How to write a good case of primary school mathematics teaching

The word case may not be familiar to everyone, but its true meaning is familiar to all of us. About 100 years ago, the word case began to appear in a large number of foreign language documents. For decades, it has been widely used in the fields of commerce, law and medicine to teach the essentials, skills and implied principles of practice. But it was not until the 1970s that it was applied to education. In the field of education, it was mainly used for teacher education at first, but more and more educators realized that as long as they master the methods and skills of studying and analyzing cases, the application of cases can quickly promote teachers' professional growth and learn from others' experience. For teachers who write their own cases, they can not only deeply reflect on their own teaching practice and effectively improve their classroom teaching, but also improve themselves in the process of helping others. In China education, especially in mathematics education, the rise of cases is about ten years. For us, there are still many theoretical and practical problems that need further study, and there is still a gradual and in-depth process to understand them. While carrying out case theory research, we should carry out case practice, including case writing, case teaching, case study and other activities. "Case comes from practice, but it is not the same as the copy of practice", which transcends the distance between feeling and practice brought by the listing of "effective teaching behavior" and "should ……" in general teaching instructions, and brings readers into a familiar environment full of purpose, uncertainty, contingency and decision-making at any time. On the basis of providing a theoretical analysis framework, readers can think deeply and reflect on their own teaching, thus affecting their teaching behavior.

First of all, what is a teaching case?

Many experts and scholars have expressed the meaning of teaching cases in different ways. Although there are different opinions, they have also formed a certain amount of knowledge.

1. Teaching cases refer to narrative teaching practice records written by teachers or teaching researchers and teachers. Who wrote it? )

2. A teaching case is a description of the actual classroom situation, which contains one or more difficult problems and may also contain solutions to these problems. (what to write. )

3. Teaching cases describe teaching practice. It shows people some stories in rich narrative forms, including the typical behaviors, thoughts and feelings of teachers and students. (Story form. )

4. Teaching cases refer to teaching situation stories containing some decisions or problems, which reflect the typical level of teaching thinking and its maintenance, decline or achievement. The collection of such cases must be carried out on the spot in advance, and the relevant materials should be consciously selected from the objectives of teaching task analysis, in which the researcher's own insight is the key. (Story development clues. )

5. Teaching cases are cases summarized from educational and teaching practice. The specific situation described contains one or more fascinating problems, and the methods and skills to solve these problems, including the introduction and description of specific situations, as well as some theoretical thinking and reflection on practical activities. (the story development process. )

6. Teaching cases should highlight a distinct theme, which is often related to the core concept of curriculum reform, common difficult problems in actual teaching activities and events that are easy to cause confusion. It comes from teaching practice, but it is not a simple record of teaching activities. It reflects the process of events with relatively complete plots and even dramatic contradictions, reflects the changes in the roles of teachers and students in teaching practice, reveals the complexity of teaching work and makes people think. The theme of the story. )

To sum up, teaching cases are about practice, action, intention and teachers' professional responsibilities, as well as the diversity of variables, meanings and theoretical viewpoints, that is, cases contain the complexity, uncertainty and problems of teaching. Teaching cases are records of specific situations and descriptions of real events or situations in the current classroom. It cannot be replaced by fabricated facts, nor can it be replaced by facts derived from abstract and generalized theories. It describes specific and special dilemmas and tensions that need to be explored and solved.

Reading a specific teaching case, teachers and educational researchers can visit a variety of teaching scenes and evaluate the teaching practice of different teachers without visiting the scene in person. To write a specific teaching case, we should not only have the skills of describing events and solving problems, but also have appropriate theoretical support, which includes certain ......

