Reflections on the teaching of Sun Quan's "Encouraging Learning" in junior one: 1 Sun Quan's "Encouraging Learning" is a short story in classical Chinese. Although the full text is only 1 19, the characters are vivid and vivid. In the narrative aspect, the full text only wrote two fragments of Sun Quan's exhortation to learn and Lu Su's Discussion with Meng. The story is very strong, and there are few obstacles in choosing words and making sentences. It is suitable for students to study independently and cultivate their ability to read simple and easy classical Chinese. In view of the difficulties in teaching and the effectiveness of implementing teaching, I made the following attempts:
First, read repeatedly to cultivate emotions.
In teaching, students learn independently, cooperatively and exploringly. In the case of preview in advance, encourage students to develop good study habits of independent reading. Students can understand the basic content with the help of notes and words, and teachers can inspire and guide them. Let them discover, explore and solve problems by themselves. In the training of reading, the reading principle of combining reading with thinking has a good self-study effect. Most students can recite the full text in class to improve their reading ability of classical Chinese.
Second, read the text and experience the emotion.
Reading is the golden key to learning Chinese, and the study of classical Chinese is inseparable from reading. In this class, I give students plenty of reading time. I read the text in the form of initial reading-reading-reading-reciting. Students appreciate the beauty of language in reading, taste the feelings between the lines in reading, clarify the level of the article in reading, and learn the author's language expression in reading. The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate, and teachers' analysis should not replace students' reading practice. Students should be able to choose their learning content freely from their own subjective wishes, touch and feel the text directly, and deepen their understanding and experience. At the same time, the cooperation and exchange between learning partners have enhanced their unique feelings and sublimated their personal feelings.
Third, perceive characters and practice writing in lowercase.
The purpose of learning classical Chinese is to understand the connotation of the article, perceive the characters and understand the main idea of the article by reciting. In the teaching process, we learned the characters of Sun Quan, Lu Su and Monroe, Sun Quan's good words and Monroe's eagerness to learn, and Lu Su's exclamation of learning showed the theme of "opening books is beneficial" in the article. After learning this article, students have their own understanding of the benefits of learning. On this basis, I arranged homework in the class and wrote an article to persuade students to learn and inspire everyone.
Chinese is a comprehensive subject. Teachers must pay attention to broadening learning resources, organically combining in and out of class, creatively carrying out various activities, enhancing students' awareness of learning and using Chinese, and comprehensively improving students' Chinese literacy. This is the mission of being a Chinese educator. Only in this way can classroom teaching be full of vitality, and students' creativity can be cultivated in dynamic teaching, thus realizing efficient classroom.
The second part of the teaching reflection on Sun Quan's exhortation to learn in the first grade of Chinese. Sun Quan's exhortation to learn is a short story in classical Chinese. The full text is only 100 words, but the characters are vivid and vivid. In terms of narration, the full text only writes two fragments: Sun Quan's exhortation to learn and Lu Su's Discussion with Meng, that is, explain the cause of the matter first, and then write the result, instead of writing how to learn from him. In the description of characters, it pays attention to expressing characters through dialogue, which is concise, vivid and full of emotion.
In teaching, I encourage students to develop the study habit of reading independently by means of independent cooperation and inquiry. Students understand the basic content with the help of notes and words, and the teacher only inspires and guides. Let them discover, explore and solve problems by themselves. In the training of reading, I adopt the reading principle of combining reading with thinking: initial reading-speed reading-competition reading-learning-reciting, and the effect of self-study is very good. Most students can recite the full text in class, which improves the reading ability of classical Chinese.
At the same time, I also pay attention to the development training of classical Chinese, because after all, the scope of reading in class is small. I have carried out targeted classical Chinese development training, such as "Pointing Deer to Horses" and "Mourning", which consolidated and accumulated a lot of gains in the reading process.
Reflections on the teaching of Sun Quan's Persuasion of Learning in Grade One: Part III: Sun Quan's lecture on Persuasion of Learning coincided with Mr. Zhang Lihua's visit to our school for research, so I put this lesson on. This course still adopts the traditional teaching method-learning-discussion-guidance-practice.
