In order to ensure that activities are carried out in an orderly manner, it is often necessary to formulate an activity plan in advance. The activity plan is actually a planning document based on factors related to the activity. What are the characteristics of an excellent activity plan? Below are the sample essays on research plans for theme education activities (selected 3 articles) that I collected and compiled. I hope it will be helpful to everyone. Theme Education Activities Research Plan 1
From April 1, xx to mid-May, after regular work, we went to the grassroots level and went to the county government kindergarten and Gudian Town respectively. Central Kindergarten, Jiacun Township Dongxin Kindergarten, Gaoling Township Zhangjiacun Kindergarten, Sino-Korean Zhuangnan Wangtuan Kindergarten, Heipao Township Kangzhuang Kindergarten, Wangdu Town No. 1 Kindergarten, Sizhuang Township Sunzhuang Kindergarten, Zhaozhuang Township Central Kindergarten, etc., participated We have conducted random educational activities for more than 50 teachers, and now we will give a brief summary of our situation in going to the countryside.
1. Classroom teaching:
During the survey, while recording the activities, we carefully observed the children’s learning activities, and at the same time made appropriate adjustments to the teachers’ educational behaviors and the children’s learning behaviors. Comment, this normal teaching survey has the following characteristics:
(1) The gratifying aspects
A. The positioning of teaching objectives reflects the spirit of the new "Outline".
We are pleased to find that many teachers focus their educational activities on cultivating children’s correct living and learning habits and stimulating children’s interest in learning, and try their best to put learning content into set situations. It shows that teachers are gradually implementing the outline concepts in their actions.
B. The role of teachers has quietly changed - teachers participate in activities as guides, supporters, and participants.
During the activities, we found that most teachers are no longer instillers of knowledge, but "act" as supporters and guides for children's mutual growth in their interactions with children. In the past, we heard teachers often use "you should do this", "this is wrong" and so on when guiding children's activities. However, during this period of research, we found that most teachers can use equal and motivating language to talk to children during activities. Sometimes they push children to the front desk and stand in the background, silently appreciating and providing timely guidance. .
C. It reflects the integrated view of the curriculum and focuses on the penetration of various fields. The new "Outline" emphasizes the mutual penetration and integration between various fields. When carrying out theme activities, teachers can implement teaching with an integrated concept and organically integrate various contents in the learning field. The teaching method is also relatively flexible and there is no unified model. It provides children with rich learning materials and carries out valuable learning in a purposeful and planned way.
D. Be able to discover and use the resources around you to carry out educational activities, such as: educational activities organized using wall decoration content, children queuing to experience height and shortness, driving a train, the train is running (positive number 1- ---10), the train runs backwards (counting down to 10------1) and so on.
(2) Several problems in classroom teaching:
A. The organization of educational activities is relatively random, without careful design and preparation, and there is a lack of relevant teaching aids and young children in the activities. Study materials. For example, it can be seen from the teacher's questions that the teacher's questions have not been thought through and designed with purpose, so there are many invalid questions, which distract the children's attention and lead to confusion in educational activities. The content of the activities still focuses on imparting knowledge and neglects the cultivation of children's good habits and related emotional education. For example: In the large class comprehensive education activity "Hands", the teacher guides the children to understand that the left hand and the right hand are equally important, but ignores the cooperation between the left and right hands, and the power of unity is greater.
Although teachers try their best to respect children in terms of language and behavior, and take children as the main body, they find in daily educational activities that teachers are not yet able to adjust their plans at any time based on children's "zone of proximal development." They often focus on implementing their own design process, thereby ignoring the subject status of children and forcing children to complete educational activities.
B. Although teachers are slowly changing their role positioning, some educational behaviors often backfire in teaching practice. We found that when some teachers interact with children, although they participate and communicate, many of them are superficial and do not have a substantial effect on the children.
Other teachers participate in inappropriate ways, which makes the entire teacher-child interaction appear negative and affects the best effect of the interaction. We suggest that teachers can absorb experience and growth nutrients from the interaction between teachers and children, and gradually improve themselves through reflection to achieve the continuous development and improvement of their own subject, thereby achieving the active construction and development of the subject of both teachers and students in the interaction between teachers and children.
