thinking about her plan

The following are some reflections on the creative thinking lesson plan: ** I. Take the lesson plan of The Little Bear Who Wants to Fly as an example ** 1. ** Child's performance ** - In the lesson plan of "The Little Bear that Wants to Fly," the children's thoughts were active. They could think of various ways to help the little bear fulfill its wish. Moreover, they were all active in speaking and could tell the story completely. This showed that the lesson plan had a certain effect in stimulating children's creative thinking and diffused thinking. Children's imagination was fully developed, and their language skills were also improved. This might be due to the fact that the design of the lesson plan was in line with the psychological characteristics of children who were curious about the sky. It could capture the interest of children, such as the plane in the sky, birds and other elements that could arouse children's interest, thus encouraging them to actively participate in storytelling and creative expression. 2. ** Teaching plan design ** - Judging from the design of the lesson plan, choosing "The Little Bear that Wants to Fly" as the theme was relatively successful. It provided an open environment for the children. The scene of the bear wanting to fly could stimulate the imagination of the children and let them think about how to help the bear realize its wish from their own perspective. The creation of this kind of situation laid a good foundation for the cultivation of children's creative thinking. At the same time, through the form of language activities, guide children to express their own imagination, combining creative thinking with the cultivation of language expression ability, is a more effective teaching strategy. 3. ** Modifications ** - Although children showed positive thinking in the activities, the lesson plan could further expand the depth and breadth of children's creative thinking. For example, some interaction sessions could be added, such as group discussions, so that children could exchange their ideas with each other, which could stimulate more creative inspiration. On the basis of the story, they could also guide the children to make some simple paintings and draw the image of the bear flying in their imagination. This could not only further stimulate the children's creative thinking, but also enhance their artistic expression. ** 2. Take My Body Can Talk as an example ** 1. ** Child's performance ** - In the teaching plan of My Body Can Talk, the child could make many different movements from others in the "expansion exercise" segment, which meant that the child had a certain degree of creative thinking ability. They were able to break through the convention and use different body language to express their friendliness to their peers. This was due to the lesson plan that stimulated the children's innovative thinking by letting them observe pictures and play body games. In addition, the children's movement coordination ability also developed during the activity. 2. ** Teaching plan design ** - The lesson plan was designed to highlight the key points and guide the children to use body language to express friendliness to their peers in a variety of ways. First, let the child observe the picture and then imitate it. This step-by-step approach helped the child understand and learn. Moreover, in the game segment, children's songs were used as a guide to let children participate in the game in a relaxed and happy atmosphere and try different body movements. This was very beneficial to stimulate children's creative thinking. 3. ** Modifications ** - You can add some situation creation in the activity, such as setting up different scenes (such as at a birthday party, in the park, etc.), so that children can express friendliness with body language according to different scenes. This can further stimulate children's creative thinking, so that they can create more suitable body language according to different situations. At the same time, in the activity evaluation segment, children could be guided to evaluate each other's body language creativity. This could promote communication and learning between children and further expand their thinking. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

#<<Pre-school Ranking Thinking Training>> ##1. Teaching objectives 1. Guide the child to understand the arrangement rules and be able to sort according to the given rules. 2. Cultivate the child's observation, attention, analytical ability, and logical thinking ability. 3. To stimulate children's interest in mathematical arrangement, so that children can experience the joy of success in the activity. ##2. Difficulties in Teaching ###(1) Teaching Focus 1. Let the children understand the different types of arrangement rules, such as color, shape, size and other rules. 2. Guide the child to perform an accurate sequence of operations according to the rules. ###(2) Difficulties in Teaching 1. Help children discover more complex arrangement rules, such as alternating rules, increasing and decreasing rules, etc. 2. Children were encouraged to create new arrangement patterns. ##3. Teaching preparation 1. Cards of various colors, shapes, and sizes (e.g., circles, triangular, square, red, blue, green, etc.). 2. Small rods of different lengths and thickness. 3. An example of an item arranged according to a certain pattern (such as a bead necklace arranged according to the color pattern, a building block tower arranged according to the size pattern, etc.). 4. Children's operation materials (blank sorting cards, sticker, etc.). ##4. Teaching process ###(1) Introduction (5 minutes) 1. Showing examples of items arranged according to a certain pattern, such as a colorful bead necklace (red, blue, red, and blue alternating). 