This is a story-telling classical Chinese. The first class has dealt with the obstacles in words and sentences, so students have been able to grasp the main idea of the article. Therefore, I will take "trying to figure out the dialogue description of characters in the text and savoring the expression effect of characters with dialogue" as the focus and difficulty of this course teaching. According to the teaching needs of classical Chinese, I will use reading inquiry to start teaching, so that reading can run through the whole classroom. The specific teaching process is as follows:
Introduce new lessons, check and review, read through the text (stop reading correctly), explore cooperatively, read Chinese, analyze characters, and reflect and comprehend.
Reflecting on this lesson, from the teaching process, there are both successes and shortcomings.
Success:
1. Pay attention to the implementation of basic knowledge. Check and review the situation, including the understanding of the author and other relevant literary knowledge, the reading and writing of difficult words, the interpretation of key words and the translation of sentences;
2. Pay attention to the text reading, emphasize the pause of sentences, display the pause of sentences on the big screen, and ask students to read the pronunciation and rhythm accurately. And in the process of asking questions, I have been giving instruction in sentence reading.
3. Discuss the problems to be explored in group cooperation (before and after the four groups), mobilize the enthusiasm of the members in the group, and let every student in the class devote themselves to the Chinese classroom.
Disadvantages:
1. Read classical Chinese sentences. Classical Chinese pays special attention to reading aloud, and the pause of sentences is the focus of classical Chinese reading aloud. Students should be given enough time to read aloud in class, and the pronunciation and rhythm should be aligned. In the process of students' presentation, if a student's reading rhythm is not accurate, he should correct it in time until he reads correctly, and don't rush to pursue the next step.
2. Give students sufficient practical exercise. For example, students answered Sun Quan's question about how to persuade students to study, and the reading tone of each sentence was also displayed on the big screen, but students were not given time to practice reading in class. Teacher Zhang suggested that you can set aside a few minutes for students to do free exercises, either individually or in groups.
3. Don't ask questions in class, let the students answer directly. You should give students some time to think. For example, analyze the personality characteristics of the three characters in the text. Ask students to raise their hands directly to answer the personality characteristics of the characters in class. It's time for students to think and analyze the characters' characters in combination with the sentences in the text, and then go back to the textbook. There is also the question of "the enlightenment brought by the change of Monroe", which also made the same mistake. Students should be allowed to think fully before answering.
4. Enrich the content of the class, and add some short historical stories with the changes of Lv Meng, involving interesting stories of historical figures, etc.
Benefits:
Through the comments of Mr. Zhang and other Chinese teachers, I have a new inspiration for classical Chinese classroom teaching:
1. Teachers should be full of passion in teaching. Classical Chinese teaching pays attention to reading aloud, and it is best for teachers to read aloud with emotion.
When asking difficult questions in class, students should be given enough time to think.
No matter whether the article is long or short, we should go back to the text and find the basis for answering questions from the text, so as to have a deeper study of the text.
How to teach classical Chinese is always a headache for Chinese teachers. How to teach will make students like listening and willing to recite. Many teachers are searching, so I am naturally one of the Chinese teachers who have many headaches. Recently, I taught Sun Quan to persuade students, which was quite touching.
It should be said that Sun Quan's persuasion is still an article with little difficulty. The plot of the article is simple and the characters are not difficult to grasp. Although language is a little difficult for senior one students, it is not a problem for students to solve it by themselves because of their familiar background. For an article like this, the general teacher's handling method is probably to help students explain the translation of "every word is in place" and teach them to analyze the characters reflected in the dialogue. Guide the students to read aloud in different roles to appreciate the psychology of the characters' tone and expression, and finally urge the students to recite and consolidate. Teachers who pay attention to ideological content may also extend their ideas to students and talk about their own enlightenment. This is true, and this is also the teaching suggestion of our teaching reference book.
The problem is that students don't like it They feel bored. They are impatient to listen to your sermon, and they are too lazy to try to remember things that they are not interested in at all. Therefore, there is no vitality in the classroom, and students may not be as consolidated as the teacher wishes after class.
In view of this understanding, when preparing lessons, I am going to do some thinking, try to stimulate students' interest and enliven the classroom atmosphere: First, let students go, organize students to work independently in groups to solve difficult words in the article and hold a translation competition. Secondly, on the basis of students' understanding of the content of the article, I turned the study of the characters in the article into an activity-rewriting the text into Lu Meng's diary, and after the students fully imagined and created their own roles, I threw a scene setting performance to the students-what kind of dialogue would they have if Lu Meng met Zhong Yong?