How to carry out accident case study

Several accidents in the case are closely related to the production work of our crown block workshop, and the thrilling reappearance of scenes once again sounded the alarm for us. The main reason for the accident is that the staff did not seriously implement the safety operation rules and did not work according to the rules, and the on-site management of the person in charge of the work was not in place and the implementation was not in place. The occurrence of the accident exposed a series of problems in safety management, which were manifested as unclear safety responsibilities of the staff, lack of on-site investigation and lack of basic safety skills of the operators. Facts have proved that if the dangerous point is not predicted, prevented and controlled, it may turn into an accident under certain conditions, and the consequences are unimaginable. Through learning, I once again strengthened my awareness of safety in production. Safety production should adhere to the idea of "safety first, prevention first" and implement it in daily work. The experience is as follows: 1 The problems exposed by the package accident are: "violation of regulations, carelessness, weak sense of responsibility, lack of technology", failure to establish a firm sense of safety, recklessness, only trying to save trouble and make quick plans, worrying about luck and trouble, which is the inevitability of the accident; 2. Lack of system and management. If it can't be strict, it can't be implemented, and the execution is poor. In the inspection, only good news is reported, not bad news. Usually, the elimination of defects is not timely, the judgment of defects is inaccurate, and the daily inspection work is not serious, which leads to unsafe factors and accidents. 3. Hazard source management is a mere formality, and there are rules that are not followed, and there are rules that are not followed, and the work is impetuous. The on-site operation operators are not sufficiently enforced, and the control measures for dangerous points are weak; 4. The knowledge of metallurgical industry is limited, and the personnel flow is large, so the implementation of "three practices" is not in place; 5. The understanding of the new equipment, facilities and technologies used is not thorough enough, and personal knowledge and technology are very limited; In a word, the accident occurred due to various limitations, which led to differences in understanding and laid many hidden dangers for safety production. Next work plan: 1. Improve the responsibility system for production safety. It is necessary to establish and improve the safety production responsibility system with the post responsibility system as the focus, and decompose it step by step, specifically to people and implement it in the production process. Strengthen the unified and coordinated management of safety production; 2. The workshop should establish and improve the internal safety inspection system and reward and punishment system. To form an effective incentive mechanism and restraint mechanism for safe production; Improve the operating procedures, conduct on-site operations in strict accordance with the procedures, oppose illegal operations, strengthen on-site inspections, implement safety measures, and timely rectify hidden dangers of equipment and personnel; 3. Do a good job in employee safety education and training. Effectively strengthen the training of safety awareness, safety common sense and safety skills for new employees, employees who have changed jobs, key positions and dangerous positions, improve the safety management ability of enterprise leaders and managers, carefully organize emergency rescue training and drills, and improve employees' ability to prevent accidents; 4. Strengthen safety supervision and management. Workshop safety supervisors should strengthen supervision and inspection of operation, equipment spot inspection and equipment maintenance, focusing on inspection of rules and regulations, operating procedures, hidden danger management, personnel training and emergency plans; 6. Investigation and handling of major accidents. For the accidents that have occurred, the relevant safety production supervision and management departments should seriously investigate and deal with them in accordance with the principle of "four no-misses", and track and check the handling of responsible personnel and the implementation of safety precautions. We should take the accident as a warning, draw inferences from others, check and implement the rectification measures, and prevent similar accidents from happening again.

What is the website design of excellent courses?

First, the connotation of quality courses

Excellent course refers to the first-class demonstration course with first-class teachers, first-class teaching contents, first-class teaching methods, first-class teaching materials and first-class teaching management. The construction of top-quality courses is an important part of teaching quality and teaching reform project in colleges and universities. The construction of top-quality courses should embody the modern educational concept, conform to the universal laws of science, advancement, innovation, systematicness, applicability and teaching, and have the role of demonstration and radiation promotion. At the same time, the construction of top-quality courses should also reflect the ideas and characteristics of colleges and universities, and the top-quality courses in higher vocational colleges should also reflect the characteristics of higher vocational education. Generally speaking, excellent courses have the following characteristics.

1, content front.

The content of high-quality courses in higher vocational colleges should be cutting-edge, first-class, scientific, advanced and interesting, reflect the latest scientific and technological achievements in this discipline and field, widely absorb advanced teaching experience, and combine with the needs of national economic development in this field. The content construction of excellent courses should be combined with the teaching reform and curriculum system reform of this discipline and specialty, and the relationship between single course construction and series course construction should be correctly handled.

2. Various forms.

In terms of nature and category, basic courses benefit a lot, while some majors benefit little. However, whether it is big or small, it has its own curriculum system. Similarly, from a horizontal perspective, key universities, ordinary universities and higher vocational colleges all have their own curriculum systems and characteristics, so there should be excellent curriculum sequences at different levels. The construction of top-quality courses is guided by modern educational ideas, centered on the construction of targeted and adaptable top-quality teaching materials at the same level, based on the premise of improving the teaching staff, based on the modernization of teaching content, with modern information technology as the platform and scientific management system as the guarantee, which is the overall construction of ideas, teachers, contents, technologies, methods and systems.

