u lesson competition

The following is an example of a lesson plan for a parent-child rope skipping competition in a small class: ##1. Teaching objectives 1. Physical development goal - To improve the coordination and rhythm of children and parents, and to train the strength of the lower limbs through rope skipping. - Enhances the child's heart and lung function, and improves the health of the body. 2. Emotional and social goals - It would enhance the emotional communication between parents and children and create an intimate and harmonious family atmosphere. - Cultivate the sense of cooperation between children and parents, and improve the quality of parent-child interaction. - Let the children experience the fun of competition and cooperation in the competition to enhance their self-confidence. ##2. Teaching preparation 1. site - Choose a relatively empty, flat, and safe outdoor venue, such as a school playground or a leisure square in the community. Make sure there are no obstacles around. 2. equipment - Prepare enough skipping ropes according to the number of parents and children participating in the competition. The length of the skipping rope should be suitable for children. You can choose a skipping rope with soft material and easy grip. 3. personnel arrangement - Arrange a number of referees to be responsible for the implementation of the rules of the game, counting and supervision. - Arrange for a host to be responsible for the opening of the competition, guiding the process, and concluding the work. ##3. Teaching process ###(1) Before the competition begins 1. Sign in and warm up - A check-in area was set up in advance, and staff members were arranged to be responsible for the check-in of participating parents and children. - Lead parents and children to do simple warm-up exercises, such as head rotation, shoulder stretching, waist twisting, knee bending and stretching, and simple jumping in place. Repeat each action 4 - 6 times to help children and parents move their body joints and prevent sports injuries. 2. Explanation of the rules - The host explained the rules of the competition to the participating parents and children. The competition could be set to the form of parent-child relay skipping rope. For example, the child would skip 20 ropes first (the number could be adjusted according to the child's actual ability), and then the parent would skip 30 ropes (the number could be adjusted according to the parent's actual ability), forming a round. Or a parent-child pair skipping rope, within a specified time (such as 1 minute), the total number of skipping rope was calculated. - He emphasized the safety precautions during the competition, such as maintaining an appropriate distance during the skipping process to avoid collisions; if the skipping was interrupted midway, he should adjust and continue skipping as soon as possible. ###(2) Competition in progress 1. group competition - The participating parents and children were divided into groups according to the check-in order or pre-arranged. Each group of parents and children competed according to the competition rules. - The referee counted carefully during the competition and recorded the skipping results of each group of parents and children. - The host could conduct a simple interview with the participating parents during the competition to understand their feelings about the competition, or introduce some skipping tips and health knowledge to the audience to increase the fun and interaction of the competition. ###(3) After the competition 1. Results and Awards - The judges counted and ranked the results of all the participating parents and children, and selected the first, second, third, and excellent prizes. - An award ceremony was held to give prizes to the parents (such as small trophies, rope skipping sports suits, parent-child sports bracelets, etc.) to encourage them to actively participate in the competition. 2. summary of an activity - The host summarized the parent-child rope skipping competition, thanked all the participating parents and children for their enthusiastic participation, emphasized the importance of parent-child sports, and encouraged parents and children to continue to maintain their exercise habits in their daily lives. - Some interaction sessions could be arranged, such as letting the award-winning parents and children share their experience in rope skipping or their experience in parent-child sports, so as to enhance the communication and learning between parents and children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a first-year tug-of-war writing lesson plan: ##1. Teaching objectives 1. Students were asked to describe the process of the tug-of-war competition, including the scenes before, during, and after the competition. 2. Guide the students to observe the movements, expressions, and other details of the characters in the tug-of-war competition. Try to express them in simple words and sentences. 3. To stimulate students 'interest in writing and cultivate the awareness of using words to record life events. ##2. Difficulties in Teaching 1. ** Main point ** - Help students sort out the order of the tug-of-war competition and write orderly. - Guide the students to pay attention to the movements of the characters in the competition and describe them. 2. ** Difficulty ** - Let the first year students express their observations and feelings in accurate and simple language. ##3. Teaching process ###(1) Introduction (5 minutes) 1. Interact with the students and ask,"Students, have you ever participated in a tug-of-war competition? What's the tug-of-war like?" Guide the students to share their initial impressions of the tug-of-war competition or what they heard from others. 