In the teaching process, it is not satisfactory. First, in the "self-questioning" session, let students ask some words they don't understand. Originally, they were worried that some students would question it. Unexpectedly, the students raised their hands repeatedly and asked many questions about the words in this short passage, so this link took a lot of time. Secondly, in the process of checking the translation of sentences, it is time-consuming for the teacher to explain repeatedly for fear that students do not understand translation. It can be said that the teaching language in the classroom is not concise enough. Thirdly, because the last link took at least 22 minutes, I was not relaxed enough on the key link of "taste". I always worry that I don't have enough time to recite to students. Therefore, there is not enough time for students to "taste" when guiding students to figure out the tone of characters and analyze their personalities, so students have no in-depth understanding of the feelings of Sun Quan, Monroe and Lu Su.
Although the course is not satisfactory and has not achieved the expected results, I have also got some enlightenment: First, in the preset teaching objectives, we must proceed from the reality of students, and teachers themselves cannot take it for granted. Secondly, teachers give some guidance to students' learning methods in the teaching process. Third, in fact, students do not refuse to learn, but refuse to learn ways they don't like, and so does classical Chinese teaching. Therefore, when Chinese teachers have a headache that students don't like learning classical Chinese, they should also think about how to change our old teaching mode of classical Chinese: maybe we should let students enjoy classical Chinese; Perhaps classical Chinese teaching also needs to create scenes; Perhaps classical Chinese teaching can also be transformed into activity classes; Yes, classical Chinese teaching can also be wonderful.
Reflection on the Teaching of Sun Quan's Persuasion of Learning in Junior One; Chapter 5, Sun Quan's Persuasion of Learning, is a classical Chinese article, which mainly describes that Monroe was persuaded by Sun Quan to "start school" and her talent was surprisingly long soon, which made Lu Su gasp in admiration and "make friends" with her. The article is concise and vivid, and a few words describe the tone, modality and psychology of the characters when they speak, which is a fine description of the characters' language. In teaching, there are successes and shortcomings.
These successes are:
1, strive to give priority to reading, and adopt various reading forms such as group reading, naming reading, group reading, example reading, music reading, role reading and performance reading. That is, to grasp the characteristics of classical Chinese, let "reading" run through the classroom, and let "reciting" restore China's voice. -Xu Jianshun ".
2. Pay attention to the improvement of students' autonomous learning ability. The text content is relatively simple. When dredging understanding, let students learn independently and cooperatively, and put forward difficult words and phrases for teachers and students to answer together. It is easy to find and solve students' difficulties in learning, and it also cultivates students' awareness of autonomous learning and mobilizes their enthusiasm.
3. Guide migration and extension. On the understanding of the main idea of the article, I designed an extended link: What other stories of famous people reading books do you know? Or celebrity quotations? Students don't know much, but they may be inspired to learn.
Disadvantages are:
In the process of dredging the meaning of the text, students' preview is not sufficient, and their questioning ability and teamwork ability need to be cultivated. In the process of imitating the tone of characters, the process of guiding students to imitate reading is too hasty. Each group should be given time to discuss and imitate reading. Students should find out the relevant sentences, then translate them into modern Chinese, and then try to find out the tone of the characters, so that students can understand them more easily. In a word, in the future, we should work hard on the mining and analysis of teaching materials and the skills of classroom teaching, not just the study of classroom forms.
Reflections on Sun Quan's Teaching of Persuasion in Junior One 6. Sun Quan's "Encouraging Learning" is a classical Chinese text in the second volume of the first day of junior high school. In order to better enable students to master the basic knowledge and improve their ability, I have studied the teaching materials deeply, prepared lessons carefully, designed teaching links carefully, adopted brand-new teaching concepts, applied efficient classroom models and applied multimedia teaching art, and succeeded through self-study, testing, exploration, dispelling doubts and extension:
1, make full use of the advantages of network resources, use multimedia teaching art, mobilize the enthusiasm and initiative of students to participate, and improve classroom efficiency.
2. Adopt a brand-new teaching concept, and embody the three principles of teacher-centered, student-centered and classroom-centered through the learning mode of autonomy, cooperation and inquiry, so as to truly return the classroom to the students, let the students improve in cooperation, develop in inquiry and truly become the masters of learning.
