In today's society, more and more people will use speeches. A good speech can guide the audience and make them better understand the content of the speech. So how to write a good speech? The following is a model essay (generally 5 articles) of online teaching experience exchange compiled by me for your reference only. Welcome to reading.
Online teaching experience exchange speech 1 Dear leaders and teachers,
First of all, I would like to thank the central school for giving me this opportunity to exchange and learn. We often say, "Teaching has laws, but teaching cannot". To do a good job in teaching, everyone's understanding and methods are different. The following are some of my feelings and practices in my usual teaching activities, and I would like to report them to you. I am inexperienced, but I just want to encourage you. Please criticize and correct me.
First, cultivate interest in learning.
Interest is the premise of learning mathematics well. Interest is the best teacher. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Students are the main body of learning, and teachers' teaching and guiding knowledge can only be internalized into their own things through students' absorption. Therefore, in order to truly lead students into the hall of mathematics, teachers must make students have a strong interest in mathematics learning, fully mobilize their initiative and enthusiasm in learning, and let them voluntarily participate in the learning process, and truly change "I want to learn" into "I want to learn". So, how to stimulate students' interest in learning?
First of all, I think the emotional communication between teachers and students is an important factor. Friendly teacher-student relationship and harmonious classroom teaching atmosphere are conducive to the formation of students' positive learning attitude. Therefore, teachers should establish a harmonious teacher-student relationship with students, actively communicate with students, care more about them in life and study, and help them solve the difficulties they encounter enthusiastically, so that students can have a strong sense of trust and closeness to teachers, then students will naturally transition to love what you teach and achieve the effect of "respecting teachers and valuing morality". For example, Sun, a classmate of our class, died in a car accident. Her mother took care of them alone, and sometimes she couldn't take care of them in time. Several times, I met them and stayed at the school gate after school. I took the initiative to communicate with them, asking how long I had been waiting for my mother, whether I was hungry or not, and sometimes giving them food, telling them what to pay attention to when waiting, which naturally narrowed the distance between us and she also had a strong trust in me.
Secondly, to stimulate students' interest in learning is to choose appropriate teaching methods according to their age characteristics, such as mathematics teaching in lower grades, and strive to enhance students' interest in learning in a novel and intuitive way. Therefore, the problems I present in the teaching of lower grades are all in the form of stick figures, such as drawing three strawberries on the left and eight strawberries on the right, marked with total symbols. This is intuitive and clear, and students will know how to answer it at a glance. For novelty, they can't use strawberries for other fruits or even fruits, and use small animals or daily necessities, bowls and plates. For high school mathematics teaching, we can skillfully set a question suspense; Causing cognitive conflicts; Create problem situations related to life; Provide opportunities for hands-on practice; Proper use of multimedia can stimulate students' interest in learning, thus effectively improving the efficiency of mathematics teaching.
Thirdly, I think another factor to stimulate students' interest in learning is to give them a sense of success and establish self-confidence in learning mathematics. Everyone is eager for success. If students succeed in their studies, they will have a happy mood. The recurrence of this kind of emotion will make them have a certain interest in learning. In teaching, teachers should discover students' bright spots in time, affirm students' achievements in time, even if a small question is answered correctly, they should also give affirmation and give them the satisfaction of success. Each student's intelligence level is different. In teaching, teachers should design step-by-step questions and exercises for all students, so that all students can have a successful experience, thus building self-confidence and improving their interest in learning and teaching. For example, Xu Xiangdong and Liu Yue in our class are the worst students in their class, but I designed questions suitable for them. Considering that they can definitely do it right, I let them do it. If they do it right, they will be praised and affirmed, which will enhance their interest in learning mathematics. Of course, students can also be organized to hold competitions, such as "seeing who is faster", "seeing who is accurate" and "seeing who has more ways". Let the students show their talents. Let every student participate, and get grades at all levels, so that the role of motivation will be greater and the enthusiasm for learning mathematics will be greatly improved.
Second, form good habits.
Details determine success or failure, and habits make life. Primary school is the best time for students to form good study habits. With good study habits, you can improve your study efficiency and get twice the result with half the effort. Good study habits benefit students for life.