2. Show the students some pictures of the tug-of-war competition or play a short video clip of the tug-of-war competition (it can be a picture of a tug-of-war between students or adults) so that the students can intuitively feel the scene of the tug-of-war competition. ###(2) Before the competition (10 minutes) 1. scene description - Lead the students to think about and describe the scene before the start of the game, for example,"Where are the students? What are they doing?" Students are encouraged to answer in simple sentences, such as "The students are on the field, lining up." - Prompt the students to observe the surrounding environment, such as "What else is there on the playground?" Is it just our classmates?" He guided the students to say something like,"There is a thick rope on the field, and many students from other classes are watching." Sentences like that. 2. Character Emotions - Ask the students how they or other students felt at that time. You can give some pictures of expressions for the students to choose from, and then let them express them in simple words, such as "nervous","excited","curious", etc., and try to say why they felt like that, for example,"I'm very excited because the tug-of-war is very fun." ###(3) During the competition (15 minutes) 1. character movements - Ask the students to recall the actions of the students in the tug-of-war competition. The teacher can demonstrate the actions, such as holding the rope tightly with both hands, leaning back, and kicking the ground hard with their feet. Then ask the students to imitate and describe these actions, such as "Students hold the rope tightly with both hands and fall back." - He guided the students to observe the expressions of other students, such as whether they were frowning or their eyes were wide open. Then, he described them in simple words, such as,"Some students 'eyes are wide open and they look very forceful." 2. Match Status - Ask the students how the rope moved and which side of the student looked stronger. Ask the students to use simple sentences to express the progress of the game, such as "The students of the red team pulled the rope a little, and the students of the blue team pulled it back." ###(4) After the match (10 minutes) 1. results are presented - Ask the students who won or tied the game. Ask the students to describe the performance of the winning side, such as "The red team won. The students of the red team all jumped up." Or the reaction of the losing side, like,"The students of the blue team are a little sad." 2. Feel and share - Ask the students to share their feelings after the game, whether they were happy, disappointed, or something else. Try to say the reason in simple sentences, such as "I'm very happy because our class won." ###(5) Writing Guide (10 minutes) 1. The teacher first listed the order of writing on the blackboard: before the competition, during the competition, and after the competition. 2. According to this order, recall the key content of each stage with the students, such as the scene before the game, the emotions of the characters, the actions, expressions, and the situation of the game, and the results and feelings after the game. 3. Let the students try to put the sentences they have said together in this order to form a simple composition. Teachers could patrol and guide the students to help them solve the difficulties they encountered, such as writing and smooth sentences. ##IV. Reflection on Teaching ###(I) Success 1. The use of pictures and videos and other intuitive teaching methods could attract the attention of first-year students, help them better understand the scene of the tug-of-war competition, and stimulate their interest in writing. 2. Through step-by-step guidance, from the scene to the characters 'emotions, actions, and other questions, the students could gradually construct a complete description of the tug-of-war competition, reducing the difficulty of writing. It was relatively easy for first-year students to accept. ###(2) Deficiency 1. The vocabulary of the first-year students was limited, and their expressions might be relatively simple. In the future, they could teach some simple vocabulary related to tug-of-war competitions in advance, such as "tug-of-war rope","force","come on", etc., to enrich the students 'expressions. 2. In the process of writing, some students might be slow to write or encounter words that they couldn't write, which would affect the cohesiveness of their writing. They needed to pay attention to the training of writing speed and the preparation of new words in advance in future teaching. 3. Due to the young age of the students, they might not be able to describe the details of the competition in depth enough. For example, the description of the interactions between the characters was not enough. In the future, they could strengthen the guidance in this area. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following was the strategy for the form teacher's basic skills competition, lesson plans, and reflection writing methods: * * 1. Strategy for the form teacher's basic skills competition ** 1. * * Fully prepared before the match ** - * * Familiar with the rules and content of the competition ** - Carefully read the competition notice and relevant documents, and clarify the specific requirements of the competition items, such as the class leadership strategy, the education story, the theme class meeting design, the on-site defense, and so on. - To understand the scoring standards of various contents, for example, in the education story segment, it may focus on the authenticity of the story, educational significance, emotional appeal, etc.; The design of the theme class meeting may focus on the rationality of the goal, the innovation of the content, the continuity of the segment, etc. - * * Accumulate educational materials ** - He sorted out his successful cases in the work of the form teacher, including dealing with student problems, class management innovation, and examples of promoting student growth. These materials could be used for educational stories and on-the-spot defense. - Collect theoretical knowledge of education and teaching, such as the principles of education and psychology, to support their own teaching strategy and answer the judges 'questions. - * * Learn from excellent examples ** - Search for the award-winning works of the previous class teacher basic skills competition and analyze their advantages, such as the rationality of the structure, the expression of the language, the embodiment of the concept, etc. It could be obtained through the educational resource website, the school's internal communication materials, and other channels. 