C. Although many teachers have the awareness of thematic teaching, it is easy to confuse the integration and patchwork of various fields when they are actually implemented. Through the theme plan, it can be seen that the theme content is mostly a simple patchwork of teaching materials, many of which are not even related. There is no focus and no choice in the design. Some activities seem to be rich in content, but in fact they have no core or priority. It is hoped that in future teaching practice, the theme goals should be determined first, the theme content should be selected around the theme goals, and children's picture books should be selectively and creatively used. Teachers are required to constantly reflect on their own educational behaviors, constantly improve educational ideas, and establish correct educational ideas. concept, so that the form of theme education activities can truly serve the growth of children.
2. Other educational work conditions:
(1) Judging from the combination of wall decorations and theme education, the county kindergarten and Sunzhuang Kindergarten in Sizhuang Township have achieved wall decorations as their theme. Educational activity services demonstrate the activity process and results of children; Gudian Town Central Kindergarten has the awareness that wall decorations serve themed educational activities, and is also working hard to do so. Other kindergartens are also requesting and preparing to implement it.
(2) Basic situation of lesson preparation:
A. Various forms of collective lesson preparation are in progress. Sizhuang, Zhonghanzhuang, Gudian, and Gaoling are relatively solid and can use lesson plans creatively.
B. The gathering activities of most township and village head schools are planned, organized, time-guaranteed, and have dedicated personnel in charge. Due to various circumstances, some units did not conduct routine preparations.
C. The collective preparation is formalized and the effect is poor. Through conversations with teachers, it can be seen that when a teacher talks about design ideas during collective lesson preparation, other teachers are often not willing to question his views, and a strong discussion atmosphere is not formed. The proportion of individual reserves is relatively large, and the role of collective reserves has not yet been maximized.
3. Situation analysis: Through the research and training work in recent years, teachers’ professionalism has grown rapidly, and the concept of the “Outline” has been clearly understood. This is reflected in teachers’ educational seminar activities and teachers’ centralized education. It can be seen from the activity that most teachers have changed their primary school education methods and established a good interactive relationship between teachers and children. Everyone can use concepts to analyze whether their own educational behavior is appropriate through children's learning behavior. However, teachers’ daily teaching reflects that there are still big problems in our work, such as: teachers’ daily teaching: “I can’t cope with the following without anyone listening”, “You can still teach without teaching aids and learning aids”, “Teaching while reading the lesson plan” "Situations abound... The reasons are:
A. Managers do not pay enough attention to daily teaching and do not have adequate teaching management requirements; they rarely go deep into the classroom and supervision is not in place; guidance is not enough in place.
B. Teachers work in one class each, and usually spend a lot of time leading the class. When they enter the kindergarten, they will do things around the children. The kindergarten does not set up special time for teachers to think and study.
C. Managers and teachers usually have a lot of routine work, which distracts teachers from research and teaching.
If teachers passively carry out early childhood education activities and early childhood education research and training activities, and usually have a casual attitude and are lazy to think, it will be difficult to continuously improve their work ability.
4. Suggestions:
A. Professional principals should become planners and managers who maintain regular teaching. First of all, there must be evaluation standards as a guide; there must be corresponding time conditions as a basis, and there must be a corresponding evaluation mechanism as a guarantee to stimulate teachers' subjectivity. What I want to do is what I want to do. In terms of behavior, teachers not only learn theories and have concepts, but also require teachers to actually take action.
B. Professional principals must become participants, guides, and reflectors in early childhood education.
Principals should listen to "normal classes" regularly, listen to at least one normal class from teachers in the kindergarten every month, and summarize and communicate once a month. This can not only stimulate teachers' ambition, but also constantly discover and analyze problems, and improve the way of thinking. Mobilize the excitement of teachers and expand the perspective of teachers’ thinking, so as to continuously deepen and concrete the educational research and training topics, such as: too many invalid questions found during the lectures, when to show examples in painting activities, how to It is necessary to pay attention to all children and carry out targeted education. Finally achieve the purpose of solving the problem.
C. The dedicated principal must become a service provider of educational activities, and the principal must create conditions and provide opportunities. Actively make use of various favorable factors to carry out teaching demonstrations and exchanges at the park, township and county levels, and mobilize all effective means to give teachers opportunities to learn, a stage for performance, and space to display, so as to meet the development needs of teachers.
