scenery ** 1. ** Writing Clouds ** - Clouds had different appearances at different times. The clouds on the horizon in the morning might be gilded, and the clouds in the evening looked like fire in the afterglow of the setting sun, like stained glass tiles. The shapes of the clouds were also ever-changing. Sometimes they looked like blooming lotus flowers, fat white pigs, rolling mountains, and sometimes they looked like war horses, big dogs, and puppies. On a clear night, the clouds sprinkled down like cotton candy. 2. ** Write about the autumn rain ** - The autumn rain caused the temperature of the mountain forest to be cold, and the colors in the mountain forest were rich and varied. The autumn rain moistened all things, such as roses, chrysanthemums, grass, and so on. It also washed away the dust on the road. It was a selfless devotee and a great musician. The stream accompanied it and the grass nodded to it. The arrival of autumn rain also indicated a bumper harvest. ** 2. Write about characters ** 1. ** Write Father ** - His father's hands were simple and unadorned, covered in calluses and cracks. When I was young, my father would take care of me when I ate, and when I was scalded, he would give me herbal tea. When I complained to my mother, he would pinch my face. After "I" rebelled and talked back, his father would apologize to "me" and comfort "me" to be strong when he was sick. ** 3. Narrations ** 1. ** Struggle story ** - For example, a deaf-mute woman, although she had lost her legs (as could be seen from her empty pants), did not believe in fate. She learned how to make rice cakes from an old master. It was common for her to be scalded by the steam in the steamer during the process. It was also very difficult to make noodles, but she worked very hard. In the end, she opened a rice cake shop called Liuxiang. The novel "Ten Years of Death" is equally exciting. Everyone is welcome to click and read it!

Yes, you can major in photography in secondary schools. After graduation, you can engage in photography related work. In addition, there was also a major in film and television photography and production. After graduation, students of this major could engage in a variety of related jobs in the film and television industry, such as planning, filming, video editing, and so on. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Those with secondary school qualifications who have a junior title in psychology, education, medicine, etc. can apply for a counselor; those who graduated from secondary school before 1999 can apply for a counselor with a junior college degree, but only secondary school qualifications (not in accordance with the above special circumstances) cannot apply for the counselor exam. "When a programmer meets a psychologist" is equally exciting. Everyone is welcome to click to read it!

1. ** Students ** - Some students thought that online teaching was a new form of teaching. They could master knowledge through self-study and interact with teachers. For example, Lin, a sixth-grade student of the municipal experimental primary school, felt that online teaching could not only learn the main subject, but also complete the secondary subject learning tasks. It was not much different from on-site teaching. There was also a first-year student from a key middle school in the city, Wang, who said that watching nine online classes every day was not bad. The homework could be uploaded online, and the teacher would also answer questions online at night. However, he also admitted that the key and difficult points were better understood by live teaching. 2. ** Parents ** - Some parents understood that the online teaching during the emergency period was to keep students from neglecting their studies, but there were also concerns. For example, Mr. Wang believed that this kind of teaching method tested the students 'self-discipline, and many parents could not supervise their children at work all the time. Moreover, online classes were watched on mobile phones or computers, and long-term use would affect their children's vision. Mr. Lin suggested that children should do simple exercises at home all day long in addition to studying. Only then could they grow up healthily. 3. ** Teachers ** - Teacher Zheng, a sixth-grade Chinese teacher at Quanzhou City Experimental Primary School, said that the current learning tasks were mainly to prepare, focusing on cultivating students 'self-learning ability. The school did not arrange video teaching but to let students prepare for new lessons. After the school resumed normal teaching, these courses would be taught again. He also guided the students to pay attention to current affairs because society was also a big classroom. Other than teaching knowledge, he also had to teach the students how to be human. 4. ** Education Department ** - The relevant person in charge of the Municipal Bureau of Education proposed to distinguish between graduation grades and non-graduation grades, strengthen classified guidance, and avoid one-size-fits-all. Students 'home-based learning content should be based on answering doubts and previewing and expanding, and should be linked to the normal school learning content. Primary school online classes should control the duration of class hours and the interval between breaks. It was forbidden to force parents to clock in every day to avoid increasing the burden on parents. Moreover, they would constantly adjust and improve online teaching strategies. On the whole, the response of online teaching in primary and secondary schools varied from group to group. Students 'acceptance of online teaching was positive, but they also recognized its limitations. Parents were more worried. Teachers focused on cultivating students' self-learning ability, while education departments actively carried out management and strategic adjustments. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>