1, class, classroom learning is the key to learning, listening is the key. So we should do a good job in classroom management. In class, the teacher can't just talk hard about his class, regardless of whether the students listen or learn, so this class will not achieve good results, so the students must listen carefully when I give a lecture. Speaking of some formulas, concepts, typical exercises, inductive problem-solving methods and some special figures, I remind students to record them in time, and some of them have to be memorized. Such as simple operations 25 and 4; 8 and 125 This is a special friend. There is also a friend whose even number is a number ending in 5. What is the multiple of15,25,35,45? Another example is 1/4, 3/4, 4/5, 1/8. These common fractions interact with decimals and percentages. There are also 2π, 3π, 4π and other values. Ask students to memorize. This will lay a good foundation for improving students' calculation speed and accuracy in the future.
2, do homework, can do homework: Usually, I ask students to look at the topic at least five times when doing homework, especially the questions I don't think I can do. Students are often prone to make mistakes after reviewing the questions, especially the calculation questions. Many parents say "he can do it, but he is careless" or "he is smart, but he is easy to make mistakes in calculation", and so on. So I only ask students to do eight calculation problems once a day, and ask them to write a standard, do it again and change it again, so that small students will not find it difficult to do it, and I will change it every time I finish it. I have developed the habit of doing homework since I was a child. Even in the first grade, homework is assigned every day, but the amount of homework is very small, sometimes only 5 minutes. In terms of homework, the teacher followed closely and asked the students to finish their homework on the same day. The teacher must also correct the homework on the same day. When correcting mistakes, one student must approve them. Book five or six students between classes, the worst one first, and so on. After school in the afternoon, the homework is all booked, and teachers and students never drag their homework.
3. Summarize and review, and form the habit of summarizing and reviewing carefully. After each unit of study, I will lead the students to straighten out the context of knowledge and make a summary. Analyze how to do the problem according to a certain knowledge point. For example, students know how to find the area of a circle, so what about the area of a semicircle? What about the area of a quarter circle? What about the ring area? If you don't tell the radius directly, but tell the perimeter, how to calculate the area. Whether it is necessary to know the radius, diameter and perimeter to calculate the area of a circle, there is another problem that the area can be calculated by knowing the square of the radius. Comparison and induction of the types and solving methods of fractional and percentage application problems.
Third, learn to pour love.
It is not difficult to find that the students' grades in a class are greatly influenced by the excellent rate and passing rate, so no matter which subject, we should do a good job of cultivating the excellent and making up the poor. As a teacher, we should be partial to underachievers, love excellent students strictly, and love average students, so that students at different levels can make progress and improve in different degrees. We should be willing to make more fuss about underachievers. Behind every underachiever, there are many touching and shining deeds, so help them patiently. Usually I will use my spare time to give individual counseling to students with learning difficulties. In view of the poor understanding and analysis ability of students with learning difficulties, I will start with the most basic calculation problems and simple application problems.
In addition, the "contract system for students with learning difficulties" is implemented in the class, and a good student is responsible for a student with learning difficulties. Our class is divided into 10 pairs of students. After the students teach, the teacher will check the questions to prevent them from forgetting to check the calculation questions of the students with learning difficulties in a few days. This encourages students with learning difficulties to start with the most basic calculation problems and simple application problems and make continuous progress. As long as a few helpers make a little progress, they will be praised in the class. This has greatly mobilized the enthusiasm of students and made remarkable progress in job transfer. We should open our hearts to students with learning difficulties, warm people with affection, touch people with affection, listen to their voices, touch their heartstrings and light their hearts! I believe that as long as our teachers establish a correct concept, don't give up every child, analyze children's problems, suit their own situation, and prescribe the right medicine, they will certainly make progress. As long as our teachers and students are "closer to each other", they can also become good students.
No pains, no gains. Good grades have become a thing of the past, and I need to redouble my efforts tomorrow. Teaching is both bitter and enjoyable. I will, as always, make persistent efforts, study hard, work pragmatically and strive for better education and teaching in the principle of "strictness, faithfulness, truthfulness and constancy". The above are some of my usual practices and experiences in teaching, but there are also some shortcomings. I hope the teachers will give me more valuable advice!
Speech on the exchange of online teaching experience 2 Dear leaders and teachers,
Hello everyone! I am a sixth-grade math teacher at Chucai School. Today, I am honored to study the teaching experience of all teachers here. I can't talk about my teaching experience I just want to talk about my feelings at work, that is, the strategy of general review of mathematics. I hope I can encourage you.
The general review of mathematics in the sixth grade of primary school is an important part of primary school mathematics teaching. It is not the same as the unit review. For students, the knowledge capacity is large, the span is large, the time is long, and the forgetting rate of what they have learned is high. For teachers, time is tight, content is rich and knowledge is comprehensive, so it is difficult to achieve obvious review effect in a short time. Therefore, the optimization of this process is particularly important for students. In this learning process, it is necessary to guide students to systematically summarize and summarize what they have learned, make up for the gaps in the learning process, and make mathematics knowledge organized and systematic, so as to grasp the key points and keys of each part of knowledge and make students apply what they have learned. According to my own teaching practice, I think we can improve the quality and results of review from the following aspects.