5. Ideas for the next step:
In order to stimulate the enthusiasm and purpose of teaching research of early childhood education personnel at all levels, make the kindergarten-based research and training forms more blooming, the content more practical, and the results more effective. Large; In order to provide everyone with a platform to display their results and exchange ideas, we have clarified the next form of garden-based research and training work in our county:
A. Carry out various forms of garden-based research and training on a regional basis The research and training work will form the teaching and research results of this year in this region at the end of the second semester of 2008, and compile them into a volume (personnel: including managers, teachers, logistics and other levels; content: management experience (excellent teaching and research records, worth promoting system), conservation insights, educational stories, generated theme activities, excellent lesson examples, excellent reflections, etc.).
B. At the end of the year, the "Park-based Research and Training Achievements" will be selected and a garden-based research and training experience exchange meeting will be held. Theme Education Activities Research Plan 2
Since the beginning of 20xx, **Province **City **County has carried out traditional Chinese virtues education activities in primary and secondary schools and kindergartens throughout the county. In order to fully understand the implementation of activities, we recently conducted a survey on the implementation of traditional Chinese virtues education activities in 39 primary and secondary schools. On the basis of a preliminary understanding of the overall situation of the activity, a questionnaire survey was conducted, and nearly 3,000 questionnaires were distributed to students (1,400 people), parents (1,200 people), and teachers (280 people), and finally formed this Investigative Report.
1. Educational content
(1) Carry out reading activities of Chinese classics
According to the physical and mental characteristics of young people, the reading content should be reasonably arranged from kindergarten to junior high school, in the spirit of refinement It is based on the principles of being popular, vivid, and easy to accept. Primary schools focus on "filial piety, etiquette, diligence, sincerity, and shame", while middle schools arrange readings on the content of "loyalty, trust, righteousness, tolerance, and honesty." The content involves the improvement of "Disciple Regulations", ancient poems and children's songs that are easy to understand and remember, "The Thousand Character Essay", "Zhu Xi's Family Instructions", selected chapters of "Great Learning", "The Doctrine of the Mean", "The Analects" and "Mencius", and " "Gu Wen Guan Zhi" and various other schools of thought.
(2) Carry out excellent traditional education
Examples include various holidays, anniversaries of historical figures such as revolutionary leaders, national heroes, outstanding celebrities, anniversaries of major historical events, and minors. On important days with special significance such as admission to school, joining the team, joining the league, and adult oaths, we focus on carrying out ideological and moral themed education activities. In May 20xx, Zhusi Primary School in our county used the celebration of the "Second Chinese Mother's Day" as a carrier and invited more than 30 famous domestic scholars to give reports on filial piety, enlightenment of Chinese studies, Confucian ethics, and parent lectures. The integration of traditional Chinese culture and local cultural resources into contemporary education has set off a wave of mother-loving, respecting and filial piety throughout the county.
(3) Carry out the construction of campus culture
Carefully arrange the content of Chinese and moral education in the school campus, corridors, classrooms, blackboards, bulletin boards, etc., and post them in classes The "Three Character Classic", "Disciple Rules" and the Analects make students aware of them all the time. Jinzhuang Town Middle School uses "Xingren, Dunyi, Chongli, Hongzhi, and Yangxin" as its road names. 42 large posters of sage classics are erected on both sides of the road so that students can receive education while walking and doing activities. At the same time, prints with different educational contents such as traditional virtues, "gratitude", and inspiration are set up in the corridors to create a strong campus cultural atmosphere.
(4) Carry out training on Confucianism
In October 20xx, our county took the opportunity of the unveiling celebration of "Nishan Shengyuan Academy" to invite the United States, Singapore, Hong Kong, and Taiwan More than 60 well-known scholars and professors at home and abroad came to our county to carry out Confucian education and training activities. Held 8 lectures, including forum lectures on Confucianism and Harmonious Society, and gave lectures to 40 key students and 500 cadres and teachers across the county, sowing seeds and laying a solid foundation for deepening educational activities on traditional Chinese virtues.