3. The lead-in at the beginning is interactive, attracting students' attention, improving students' interest and laying the foundation for students to learn this lesson better.
4. Constantly update the educational concept and carefully design the textbook drama. I asked students to write and perform plays, which not only broadened their knowledge, but also deepened their impressions. Moreover, the students' performances were very successful, and their grasp of the characters was in place, which left an excellent deep impression on the teachers and students who attended the class.
5. Design "If one day, Monroe happens to meet Fang Zhongyong, what kind of story will they interpret?" Please write a passage on the topic of "Lv Meng meets Fang Zhongyong", which not only expands students' thinking space, but also improves students' imagination and writing ability. Disadvantages:
1, the lead-in at the beginning is not smooth enough, so you should speak more and practice more in the future to improve your spoken English.
2. Students' performance in teaching materials and dramas is not in place, so we should give more guidance in the future and gradually improve students' ability.
3. Because the students haven't let go, they haven't got a good grasp of the characters' personalities, and reading in different roles is not ideal. Some students have low voices and can't pronounce their accents correctly. In the future, we should constantly guide and train them to improve their reading level.
Teaching is always an art of regret. As a teacher, we should constantly reflect, constantly sum up, find shortcomings in reflection, and improve our teaching art and teaching level in reflection. "There is still a long way to go in Xiu Yuan, and I will search for it." In order to train more outstanding talents for our country, I will continue to work hard, study and explore, and raise my teaching level to a new level.
Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior One Chinese Part VII Sun Quan's Persuasion of Learning is a classical Chinese text with moderate difficulty and short length, which is more suitable for open class teaching. In the open class competition of Alien in our school, Mr. Shen not only spoke words, but also appreciated the language and dialogue of the characters. Teacher Yang mainly lays a solid foundation, focusing on words and translation; I choose an open class to teach the second class and leave the words in the first class. Both teachers chose parallel classes to teach this class, so I chose classes 7 and 4, which are also parallel classes, my own classes.
This lesson is mainly to find bright spots by guiding students to read. Therefore, this lesson, I set the goal is:
1. Under the guidance of teachers, students can accurately read the rhythm and pause, and read the mood and feelings through repeated reading and reading aloud.
2. Through group cooperation and self-thinking, students can gain opinions from different angles. First of all, during the break, I showed an animated film "Sun Quan Persuades Learning" to my classmates for about 5 minutes. (Later, when I think about it carefully, there is a great contrast in the classrooms before class. Is it easy for seventh-grade children to have little interest in the classroom? )
In the formal teaching process, my teaching links are basically:
Read the text, read the correct pronunciation and pause. In this link, I choose to remove the punctuation marks from the whole text, and then let the students read it together to judge the sentence break of the students. As a result, I found that some students didn't read neatly enough, so I introduced the method of sentence breaking in classical Chinese. It's on this "high score kit". This link is more innovative, but the syntax is not comprehensive enough because of time.
My second link is to read the text and appreciate the beauty of dialogue. This conversation is concise, vivid and full of emotion. Students can make comments next to the dialogue, feel the tone, manner and psychology of the three characters when they speak, and then show them on the stage. The purpose of this session is to cultivate students' habit of drawing circles and making comments. Practice has proved that this link still exists.
My third link is: reading the texts of different roles, reading the tone and understanding the psychology of the characters. Due to the previous delay, this link lacks sufficient preparation and brewing, and fewer students dare to take the initiative to show it. So, I reduced the difficulty and selected several typical sentences for my classmates to read. For example:
(1) "Those in charge must learn!"
(2) "Solitary desire for Qing to study classics is the evil of medicine!
(3) "If you talk too much, which one is lonely?" (Sun Quan)
(4) "I often study alone, thinking that it is of great benefit to students"; The classroom atmosphere gradually became active, and more and more students answered questions. For example, Jassamyn Liu, Wu Jia Yihe and other students answered very well. Unfortunately, the class is getting closer and closer.
However, interestingly, the students performed very well in the third class the next day.
So I reflect: for ordinary class students, we must master the learning situation; Without adequate brewing or fermentation, children are often not confident enough to answer questions; If there is sufficient brewing and accumulation, the students will certainly perform well.