2. Guide the children to observe and ask,"Children, look at this necklace. What's so special about it?" How are the colors arranged?" Arouse the interest and curiosity of the child, and thus lead to the concept of arrangement. ###(2) Basic Part (20 minutes) #### 1. Color arrangement pattern (8 minutes) (1) Take out a set of different colored cards (such as red, yellow, and blue) and arrange them on the blackboard according to a certain pattern (such as red, yellow, blue, red, yellow, and blue). (2) Explain the arrangement of the colors to the child and let the child repeat the description. (3) Give each child some graphic cards of the same color, let the children arrange the operations according to the rules on the blackboard, and the teacher will patrol and guide them, giving them affirmation and encouragement in time. #### 2. Pattern of the shapes (8 minutes) (1) Use different shapes of graphic cards (such as circles, triangular, square) to arrange them on the blackboard according to a certain pattern (such as circles, triangular, square, circles, triangular, square). (2) Guide the child to observe the arrangement of the shapes and describe them in his own words. (3) Give the children different shapes of graphic cards and let the children arrange them according to the shape rules. The teacher will observe the operation of the children and give individual guidance to the children who encounter difficulties. #### 3. Pattern of size arrangement (4 minutes) (1) Choose similar items of different sizes (such as large, medium, and small round cards) and arrange them on the blackboard according to the law of from large to small or from small to large. (2) Let the child observe and tell the size of the arrangement, and then give the child similar items of different sizes (such as square sticker of different sizes), and let the child arrange the size. ###(3) Consolidating the game (10 minutes) 1. Paipaiyue Game (1) Divide the children into small groups. Each group will be given a set of graphic cards with different colors, shapes, and sizes. (2) The teacher will write different arrangement rules on the blackboard (such as arranging according to the color red, blue, green, then according to the shape of the circle, triangle). The children in each group will cooperate and arrange according to the requirements. (3) The first group to complete the task and arrange the tasks correctly wins and will be rewarded with a small prize. 2. "Find the pattern" game (1) The teacher will place some sticks in a certain area of the classroom in a regular arrangement (such as alternating length) and some sticks in a random order. (2) Ask the child to find the small rods arranged according to the law within the specified time and tell the law of their arrangement. ###(4) Summing Up (5 minutes) 1. Review what you learned today with your child, including the arrangement of colors, shapes, and sizes. 2) Ask the children about their discoveries and gains in the activity, such as: "Children, today we have learned the arrangement. What kind of arrangement do you think is the most interesting?" 3) Give positive comments on the performance of the children in the activities and encourage the children to continue to observe and discover the arrangement rules in their daily lives. ##5. Reflection on Teaching ###(I) Success 1. variety of methods Through the combination of demonstration examples, explanations, operation exercises, games and other teaching methods, the enthusiasm and participation of the children were fully mobilized. The children showed high interest in different activities, especially in the game segment. The children were actively involved in the game and had a better grasp of the arrangement rules. 2. attention to individual differences In the process of children's operation practice, the teacher could patrol in time and give individual guidance to the children who encountered difficulties, ensuring that each child could keep up with the teaching progress and experience the joy of success. This kind of teaching method that pays attention to individual differences helps each child develop on the original basis. ###(2) Deficiency 1. The complexity of the rules The design of the rules might not be challenging enough for some children. Some children with stronger abilities could quickly grasp the simple arrangement rules, and they might feel that there was a lack of novelty in the subsequent activities. In the next teaching session, he could consider setting up more complicated and diverse rules, such as the rule of increasing and decreasing (such as the rule of increasing number such as 1 circle, 2 triangle, 3 square) to meet the development needs of children of different levels. 2. Time Control In the game reinforcement part, due to the high enthusiasm of the children to participate in the game, it was slightly difficult to control the time. Some parts of the time exceeded expectations. He needed to plan the time of each segment more precisely in the next lesson to ensure that the teaching activities could be completed smoothly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan and reflection summary on the way of thinking and skills in high school mathematics: ##1. Teaching Plan ###(1) Teaching objectives 1. It would help students understand and master several important ways of thinking in high school mathematics, such as reflective thinking, logical thinking, etc., to improve their ability to solve problems. 2. He taught them some practical skills in solving mathematical problems, such as the application of Veda's theorem in solving problems. ###(2) Difficulties in Teaching 1. ** Main point ** - Cultivate the students 'mathematical way of thinking, especially the strictness and reflection of thinking. - To let the students master and use mathematical problem solving skills. 2. ** Difficulty ** - Guide the students to consciously use the correct way of thinking in the process of solving the problem, and avoid thinking wrongly, such as circular reasoning. - It allows students to flexibly choose appropriate solution techniques to solve different types of mathematical problems. ###(3) Teaching Method Teaching method, case analysis method, group discussion method. ###(4) Teaching process 1. ** import (5 minutes)** - By presenting a simple mathematical problem, such as solving an equation, the students could share their ideas to solve the problem, thus leading to the importance of mathematical thinking. 