2. Practical results
(1) The performance of primary and secondary school students in our county in traditional Chinese virtues
In recent years, we have included loyalty, filial piety, sincerity, Faith, etiquette, righteousness, integrity, and shame are the core contents of the school's moral education system, and are transformed according to the characteristics of the times: loyalty - the responsibility to serve the country, filial piety - endless love, sincerity - the quality of seeking truth and pragmatism, Trust - the basis for building a career, etiquette - the norms of interpersonal civilization, righteousness - the guide to the right path in the world, integrity - the foundation of innocence and righteousness, shame - the bottom line of a human being. These "Eight Virtues" embody the traditional core values ??of the Chinese nation. Carrying out "Eight Virtues" education can lay a solid foundation for the healthy growth of young people. Since the activities were launched at the beginning of 20xx, the actual performance of the majority of primary and secondary school students is as follows:
1. Loyalty. When the national flag is raised, we stand in front of the national flag. 95.6% of the students believe that we must pay attention. 87.3% of students said they were happy when their class received an honor.
2. Filial piety. 59.7% of students often do housework within their ability, 33.7% only do housework occasionally, and only 6.6% rarely or never do housework. 91.8% of students believe that they should take the initiative to share housework with their parents. 69.8% of the students knew their parents’ birthdays, 20% only knew the birthdays of their father or mother, and 10.2% did not know the birthdays of both parents.
3. Sincerity. 42.5% of students never lie, 49% of students lie occasionally, and 8.5% of students lie often.
4. Letter. 64.6% of students can definitely do what they promise others, 34.6% of students can sometimes do it, and only 0.8% of students can't do what they promise others.
5. Etiquette. 86.7% of students took the initiative to say hello to their teachers or parents when they saw them. 64.7% of students can often use polite expressions such as "please, you, thank you".
6. Righteousness. When riding a bus and seeing someone giving up their seat to an elderly person, a woman holding a child, or a disabled person, 92.8% of the students thought it was appropriate. Outside school, if they encounter a fight between classmates, 83.4% of students will stop them or call 110.
7. Integrity. 56.8% of students live frugally, do not pay attention to food and clothing, and do not compare with each other; 27.6% of students sometimes compare with each other; 15.6% of students pay attention to food and clothing and do not compare with each other.
8. Shame. During the exam, when the teacher leaves the examination room for some reason and someone cheats, 68.3% of the students can keep a calm mind and continue to answer the questions; 28.8% of the students will look at other people's reactions before making a decision; only 2.9% of the students will seize the opportunity to cheat. 76.3% of the students were able to correct their mistakes immediately.
From the above eight aspects, primary and secondary school students in our county perform better in traditional Chinese virtues.
(2) The role of traditional Chinese virtue education activities
The good performance of primary and secondary school students in our county in moral education is closely related to the development of traditional Chinese virtue education activities. 49.8% of teachers believe that through the development of traditional virtue education, students' character cultivation has improved greatly; 48.7% of teachers believe that there has been some progress, but the effect is not obvious; only 1.5% of teachers believe that there is no impact. 49.7% of parents believe that the traditional Chinese virtues education activities carried out by schools have a greater impact on students' personality, 42.2% think that they have some impact, 6.5% think that they have little effect, and 1.7% think that they have no impact. 62.3% of parents believe that the activities have a significant effect on students' normal learning. 53% of primary school students and 77.7% of junior high school students believe that activities can promote learning.
(3) Attitudes of parents, teachers and students towards the education of traditional Chinese virtues
The survey found that 45.7% of parents and 55.8% of teachers expressed strong support for young people to recite Chinese classics. 62.1% of parents are very concerned about their children's traditional virtue education, and 86.9% of parents believe that traditional Chinese virtue education activities should be continuously strengthened and improved. 61.1% of primary school students and 63.8% of junior high school students are very interested in traditional virtue education in schools. Most students can actively participate in various group activities organized by the school, and are even more willing to participate in the rich and colorful traditional Chinese virtues education activities. Parents and teachers support and students are interested in participating. Therefore, the traditional Chinese virtues education activities must continue to be carried out in depth and continuously.
(4) Existing problems and deficiencies
At present, there are still some problems and deficiencies in the work of traditional Chinese virtues education in primary and secondary schools in our county, mainly:
< p> 1. Primary and secondary school teachers generally report that students still fail to meet the requirements of traditional Chinese virtue education in the following aspects: lack of thrift, hard-working spirit, lack of hard-working spirit, inability to correctly deal with criticism from others, and inability to correctly handle conflicts between classmates. Contradictions, not being open-minded enough, etc.2. The method of traditional Chinese virtue education activities in our county is simple and lacks practicality. It emphasizes form rather than results, cannot be sustained, and the content is not substantial and specific.