3. The carrier is three-dimensional.

The carrier of high-quality courses in higher vocational colleges is three-dimensional, including traditional paper media, audio-visual products, electronic and online publications. In terms of content, it is a complete system composed of main teaching materials, teachers' reference books, study guides, test question banks and so on. It can reflect the latest achievements and the highest level of curriculum construction and discipline development at home and abroad, embody the modern educational concept, and has advanced, scientific and educational applicability.

Second, the content of quality courses in higher vocational colleges

1, making scientific construction planning.

On the basis of overall planning of curriculum construction, according to the orientation and characteristics of the school, we should rationally plan the construction of top-quality courses, promote the construction of other courses with top-quality courses, and improve the overall running level of the school through top-quality courses. The construction of top-quality courses is a systematic project, involving teachers, students, teaching materials, teaching technology, educational ideas and teaching management system. When planning, we should pay attention to the following aspects: establishing a reasonable knowledge structure, paying attention to the overall optimization of the curriculum, and embodying the teaching characteristics of the school. Systematic reform should be carried out in constructing a scientific curriculum system, organizing teaching contents, implementing innovative practical teaching, and reforming teaching methods and means. When arranging teaching content, we should make full use of modern educational technology and teaching means to form a three-dimensional teaching content system. Attach importance to the construction of three-dimensional textbooks, support the construction of basic course textbooks, teaching reference books, study guides, experimental course textbooks and professional course textbooks, and strengthen the supporting construction of computer-aided teaching software, multimedia software, electronic teaching plans and teaching resource banks.

2. Teaching content construction

The construction of teaching content is the core of the construction of excellent courses. The content of excellent courses should be scientific, advanced and innovative. The curriculum system of higher vocational colleges is based on the training of post ability, and the comprehensive ability table of "knowledge", "skill" and "attitude" is formulated according to the training specifications of professional talents, which constitutes a new curriculum system. In the system structure of course content, we don't pursue the integrity of the subject, the choice of content follows the teaching law, the knowledge structure is orderly, the knowledge is integrated organically, the teaching content echoes the training goal, and the basic content is determined according to the course goal. The content should be clear about the teaching objectives and effects to be achieved by the main content of the course. Teachers should not lead students to explore "why" too much, but let them know "what it is and how to do it". The requirement for students is to be able to use methods correctly or use relevant theories to solve practical problems.

In the construction of excellent courses in higher vocational colleges, we should adhere to the principle of paying equal attention to basic theory and practice, reform experimental teaching and strengthen engineering practice training, which not only opposes ignoring the important role of basic theory in practice, but also prevents the cultivation of ability. ......

Is there an answer to "Auditing Learning Guide: Practice and Cases"?

I knew it.

I haven't seen many people asking for information and answers.

We can finally find a satisfactory answer.

Even now I see such a problem.

There is a feeling that this kind of problem

The feeling of being doomed to a zero answer.

In my personal experience.

When you know the answer to the information, you'd better not ask questions.

Unless this information is widely available.

Under normal circumstances

You can't find the answer.

Waste points and energy

If you don't believe me, you can read the education column.

But I still hope that you can find what you want unconsciously.

If you can't find it, take this as a warning.

Take it as a lesson.

I answered many such questions in Zhihu these two days, and most of them were plagiarized answers. No matter what you think, I think it is necessary to give points. I really hope that there will be fewer such questions in the zero answer of the education column in the future. )

References:

Personal experience

Become a series of teaching resources of "learning by doing" in middle schools

Selected Cases of Science Education in Primary Schools, Learning in China-A Case of Science Education in Kindergarten and Primary Schools, Teaching Guidance of Inquiry Science Education, Brain Science Knowledge for Children, Teaching Case Collection of Inquiry Science Education Experimental Projects in Kindergarten and Primary Schools, 48 Teaching Modules and Corresponding Teaching Resources Based on Content Standards, including teaching instructions, student record manuals, toolboxes, etc.

I'm not a law major. Can you recommend some practical books for studying China law? There must be cases in the book to analyze every law ... thank you.

I'm not a law major. Can you recommend some practical books for studying China law?

If you just want to know about the legal system, you can go to the bookstore to buy some college law textbooks, such as civil law and criminal law. Civil law and criminal law basically cover the legal basis of China.

If you want to study systematically, start with jurisprudence.