My fourth link is: read the text four times, experience reflection and summarize the full text. Sentence pattern: Through _ _ _ _ sentences (or words), I realized _ _ _ _ _. This link designs open-ended questions, which can generally stimulate students' desire to answer; If used properly, it will be wonderful. Unfortunately, due to time, this link was left as an after-school exercise.
Reflecting on my whole class, due to insufficient preparation, the classroom language is not fluent enough, and some links are not skilled enough. Although this class has some advantages, I think there is still a long way to go, and I will continue to work hard.
Reflections on Sun Quan's persuasion teaching in the first grade of Chinese. After teaching this lesson, I feel happy for a long time. Is classical Chinese really difficult to teach? I don't think so. Integrating the emotional combination of students and the text, taking reading as the main line, using different reading forms and reading with appropriate tasks, so that students can fully participate in it, think in reading, practice in reading and realize in reading, everything is so natural. It is through reading that students' awareness of reciting classical Chinese is enhanced in teaching. Through independent cooperation to explore learning, find problems and start a dialogue with the text, not only stimulate students' interest in learning classical Chinese, but also accumulate important classical Chinese words, improve their perception and understanding ability and learn the basic methods of learning classical Chinese. Judging from the teaching process, there are both successes and shortcomings.
These successes are:
1, multimedia teaching, large classroom capacity, thorough and specific explanation of words, suitable for junior high school students' acceptance level.
2. This article focuses on dialogue between characters, which is especially suitable for reading aloud. In this class, I organize students to read in various ways, such as "teacher's demonstration reading, students' independent reading, group reading with different roles, simulated vernacular performance, recitation, etc." "
3. Give full play to students' initiative of self-study. It is not difficult to understand the text. Let students put forward difficult words and phrases on the basis of preview before class and solve them together. Combining with annotations, the word-for-word translation of key words and phrases on the slides is conducive to cultivating students' ability to speak extemporaneously and refining the five-word translation method of classical Chinese: "leave, adjust, supplement, delete and change". It is convenient to teach students in accordance with their aptitude and find and solve difficulties in learning.
4. Guide migration and apply what you have learned. After the students understand the main content of the article, guide them to tell their own experience in learning this article, especially how to treat Monroe's sentence "resign from the military and do more" Some students were inspired to sum up this sentence: don't make excuses for being lazy, just find opportunities to learn. Finally, the problem of learning attitude is emphasized, and the emotional education of this class is realized.
Disadvantages are:
1. In this paper, the teaching time of a class is designed, but in the teaching process, the learning of basic knowledge is emphasized. In particular, the translation of words in classical Chinese, the ponder of dialogue between characters and the refinement of image characteristics reflect students' emotional education, but there is no time to complete after-school expansion.
2. Simulate the expression of vernacular Chinese. This link should not be placed in the last link, but should be placed after students dredge the meaning of the text and re-understand the content of the article.
Reflection on the Teaching of Sun Quan Persuasion, Grade One Chinese, in order to better teach this class, I carefully studied the teaching materials and teaching guidance books, collected a wide range of teaching materials related to this class, correctly grasped the key points of the teaching materials, carefully understood the students' interest and ability in learning classical Chinese, chose the teaching methods suitable for classical Chinese, and carefully designed the teaching process. In this class, according to the needs of classical Chinese teaching, I chose the teaching idea of reading as the main line and adopted the learning method of "group cooperation", which basically achieved the teaching goal.
1, clear teaching ideas. In the teaching process, "reading" runs through the text. At the beginning of the class, through the "three readings" (normal reading, individual reading and collective reading), students can achieve the purpose of reading correctly and stopping reading correctly; Then let the students read the text by themselves with their notes, so that they can understand the meaning of the text initially; Finally, guide students to learn dialogue and read tones. The teaching of the whole class takes "reading" as the main line, so that students can understand the content of the article, grasp the personality characteristics of the characters, feel the main idea of the article and get good results.
2. Teamwork is effective. The task of group cooperation in this lesson is to dredge the meaning of the text. Before class, I hesitated about this link because I doubted the students' ability. But the result excites me. I think this also benefits from the clear task of group cooperation (problems that cannot be solved by individual self-study are submitted to the group for discussion, and problems that cannot be solved by the group are submitted to the whole class for discussion). When students have research objectives, problems that cannot be solved by cooperative learning can be implemented. The effect of this link was confirmed in the subsequent translation by train, which also made me enjoy the joy of harvest.