3. The activities are unbalanced. Generally speaking, primary schools are better than middle schools. Some schools are still in the start-up and preliminary exploration stages, and have not yet formed their own distinctive ideas and characteristics, and there is still a certain gap between them and the requirements of the activities.
(5) The main suggestions solicited
The teachers’ suggestions are: 1. Increase behavioral habits, social ethics, civility and courtesy, integrity, not being discouraged when encountering setbacks, and practical ability , love, responsibility, collectivism, solidarity and cooperation, life ideals, etc.; 2. Strengthen the traditional virtue education of educators and take the lead in setting an example; 3. Combine traditional virtue education with practical teaching and penetrate it into teaching , carry out persistently; 4. Combining theory with practice.
Parents’ suggestions are: 1. Improve the subject content; 2. Mobilize students’ enthusiasm and let them know the importance of politeness, so that they can become civilized and polite citizens; 3. Make the education of traditional Chinese virtues truly Go deep into the hearts of students so that they can become talents on the basis of adults.
3. Conclusions and Suggestions
Through activities, traditional virtues began to be quietly rooted in the students' spiritual world, and the majority of primary and secondary school students have better formed behavioral habits, which are mainly reflected in filial piety to their parents. , respect teachers, care for the campus environment, etc. At the same time, it cultivates students' interest in reading, enhances their language expression and thinking abilities, and improves their writing skills. In addition, through "little hands holding big hands", traditional virtue education is extended to families and society.
In order to carry out this activity in an in-depth, sustained and solid manner, the following aspects of work must be done:
First, highlight the key points. To carry out traditional Chinese virtue education, we must not only carry out comprehensive education with "Five Virtues" education as the overall focus, but also highlight key points and solve current problems. In particular, patriotism, basic morality, common sense of laws and regulations, life ideals, collectivism, behavioral norms, interpersonal communication, etc. should be the focus.
The second is to focus on practical results. Detail each aspect of the "Five Virtues" into students' daily behaviors. Moral practice activities are carried out simultaneously between home and school to promote the improvement of the moral quality of the whole society. Correct the relationship between moral education and intellectual education in schools, combine traditional virtue education with practical teaching, and continue to carry out it in depth.
The third is to adapt measures to local conditions. Each school should carry out educational activities based on actual conditions, develop characteristics from point to point, and promote them as a whole. They can combine teachers and students' interests and hobbies to deepen and expand in certain aspects such as ancient poetry recitation, gratitude education, calligraphy, etc., to form unique ideas and create an educational brand. . Theme Education Activities Research Plan 3
1. Learning situation of carrying out "Disciple Regulations" educational activities:
(1) Form and content:
Teaching in our institute The first-grade class of our school started learning to recite the "Disciple Rules" at the beginning of this semester. The main method used was to practice while reciting.
1. Read.
The third period every Thursday afternoon is the school-based period. In this period, the teacher leads the students to study the content of "Disciples' Regulations" and learn four sentences in each period. Explain the meaning while reciting, and combine it with relevant short stories of ancient celebrities to tell the children how to practice these sentences. Practice again and again until everyone can recite the four sentences in this section. In addition to the recitation study time during the school curriculum, my class also has time to recite the "Disciple Rules" before each section. As soon as the bell rang and everyone sat down, the squad leader began to lead the class in reading, each time reading from the beginning to the sentence they learned. This is to strengthen the memory of reciting. The teacher and the children also recite together. The seven sections every day means reciting seven times, which greatly consolidates the children's memory. Of course, the teacher himself can also achieve fluent recitation. I have been studying in this way in April and May. Starting in June, the format changes. Following the school's suggestion of "reciting in the morning and reflecting on it in the evening", we changed the reading to morning and evening. After reading in the morning, stand up and recite. After that, ask a classmate to talk about what he did well yesterday. After listening, everyone should praise the classmate and encourage themselves. Before school in the afternoon, he recited it again. After finishing it, he volunteered to speak and talk about what he felt he did not do well enough according to the requirements of the "Disciple Rules" today. Everyone encouraged him to work hard tomorrow.
In addition, in order to obtain strong support and cooperation from parents, we also organize parents to attend lectures regularly. The Youth Activity Center of the County Education Bureau opens free classes for parents every Saturday to explain the "Disciple Rules", which is welcomed by parents. My class also organized parents to attend relevant lectures at the Baoding Traditionalization Center, from which the parents benefited a lot. Therefore, parents attach great importance to practicing the "Disciple Rules" for their children.