1, Shen: modern western law;

2. Liu Xing: "What is law";

3. Xia Yong: philosophy of civil rights;

4. Ji Weidong: the construction of the rule of law order:

5. Zhu Suli: the rule of law and its local resources.

If there must be cases in the book to analyze every law, you can buy a case analysis guide book for the judicial examination, or choose the branch of law you want to know specifically.

For example, in civil law:

1, Principles and Case Analysis of Civil Law, Cui Jianyuan Law Publishing House (published on March 20 10).

2. People's Republic of China (PRC) Tort Liability Law (Case Annotated Edition) Annotated Edition Series of Laws and Regulations (published by China Legal Publishing House (20101).

3. Brief Discussion on Typical Cases of Civil Property Law Li Xiandong Law Publishing House (published on 20 10-02)

There are too many books on case analysis and legal interpretation of various branches of law. You can go directly to the bookstore to choose.

What are the difficulties in implementing kindergarten work rules with cases?

The Regulations on Kindergarten Work is the first regulation regulating the internal management of kindergartens in China, and it is also an earlier management regulation in the field of basic education. For more than 20 years, it has played an important role in strengthening the standardized management of kindergartens at all levels. With the development of economy and society, great changes have taken place in the environment of preschool education reform and development, especially after the promulgation of the Outline of Education Planning, the scale of preschool education has been continuously expanded and its popularity has been greatly improved. The number of kindergartens in China increased from1380,000 in 2009 to 2 10/0,000 in 2065, and the gross enrollment rate of kindergartens reached 70.5 in the three years before school. Under the new situation of promoting the basic popularization of preschool education, it is of great practical significance to revise the Regulations.

First, the revision of the "Regulations" is the need to strengthen the standardized management of preschool education under the new situation. The "Regulations" was based on the fact that kindergartens were mainly organized by enterprises, institutions, troops, streets and rural collectives at that time. The organizers were responsible for the management of personnel and materials in kindergartens, and the education department mainly provided business guidance. With the reform of economic system and the promotion of market economy, the kindergarten management system has changed from a single public kindergarten to a diversified one, and the number of private kindergartens has surged, accounting for more than two-thirds of the total number of kindergartens. The standardized management of kindergartens by the education department has changed from professional guidance under the planned economy to qualification examination and approval and comprehensive supervision, so it is necessary to constantly improve the management system and strengthen the system management.

Second, the revision of the Regulations is the need to promote the standardization and scientificity of kindergarten management. Due to the long-term shortage of resources, some kindergartens still have many irregularities in school conditions, safety and health, education and teaching, personnel management and so on. It is urgent to improve rules and regulations, strengthen standardized management, and guide kindergartens to run parks according to laws and regulations.

Third, the revision of the "Regulations" is the need to implement the rule of law. In recent years, the relevant departments have issued many new regulations on the standardized management of kindergartens. As an important pre-school education law, the Regulations need to be revised and adjusted according to the new situation and new requirements, further improve the kindergarten management system, continuously promote the modernization of pre-school education governance system and governance capacity, and promote the healthy and sustainable development of pre-school education.

How to carry out the training course teaching of secondary vocational architecture specialty

How to improve the teaching effect of practical training course for auto repair major in secondary vocational schools

With the continuous development of society, in order to meet the needs of the technological development of modern automobile industry, as a secondary vocational school, how to cultivate new skilled talents to adapt to modern society is our most concerned issue. As a professional teacher in a secondary vocational school, we should not only innovate teaching methods, but also improve teachers' professional skills, adopt modern educational technology and create flexible teaching situations to stimulate students' interest in learning, so as to improve the teaching effect of practical training courses.

First, the disadvantages of traditional teaching methods and causes analysis

(1) The students in secondary vocational schools are generally weak in their cultural foundation, and they have not developed good study habits, so they are tired of learning. Students don't like to use their brains in the process of learning, or even don't understand. For students, teaching still stays on repairing cars in textbooks or even on the blackboard. Students find "Professional Technology Theory" difficult to learn, easy to forget, and generally tired of learning. They crammed for the exam.