2. * * Competition event guide ** - * * Strategy of Leading a Class ** - * * Clear education goals **: According to the characteristics and needs of the students in the class, formulate targeted, operational, and long-term education goals, such as cultivating students 'independent learning ability and teamwork spirit. - * * Explain the class management strategy **, including the class organization construction, rules and regulations, class culture construction, etc. For example, how to select class leaders, how to formulate a class reward and punishment system, and how to create a positive class culture. - * * Demonstrate the implementation process and effect evaluation **: Explain in detail how to implement these strategies in daily class management, such as the theme activities, individual tutoring, etc. At the same time, they had to set reasonable effect evaluation indicators, such as the improvement of students 'grades, the improvement of behavior habits, etc., and provide data or examples to support it. - * * Story of Education ** - * * Choose a typical example **: Choose a true story that can reflect your own educational wisdom and the core value of the class teacher's work. It could be a story about transforming problematic students, guiding students to overcome difficulties, and promoting students 'moral growth. - * * Complete story structure **: Write according to the beginning and ending of the story. The beginning should be fascinating, introducing the background and conflict of the story. The middle should describe the process of solving the problem, emphasizing your own teaching methods and interaction with the students. The end should reflect the educational results, such as the changes and insights of the students. - * * Sincere and moving emotions **: Use vivid language to express your emotional experience in the story, enhance the appeal of the story, and let the judges feel the warmth of the homeroom teacher's work. - * * Themed Class Meeting Design ** - * * Precise theme selection **: Choose a valuable and meaningful theme based on the actual situation of the class and educational hot topics, such as mental health education, civilized etiquette education, etc. The theme should be clear and specific, and avoid being too broad or vague. - * * Reasonably designed segment **: Including the introduction of the class meeting, the main content, the interaction segment, the summary and sublimation, etc. For example, the introduction could use stories, videos, etc. to arouse students 'interest; the main content should be rich and diverse, such as case studies, group discussions, etc.; the interaction link should encourage students to actively participate; the summary and sublimation should raise the theme of the class meeting to the height of educational philosophy. - * * Clear educational goals **: Clearly define the educational goals to be achieved through the themed class meeting, such as improving the students 'cognitive level, changing the students' behavior habits, etc., and reflect the achievement of the goals in all aspects of the class meeting design. - * * On-site Defense ** - * * Calm response to questions **: Stay calm during the oral defense, listen carefully to the judges 'questions, and understand the core of the questions. If you encounter a problem that you don't understand, you can ask the judges for further explanation. - * * Clear thinking **: When answering questions, you must be organized. First, state your own point of view, and then use educational theory and practical experience to explain. For example, you can use the words "first, second, last" to organize the language. - * * Demonstrate your educational philosophy **: Reflect your own advanced educational philosophy in your answers, such as student-oriented, teaching students according to their aptitude, etc. At the same time, you must combine it with your class teacher's work practice. 3. * * Match status adjustment ** - * * Maintain a good attitude **: Believe in your own ability and the results of your preparations. Don't be overly nervous. He could adjust his state of mind through deep breathing, self-suggestion, and other methods. - * * Pay attention to image and manners **: Dress appropriately and be generous. Maintain a smile and make confident eye contact to show the professional image of the homeroom teacher. * * 2. Writing lesson plans ** 1. * * Teaching goal ** - * * Knowledge and Skill Target **: For example, the student can master a certain learning method, understand a certain subject knowledge or skill, etc. - * * Course and Method Target **: Explain the methods that students use, such as group cooperation, inquiry learning, etc., to achieve knowledge and skill targets and cultivate students 'learning ability and thinking ability. - * * Emotional attitude and values goal **: Pay attention to the emotional experience of students in the learning process, such as cultivating students 'interest in learning, enhancing students' self-confidence, cultivating students 'teamwork spirit, etc. 2. * * Teaching Difficulties ** - * * Teaching focus **: determine the knowledge or skills to be taught in this class, such as the understanding of a certain concept, the mastery of a certain operation, etc. - * * Teaching Difficulties **: Analyzing the difficulties that students may encounter in the learning process, such as the understanding of abstract concepts and the steps of complex operations, and propose solutions to the difficulties. 