While I am confident, I must also think calmly about the lack of this class. Because this is a short classical Chinese, from the perspective of classroom teaching capacity, if one class hour is used for teaching, the classroom capacity is too large, and if two classes are used for teaching, it is suspected that the teaching content is single. In order to achieve the integrity of classroom teaching, I thought for a long time and finally decided to arrange a class teaching. Therefore, the classroom capacity is too large and the classroom rhythm is too fast, which leads to the shortage of some teaching links.
Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior One 10 Sun Quan's Persuasion of Learning is a short story. This article has a simple plot, vivid characters and rich meanings, leaving many places for readers to fill in the blanks with their imagination, which is worth pondering. Compared with the content, the language of this article is simple and clear. Therefore, when teaching this article, I determined the focus and difficulty of this article as using various methods to fill in the text, deeply understand the characters and understand the theme.
In practical teaching, I compose and perform the textbook drama in the form of students' grouping, which not only fills in the blanks, but also allows students to enter the inner world of the characters. Because the form is novel and lively, students have a high degree of participation. However, due to the influence of bad film and television dramas, some groups appeared nonsense lines and plots during editing, and this phenomenon was eliminated after correction. At the same time, due to experience, students are somewhat naive in designing characters' expressions and movements, which can be improved appropriately after guidance. Teaching practice shows that a good teaching design can only produce good results through continuous guidance and revision.
Editing and performing a textbook-style drama is only a re-creation of the text content, and it cannot be regarded as a high-level study. So, after the last class, I asked the students to imitate the text and practice in sections. In order to concentrate students' thinking, I asked them to write down the same event and asked them to leave a blank. However, due to time constraints, many students failed to complete this writing exercise in class. So we should regard this link as homework.
In my opinion, the design of this course highlights key points, breaks through difficulties and attaches importance to the cultivation of students' understanding and expression ability. In teaching, we should respect students' subjective consciousness and strengthen teachers' leading role, so that teaching can have free space and will not get out of control.
Reflection on Sun Quan's Persuasion Teaching in Senior One Chinese: 1 1 This semester, I was lucky enough to participate in the "heterogeneous classroom" activities organized by the school. The topic I am talking about is a classical Chinese article-Sun Quan's seventh grade persuasion. When I received the task, I was afraid to face the school leaders and so many professional Chinese backbone teachers. But it is undeniable that this is also a very rare opportunity to exercise yourself, because growth is very important for a new teacher. So I told myself: overcome yourself and face difficulties.
After determining the teaching content, we began to prepare lessons. By being familiar with the text of the textbook and consulting a lot of materials, I finally designed the following teaching plan: reading with analysis. In order to make the class more exciting, the teachers in the group listen to the class first. That class is the first time. Because of nervousness, in order to complete the whole teaching task, students' acceptance was not taken into account, and the effect was not ideal. I'm a little depressed. However, I am fully aware that I need to improve myself. In class, I have to prepare not only curriculum standards, teaching materials and teaching methods, but also students. After listening to the teacher's advice and combining with the actual situation of the students, I revised my teaching plan again and kept revising and practicing.
Wednesday arrived soon, and after teachers and students exchanged greetings, my heart calmed down. Attend classes according to your own ideas, pay attention to the details that are not very good at ordinary times, and the students are also very attentive and especially cooperative, so the classroom atmosphere is more active. I also pay attention to teacher-student interaction and student-student interaction, with students as the main body, and the classroom effect is OK. However, there are still some mistakes: because students have many questions and the translation time is long, there is no time for students to think in the later character analysis, which is completely driven by teachers and the highlights of classroom development are not fully displayed; In addition, Sun Quan's "good persuasion" is not reflected in the topic of "Sun Quan's persuasion", which is comprehensive in analyzing some aspects of the characters for students and lacks teaching methods. These problems need to be improved. I also deeply realize that the teaching of classical Chinese focuses on reading aloud, and it is necessary to guide students to read deeply in repeated reading, rather than translating word by word in class, so that students can clearly understand how much they know and want to know in 45 minutes of class. What to learn depends on students and teachers.
The above are some thoughts after I participated in this "heterogeneous" activity. I will patiently listen to your valuable suggestions, make continuous progress, constantly reflect, accumulate more experience and constantly improve my teaching level.