(2) In the traditional practice teaching, practice teaching is separated from theory teaching, and it is difficult to connect theory with practice. Moreover, the traditional teaching mode of automobile maintenance is that theoretical teaching and practical teaching are carried out separately, so students feel unable to start in actual operation, even if what they have learned in class is not used in actual operation. In addition, many schools are limited by training equipment, so the practice class is very single, and it is impossible to systematically complete a training project or teaching module. The lack of vividness and attraction in the classroom will also make it difficult for teachers to teach, even teachers are afraid of teaching, and students are not interested in internship. It is impossible for students to master a skill. Second, how to run a good training class

(A) to create a good training place

No matter what kind of teaching methods and methods are adopted in the teaching of professional training courses, teachers should arrange training workshops reasonably according to the conditions of training equipment in our school, cooperate with teaching according to or close to the layout mode of 4S shops, embody the project teaching concept of "learning by doing", integrate the training content of teaching materials according to the content of teaching materials and the post ability requirements of students, and teach in modules and projects, which is conducive to students mastering professional skills and attracting students to learn well. (B) the role of transformation

In modern vocational education, the traditional skill teaching method of "master with apprentice" is still very effective. Apprentices are subtly influenced by their masters, so they take fewer detours in their studies. So in the training class, there are no teachers and students, only mentoring. The training room is a factory, students are apprentices and teachers are masters.

In the teaching process, we should try our best to adopt "integration of theory and practice" teaching mode, project teaching, case teaching, situational teaching, multimedia, simulation software and other teaching modes to move the classroom into the workshop, so that students can feel the existence of corporate culture at any time while studying, and let students really play their main role in a task-driven way, combining theory with practice, breaking the traditional teaching mode, and writing school-based textbooks based on this curriculum standard. Design the classroom teaching content with "work task" as the main line, write the task instruction book of practical training course, take task as the guidance, make students familiar with the operation steps, make clear the expected effect before operation, infiltrate the project teaching method, let "teaching" and "learning" interact, let teachers demonstrate, let students operate, let students ask questions and guide teachers to answer.

1. Before the practice teaching, we can use simulation software to teach the methods and steps of using measuring tools and various diagnostic and testing instruments, so that students can conduct simulation operation training on measuring, disassembling, diagnosing and using methods on the computer, so that students can master the standard operation essentials in advance. Through the study of simulation system, students can complete the corresponding project content in interesting situations. To achieve the teaching purpose of mastering the basic principles or simulating the actual operation on the production site, and also to enable students to clearly understand the operation methods and grasp the operation steps, and then operate on the physical objects. This teaching method not only enables students to master the working principle between automobile parts and the operation methods of various testing equipment, but also shortens the adaptation time of practical teaching, improves the efficiency of practical teaching and makes students feel interested in learning.

2. The application of case teaching method in automobile engine fault diagnosis is of great significance to cultivate students' ability to analyze and solve problems and practical operation. ......

What is the focus of consumer behavior?

The first chapter is introduction.

1, consumer behavior characteristics. P2

2. The main factors affecting consumer behavior. pregnenolone

Expand knowledge to: the basic concepts of consumption, consumers and consumption behavior.

Chapter II Research Methods

1, what is observation? Advantages and disadvantages of observation method. P20

2. Classification of interview methods? Among them: What are the concepts and standards of direct interview and indirect interview? P2 1

3. What is a questionnaire? What are the advantages and disadvantages of questionnaire method? P27

Expand the knowledge to: What should I pay attention to when designing and making questionnaires?

You can take a proper look at the multiple-choice questions in the study guide.

Chapter III Feeling and Perception

1, the concepts of sensitivity and sensory threshold and their relationship. P39 (Zoom in a little: the concept of feeling)

2. The main types of perception. P43 (expand a little: the concept of perception)

3. What are the concepts and types of consumer risk perception? P53 (Magnification: Understanding: How to Help Consumers Reduce Perceived Risk)

Chapter IV Learning and Memory

1. What is operant conditioning? Understand the guiding significance of operant conditioning on consumers' buying behavior. P65 (Broaden knowledge: a schematic diagram to distinguish operant conditioned reflex from classical conditioned reflex)

2. The main reason for forgetting. P77

The knowledge in this chapter is extended to: the basic process of learning, the basic process of memory, and the application of understanding differentiation and generalization.

You can look at the choice of questions in the study guide.