3. * * Teaching Method ** - According to the teaching objectives, content, and students 'characteristics, choose the appropriate teaching methods, such as lecture method, discussion method, demonstration method, inquiry method, etc. At the same time, he had to explain the reason for choosing this method. 4. * * Teaching process ** - * * Introduction part **: Use interesting methods to introduce new lessons, such as question introduction, story introduction, experiment introduction, etc., to stimulate students 'interest and curiosity in learning. - * * New teaching segment **: The teaching content will be unfolded according to a certain logical order. For example, concepts will be explained first, followed by examples, and then practice and consolidation. In the teaching process, we should pay attention to the interaction between teachers and students and encourage students to participate actively. - * * Consolidating exercises **: Design an appropriate amount of practice questions to allow students to consolidate and apply what they have learned. The practice questions had to be targeted and hierarchical to meet the needs of students of different levels. - * * Class summary **: summarize the teaching content of this lesson, review the key knowledge and skills, and emphasize the learning methods and precautions. - * * Homework arrangement **: Arrange an appropriate amount of homework. The form of homework can be varied, such as written homework, practical homework, reading homework, etc. The homework had to be expansive and creative to stimulate the students 'interest in learning. * * 3. Reflection Writing ** 1. * * Reflect on achieving your goal ** - To analyze whether the teaching goal has been achieved, through classroom observation, students 'homework, tests, and other methods to evaluate. If the goal was not achieved, the reasons should be analyzed, such as inappropriate teaching methods, too difficult or too low difficulty of the teaching content, etc. 2. * * Reflection on teaching content ** - He thought about whether the teaching content was suitable and whether it was closely related to the teaching goal. Whether there was too much or too little content, whether there was a need to add or delete certain content. 3. * * Reflection on Teaching Methods ** - To evaluate the effectiveness of the teaching methods used and whether they could stimulate the students 'interest and enthusiasm in learning. Whether there was a need to adjust the teaching method, such as changing the lecture method to a discussion method, to increase student participation. 4. * * Reflection on student performance ** - Observe the students 'performance in class, such as participation, quality of answers, etc. To analyze the reasons for the students 'good or bad performance, such as whether it was because the teaching design was unreasonable and did not take into account the individual differences of the students. 5. * * Modification measures ** - According to the content of the reflection, it puts forward specific improvement measures, such as adjusting teaching objectives, optimization of teaching content, change of teaching methods, etc., in order to improve the quality of teaching in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

It could be that the lesson is to not judge people based on their appearance or background. There might also be a message about the value of hard work and determination.

The following is a summary of the reflections on the course from the different courses: ** I. Mathematical Thinking Training Trial Class ** 1. ** Teaching effectiveness ** - For young children, the effect was better on the spot than online, except for those with strong self-control and parents who could follow them all the time. This showed that the teaching environment, children's independent learning ability, and the degree of parent supervision had an impact on the teaching effect. - Even in the training class, it was difficult for the teacher to look at the students one by one. A class with more than ten students could only take into account the average number. Therefore, the "small class" after the training class (with the help of parents to sort out and review) was essential. This reflected the limitations of large-scale class teaching and the importance of the after-school reinforcement. 2. ** Course content ** - The existing institutions mainly focused on extended education in classroom education, rather than solely training mathematical thinking. This might deviate from the original intention of parents to expect their children to systematically train their mathematical thinking. 3. ** Student performance and teaching progress ** - In the class, only four or five out of a dozen students were more active. The teacher's progress would be based on the performance of these active students. This might cause some students to be unable to keep up, and it would be easy to blur the problems that their children did not know. ** 2. Photographic Training Trial Class (There is no specific reflection on the trial class, but it can be inferred from the curriculum)** 1. ** Course positioning ** - The course was suitable for people who were struggling under the age of 38, people who didn't have a lot of free time, people with zero foundation, and people who liked aesthetics. This precise positioning could help attract the target audience, but it could also limit the audience. - The course consisted of live video and offline shooting, eight live broadcast courses, and two real-time observation courses. The courses were in various forms, but there was no mention of whether the connection between different forms of courses was smooth. 