2. ** Explanation of mathematical thinking (15 minutes)** - ** Reflective Thinking ** - He emphasized that in the process of solving problems, he should be good at checking whether the ideas were correct and not blindly follow the existing solutions. For example, when using formulas, one had to be clear about the source and scope of application of the formula to avoid circular reasoning. For example, in the application of the basic relationship of the same-angle trigonometer function, if one used the conclusion to derive the premise, it would be a wrong circular argument. This required students to be familiar with the content of each formula, law, and theorem they learned, as well as the proof method and evidence. - Cultivate the habit of checking. When solving problems such as irrational equations, irrational discrepancies, log equations, log discrepancies, etc., because the transformation may cause the domain of definition to change, it may cause the root to be added or lost. Therefore, it is necessary to test it. This is also the embodiment of reflective thinking. - ** logical thinking ** - Using mathematical proof as an example, he explained how to start from known conditions and gradually derive conclusions based on axioms and axioms. In the process of solving the problem, the basis of each step must be clear, so that the entire process of solving the problem was logically rigorous. 3. ** Math problem solving skills (20 minutes)** - Using Veda's theorem as an example, he explained the application of a root of a known equation to other unknown quantities. For example, if one of the roots was known and the other root was set as a variable, a set of equations was listed according to the sum of the two roots and the product of the two roots of the Veda theorem. Then, the other conditions in the question (such as the root being a rational number, etc.) were used to solve the equation to get the answer. At the same time, the students with different levels of thinking (top student, genius student, and slacker student) could use different methods to solve the problem and compare the advantages of using the skills. 4. ** Group discussion and practice (15 minutes)** - Students were given a few different types of math problems and asked to discuss the ideas and methods of solving the problems in groups. Then, each group would send a representative to write down the process of solving the problems on the blackboard. The other groups could evaluate and supplement them. The types of questions included equation questions that involved reflective thinking tests, as well as equation questions that could be solved using techniques such as Veda's theorem. 5. ** Wrap-up (5 minutes)** - It summarized the mathematical thinking methods and solving skills taught in this lesson, emphasizing that these thinking methods and skills should be continuously used in mathematics learning in the future to improve mathematics learning ability. ##2. Reflection and summary ###(I) Success 1. Through examples, he explained the way of thinking and techniques to make it easier for the students to understand. For example, using specific equations to solve the application of Veda's theorem, and deepening the understanding of reflective thinking through the error cases of circular reasoning. 2. Group discussions and practice sessions could motivate students and allow them to better grasp knowledge through communication and practice. ###(2) Deficiency 1. When explaining the way of thinking and techniques, some students might still have difficulty understanding them. They should pay more attention to hierarchical teaching and provide targeted guidance to students with different foundations. 2. There were some problems with time control, resulting in the summary section being a little rushed and not being able to fully review the key content of this lesson. ###(3) Enhancement measures 1. In the future, he would understand the students 'basic level in advance and design more targeted teaching content. He could adopt more diverse methods to explain the way of thinking and skills, such as making animations to demonstrate the logic of thinking in the process of solving problems. 2. Arrange the time for each teaching session more reasonably. In the summary session, students could review and summarize themselves first, and then the teacher could supplement and emphasize it to ensure that the key content was fully reviewed. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

We can get the following information: " Illusion " is a novel, and the author is a bowl of water. The main characters in the story included Chi Nian and Shen Yan. Chi Nian was a weak and sickly girl. Her father had asked Shen Yan to take care of her. Shen Yan was a young and promising man. He worked in the Shen Corporation and had a cold and restrained personality. Even though Shen Yan was not gentle or patient enough, he would carry Chi Nian to bed when she fell asleep and hold her hand when she lay on the hospital bed. In addition, rumors about Shen Yan claimed that he brought a little beauty to work every day, but he was gentle and doting on Chi Nian. According to the information provided, we can understand that 'Fantasy' is a love story between Chi Nian and Shen Yan.

The creative thinking is a way of thinking that can stimulate imagination and creativity. It is characteristic of being able to think and solve problems from multiple perspectives without being limited by existing knowledge and experience. It can be innovative and break through the norm. There was a close relationship between creative thinking, logical thinking, and illogical thinking. The logical way of thinking is to solve problems through analysis and reasoning. It is characteristic of focusing on facts and logic. Non-logical thinking refers to the way of thinking that does not follow the laws of logic but starts from subjective feelings and experiences. In the process of novel creation, creative thinking could help the author break through the traditional mode and construct a unique story plot and character image from a new perspective. And logical thinking could help the author construct a reasonable plot and character setting from the perspective of objective facts. At the same time, illogical thinking could also provide unique creativity and inspiration for novel creation. The creative thinking, logical thinking, and illogical thinking were all indispensable ways of thinking in the creation of novels. Through the use of a variety of ways of thinking, the author can continue to create novel works with unique charm.