Chapter V Needs and Motives

1, what is the motivation? Analysis of the basic process of motivation formation. P87

2. Participation, motivation and marketing strategies. P 105 (the concept of involvement: high involvement and low involvement; Characteristics of involvement; Classification of participation and motivation; Develop credible market strategies for different participants. This topic should be analyzed and applied. It is best to look at the example analysis in the book)

The knowledge in this chapter is extended to: the concept and classification of needs, multiple-choice questions and case analysis questions in the study guide. Learning P66, 67

Chapter VI Attitude

1, the definition, nature and structure of attitude. P 1 10

2. Formation and change of attitude. P 1 14 (How is attitude formed? How did the attitude change? What is the basic pattern of change? )

3. The role of attitude in consumers' buying behavior. P 125

4. Strategies to maintain and promote the positive attitude of consumers. P 129

From the focus of this chapter: this is a key chapter. Refer to the general introduction of P76. Read more questions in this chapter.

Chapter VII Personality

1, the essential feature of individuality. P 132

2. Personality theory of social psychology and cognitive psychology. P 14 1 (What are the main arguments of these two theories of mind? )

3. Personality characteristics of innovators. P 144

4. Self-concept and its application in marketing activities. P 148 (what is self-concept? How to use the relationship between self-concept and consumption behavior in marketing? )

The knowledge has been extended to: reading P96- 100, reading multiple-choice questions and case analysis questions.

Chapter VIII Consumer Decision Making

1, the general nature of the decision. P 156

2. Ways and types of decision-making or problem solving. P 159

3. The process of consumer decision-making (problem solving model). P 16 1

Expanding knowledge: refer to questions 2, 4 and 7 in the textbook P 192.

What is the basic content of consumer decision-making?

Understand the concepts of utility and consumer equilibrium conditions.

Refer to the case analysis problem on page P 134.

Chapter IX Social Culture and Consumer Behavior

1. What are the sub-cultural factors that affect consumer behavior? P208

The expanded content of this chapter: What do social culture and subculture mean? Understand the application of subculture marketing.

Chapter X Social Class and Consumer Behavior

1, the definition and characteristics of social stratum. P2 19

2. Determinants and measurement of social class. P22 1

3. The influence of social class consumer behavior. P232

From the focus of this chapter, this is also a key chapter. Look at how some social classes affect consumer behavior.

Refer to the introduction, short answers and case analysis of P 155- 156.

Chapter II XI Social Groups and Consumer Behavior

1, classification of social groups. P24 1

2. Groups related to consumers. P244

3. Classification of consumer groups. P246

4. The restriction of social groups on consumer behavior. P247

5. The concept of reference group and its influence on consumer behavior. P25 1

The content of this chapter is also the focus. ......

What polyphonic words should students know in the first lesson of the teaching plan?

-Smith teaching case

Teaching objectives:

1. Learn the new words in this lesson. Understand and accumulate words.

2. Read the text correctly and fluently and recite the text.

3. Understand the content of the text and the meaning of the idiom "Smith".

Guide the writing of new words.

Teaching emphases and difficulties:

It is difficult to understand the meaning of "Smith" and to use it flexibly.

Teaching preparation: headdress and related courseware

Teaching time: two class hours

first kind

Teaching process:

First, import:

Teacher: The teacher knows that you have read many books. Who can tell us which fables you have read? How many fables have you read! Today, we are going to learn an interesting fable. Look at the title of the teacher's blackboard writing: Smith (stretch out your right hand to write with the teacher or read in a low voice). Who will read this word? (Life: Wei) Read this word again-meaning false. Read Ji M: Life. You are really not simple. Can accurately read polyphonic words. Read it here three times. Which sound should I pronounce if it is fake? Who will read it again? (jià) Again (group words): winter vacation, summer vacation, holiday. You read so accurately! ) Look at the topic together.

The introduction of topics starts with students' existing knowledge, which deepens the understanding of fables, narrows the distance between students and texts, stimulates students' interest in learning and mobilizes their enthusiasm for learning.

Transition: What will happen between the tiger and the fox?

(Open the textbook on page 28)

Second, self-study:

Students can read the text freely, mark the new words and read it several times. Pay attention to pronunciation and sentences.

Third, check the self-study:

Transition: The students have already taught themselves. Do you know the new words? The teacher will test you!

1, (presented by computer) new words with pinyin

mào mì？ Where are you going? sā？ I

Maomi wild animals were disobedient, puzzled and ran away.

A, let's read by train first (read well)

B, who will read it? Read all my life. Correct your mistakes. It would be better to speak louder! )

C, read together! What a skilled reader! )