2. ** Teaching content ** - The course covered the common functions of the camera, composition, light and shadow, focal length, real shots, and many other aspects. The content was relatively comprehensive, but it did not mention whether the depth of the content was suitable for students of different levels. ** 3. Language Teaching Trial Class (online)** 1. ** Mental-student interaction and student psychology ** - When teaching a five-year-old child with zero foundation, it was difficult for online platforms to adopt immersive teaching. As long as children did not understand, they would be nervous, afraid, and dependent on their parents. This meant that in the online teaching of young children with zero foundation, how to make children adapt to the teaching method and reduce tension was a problem that needed to be solved. - When the teacher acted as a "stranger," the child would show a "fearful" look. How to close the distance between the teacher and the student in a short period of time needed to be explored. For example, in the self-introduction session, it was necessary to focus on establishing a sense of intimacy with the child. 2. ** Teaching guidance ** - The instructions were trivial and changeable. They were not fixed, which was not conducive to the child's understanding and keeping up with the teaching rhythm. ** IV. Institution Trial Class with Gyroscopic Acceleration as the Themed Item ** 1. ** Teaching objectives and parents 'expectations ** - The purpose of the audition class was to let the children have fun and satisfy the parents to increase the success rate. This required that in the teaching process, the children's pure play needs and the parents 'attention to the added value of the course should be taken into account. - As for the additional value of the curriculum that parents attached great importance to, such as whether it would be helpful for their children's future studies and life, the curriculum design should highlight the competition (such as the Lego competition) and ability development (such as learning ability, communication ability, etc.) to meet the expectations of parents. 2. ** Course content adjustment ** - For children with different levels of knowledge, the explanation of the course knowledge points had to be adjusted. For example, for children in the first or second grade, the gear ratio could be calculated by counting the number of teeth on the gear. For children in the second half of the second grade, multi-level acceleration could be explained, which reflected the importance of teaching students according to their aptitude. 3. ** Teaching process ** - The process of the audition class included links (such as the competition of the top), construction (explaining the gear acceleration and guiding the production of the top accelerator), reflection (re-competition and summary of knowledge points), continuation (choosing the parent interaction method or sublimating the explanation according to the organization's situation), etc. Each link needed to be closely linked, and each link had a clear teaching goal. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The real lesson in the manhwa could be about the importance of friendship and how it can help us overcome difficulties. Or it could be about learning from mistakes and growing as a person.

Being slapped was a kind of physical injury, but it was also a kind of mental insult. When faced with a slap, people had different reactions. Some people chose to fight back, some chose to admit defeat, covered their faces, and walked away. There were also some who calmly analyzed the situation, accepted the lesson, or called the police. In some cases, slapping could also be seen as a form of punishment and discipline, such as in family education. However, slapping lessons could also lead to serious consequences. For example, after a student in Guizhou was slapped 11 times by a teacher, it caused dissatisfaction and controversy among parents. In short, slapping was a complicated action, and the consequences and handling methods varied according to the situation.

The main lesson might be about the power of kindness and selflessness. It shows how giving can bring unexpected rewards and connections.

" Teaching plan and reflection on kindergarten ceramic art " Teaching plan: I. Teaching objectives 1. Let the children have a preliminary understanding of the basic knowledge of pottery, such as the characteristics of clay. 2. To stimulate the creativity and imagination of children, to make simple ceramic works. 3. Train the children's fine hand movements. II. Important and Difficult Points in Teaching Important point: Let the children master the basic pottery making techniques, such as rubbing, pinching, pressing, etc. [Difficulty: How to guide children to use their imagination to create unique works.] 3. Teaching process 1. to lead He took out a small exquisite ceramic ornament and asked the child what it was made of to introduce the ceramic theme. 2. explain Tell me where clay comes from. It can turn into all kinds of things like magic. Then, he demonstrated the basic movements of rubbing a ball, pinching a small square, pressing a small plate, and so on. 3. creation Each child was given a piece of clay and allowed to create freely. The teacher guided them around and encouraged the children to try boldly. 4. show Let the children put their works on the display stage and share what they have done with each other. Reflection: The good side: 1. The introduction session was very successful. The children were very interested in the small ceramic ornaments and actively participated in the class. 2. In the creative segment, the children's imaginations were extremely rich, and they created all kinds of unexpected works, such as making clay into little monsters. Deficiency: 1. The explanation segment was a little rushed. Some children had not fully understood the basic movements before they started to create, resulting in the work not being ideal. 2. He did not consider in advance that the clay might dirty the children's clothes and did not take protective measures. He had to improve these areas in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