2. Practice.
The contents of the "Disciples' Regulations" are given to the children on how to do them. Mere recitation without practice does not count as learning. For first-grade children, we need to select simple and easy practices that they can do, and guide them to practice the "Disciple Rules" by "doing simple things repeatedly" at home. We do not require children to memorize all the items. Once done. Instead, we selected the little things in children's lives, looked at the big picture, started from small things, and guided the children to practice the "Disciple Rules" bit by bit. These small things include: (1) Watering the flowers (2) Setting up the table and chairs with dishes and chopsticks before eating, and then I sit down when the elders sit down (3) Taking out the trash.
3. Supervision and evaluation.
Children in first grade are young and lack the endurance to persevere for a long time. They need timely evaluation and encouragement so that they can continue doing it for a long time. At the beginning, our class did not do this work very well. We were not able to understand and evaluate the practice every day. Only occasionally did the teacher ask parents to sign to explain what their children were doing at home. After this period of exploration, every student in our class is now prepared to have a small book. This small book can record some of the children's successes and shortcomings every day, including the implementation of the "Disciple Rules" and the feedback given by parents and teachers. evaluate. In this way, every child is willing to give good comments from parents and teachers, so they further strengthen their awareness of norms and practice them seriously every day.
(2) Effects
After a period of study and practice, the children are generally able to recite the content learned in the "Disciple Rules" proficiently, and some children themselves have exceeded the class. recitation progress. The children have a correct understanding of the "Disciple Rules" and know that it is the standard for regulating their words and deeds. Some children with strong self-control can strictly follow what they have learned. They work seriously and study hard, and their parents are very satisfied. Classmate xxx is one of the children who has made significant progress. In the last semester, this little girl seemed very well-behaved, but she was very inattentive and didn't seem to care much about anything. At home, she also has a younger brother who is a few years younger. She doesn’t like to play with him very much. Her mother said that even if they are together, she often makes him cry. This semester, she changed after reciting the section "Disciples' Rules". Once, my mother wrote a letter of praise to xxx. The letter said: My brother made a mess in the living room. My mother said casually: "You are really making trouble, just making me tired." Then she went to cook. When my mother came out of the kitchen, she saw that the living room was clean and tidy, and my brother's toys were all packed together. The siblings are playing the game of pick-and-roll. Mom asked, and xxx said she cleaned it up herself. The mother was really moved to tears by her child. So she wrote a letter of praise to the teacher and asked the teacher to praise her in the class. The children really understand how to behave "brothers live in harmony and filial piety".
She also impressed her teachers and classmates. From then on, the little girl began to make significant progress in her studies, her initiative was greatly enhanced, her handwriting began to become more and more beautiful, and her writing posture was correct, and her posture remained unchanged for as long as she could without the teacher reminding her. The changes in this child are really gratifying. I really want to thank the "Disciple Rules" for this.
2. Problems
1. Although our class has gained a lot from reading and learning disciple rules, there are also many problems. The main thing is that practice is still not enough. Most children are still unable to persist in doing small things for a long time. The child's poor objective endurance is one reason, and the other reason is related to the parents. Parents ignore the fact that their children's education should start from life, and blindly focus on their children's academic scores. Under this ideological concept, parents do not pay attention to helping their children implement it. It can be seen that parents also need to learn the "Disciple Rules", we need Guide parents to have a clear understanding of the educational value of Di Zigui. This requires me as a teacher to vigorously promote it to parents. I still have to work hard for this.
2. I still have big deficiencies in the methods of guiding children to reflect. Children in lower grades still don’t know what reflection is, and reflecting on their own behavior is even more difficult for them. During our daily evening reflections, many children will not think about their own faults in behavior, or simply do not know what was good or not enough about their previous behavior. The guiding role of teachers in reflection is very important. I am very ashamed that I am obviously deficient in this aspect and do not have a scientific, correct and effective guidance method. We still need to study hard and improve in the future.
3. Improvement suggestions.
I suggest that the "Disciple Rules" be extended to students' families through schools and teachers. Learning the "Disciple Rules" is new not only for students, but also for parents, grandparents, and parents of children. How to obtain active support from parents is an important issue we face. I believe that parents can find the best methods and approaches when they study the "Disciple Rules" with their children, and it can become a spiritual communication link between parent and child generations. This is my personal rough opinion.