If it was a reflection on the art lesson plan with the theme of "delicious vegetables", the following might be some common points: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the goal was to let the students recognize the shape and color of vegetables and apply them to their paintings, they would reflect on whether most students could accurately describe the shape and color characteristics of vegetables. For example, could the students distinguish the slender shape of different vegetables such as carrots from the orange and green shapes of broccoli and so on, and reflect them in their works? - For some special skills that might be involved, such as vegetable rubbing (if included in the lesson plan), it was necessary to reflect on the student's mastery of the rubbing technique, such as whether they could correctly dip the paint and press the paper with the appropriate force to ensure that the vegetable shape was printed clearly. 2. ** Course, Method, and Target ** - If the teaching process focused on guiding the students to observe the vegetables independently, it was necessary to consider whether the students actively participated in the observation activities and whether their observation methods were effectively guided. For example, when observing the texture of vegetables, could he guide the students to discover details such as the small thorns on the surface of cucumbers? - During the creative process, whether to give the students enough freedom to express themselves, and at the same time provide appropriate guidance when they encounter difficulties. For example, when the students did not know how to arrange the vegetables in the picture, did the teacher give them inspiration in time? 3. ** Emotions, attitudes, values, goals ** - He considered whether he had successfully aroused the students 'love for vegetables. For example, by showing interesting vegetable modeling works or talking about the importance of vegetables to health, students could show more interest in vegetables during the creative process, rather than just completing the painting task. - They also had to reflect on whether they had cultivated the patience and carefulness of the students. In the process of painting or hand-making, whether the students could take every step seriously and not be perfunctory. ** 2. Teaching content ** 1. ** Selection of content ** - Whether the selected vegetable types are representative, and whether they can cover different shapes, colors, and texture to meet the requirements of the teaching objectives. For example, whether it included round tomatoes and long beans. - Whether the difficulty of the content is suitable for the student's age and painting level. If it was too difficult, it might cause students to feel frustrated, and if it was too simple, it would not stimulate students 'creativity and interest in learning. 2. ** Organization of content ** - Whether the order of presentation of the teaching content was reasonable. For example, whether to guide the students to understand vegetables before creating, whether to go from simple vegetable descriptions to complex combinations in the creation process, etc. - Whether the transition between the contents was natural. For example, from the observation of vegetables to the drawing process, could the students smoothly change from observation to creation through effective guidance? ** 3. Teaching methods ** 1. ** Diverse teaching methods ** - If multiple methods are used in teaching, such as teaching, demonstration, group cooperation (if there is a group creation session), etc., reflect on whether these methods are used appropriately. For example, whether the demonstration method was clear and understandable when demonstrating the steps of vegetable painting. - For the group cooperation method, it was necessary to consider whether the division of the group was reasonable, whether each student could play a role in the group, and whether the interaction between the groups was positive and effective. 2. ** The innovation of teaching methods ** - Think about whether the teaching method is creative enough to attract the students 'attention. For example, could they use some novel methods, such as letting students close their eyes and touch the vegetables before drawing, to enhance their perception of the shape and texture of the vegetables? ** 4. Teaching Resources ** 1. ** Teaching aid preparation ** - Whether or not there were enough vegetables and whether or not every student had the opportunity to observe and touch them (if there was such a teaching session). - Drawing tools such as paint, brushes, paper, etc. are suitable for students to use, whether the quality is acceptable, and whether the quantity is sufficient. 2. ** Multi-media Resources ** - If you use multi-media resources, such as showing pictures or videos of vegetables, reflect on the quality and adaptability of these resources. For example, whether the pictures were clear, and whether the videos were interesting and helpful for teaching. ** 5. Student feedback ** 1. ** Class performance ** - Observe the students 'participation in the class, whether they are active or passive. For example, whether he raised his hand to speak, whether he actively participated in discussions or creations, and so on. - Pay attention to the emotional changes of the students, whether there is confusion, boredom or excitement in a certain teaching session, so as to adjust the teaching strategy. 2. ** Achievement ** - Analyzing the student's work to see if it achieved the desired teaching effect. For example, whether the works reflected the characteristics of vegetables, creativity and other requirements in the teaching objectives, as well as the differences between the works, to understand the learning level and creative ability of different students. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>