1, fully understand students and cultivate their interest.
When it's time for sixth-grade students to review, many students find themselves confused and tired of learning. There are many reasons for this situation, such as psychological and physiological changes of students, which make them change their minds and can't concentrate on their studies. Some people think that the content of the general review is all the knowledge learned before, and you don't need to listen. Some students think that their learning foundation is poor and they can't catch up with others, so they muddle along and have no intention of learning.
In view of these situations, our teachers must do a good job in students' ideological work, clarify the purpose of learning, cultivate students' interest, make students willing to study in a relaxed and happy learning environment, guide students to actively participate in discussions, hands-on operations, experiments, bold attempts and other activities, and affirm whether students are doing correctly, in order to commend their learning initiative and let students naturally achieve the purpose of active learning.
2. Pay attention to guiding students to review methods and improve review efficiency.
Before reviewing, teachers should seriously study the guidance of teaching review, let students know the direction, content and type of graduation examination, make clear the review content, guide students to allocate the review time reasonably, determine the review progress according to the actual situation of students, make students clear-headed and overcome blindness.
When I teach, I first spend more than half my time guiding students to review the content of the textbook, focusing on the key points, difficulties, test sites and doubts in the textbook. The method is a combination of teacher guidance and students' independent review. Students check for leaks and fill gaps in review, and teachers pay attention to solving doubts and doubts. Then I spend a quarter of my time reviewing in stages, such as reviewing numbers and geometry. Combined with different review contents, I identified different key points and difficulties and sorted them out. Strengthen the systematization of review, choose the ones that are conducive to the systematization of knowledge and the grasp of its internal relations, so as to achieve the orderly development of combing, training and expansion, improve the review effect, and finally use a quarter of the time to comprehensively review various questions and so on for comprehensive training.
3. Pay attention to teaching methods, so that review can save time and be efficient.
Teachers should be prepared for every class, whether it is the review of basic knowledge or the review of key points, difficulties and points, or the review of special training or papers. Teachers should analyze what they teach, make careful preparations, grasp the contents of textbooks, refine and summarize the knowledge points and training points of textbooks, grasp the breadth and depth of knowledge, and attach importance to the use of textbooks. Generally speaking, I use the following teaching methods for the review class:
(1) retrospective review
Before class, students are assigned specific review requirements. First, review the basic knowledge of memory and make a summary. The second is to record problems and related problems. For example, when reviewing multiples and weeks, the textbook only presents "What have we learned about multiples and weeks, please sort it out?" Because students have been arranged to recall the basic knowledge related to multiples and weeks before class, they are sorted according to the way students like. In the teaching process, teachers randomly check the knowledge arrangement of some students, and at the same time ask students to dictate the key points and difficulties, and teachers give guidance and supplements. Next, ask students to understand how this part of knowledge is used in primary schools, and what problems have they encountered in the process of learning before? For example, the knowledge of multiples and weeks should be used in the total score of the score.
(2) "Helpful" review class
In teaching activities, students are the main body of learning, teachers play a guiding role, and they are the guides and collaborators of students' learning. Under the guidance of their teachers, they organize their knowledge and consolidate their exercises, that is, organize their exercises by induction, that is, organize them first and then practice. I organize my knowledge while practicing, or I can practice mainly and organize as a supplement, that is, practice first and organize my knowledge in the workbook.
(3) "Accommodation" review class
The study materials of this review class are based on students' life experience and existing knowledge background, and learn mathematics in connection with life, so that life experience can be mathematicized and mathematical problems can be brought into life, which embodies the idea that mathematics comes from life, exists in life and is used in life. Around a theme, take solving problems as the center. Throughout the whole class, the mode is to create problem scenarios-explore problem solutions-reproduce and sort out what you have learned-and improve development. Innovations, for example, when reviewing the knowledge about cylinders, you can show it first, dig a reservoir with a diameter of 10 m and a depth of 5 m, and then let students put forward their own mathematical problems according to the data, and extract some related problems to analyze and solve.
For example:
(1) How many square meters does this pool cover? (knowledge of circular area)
(2) How many cubic meters of soil does it take to dig such a pool? I filled this pool with water. What is the volume of water? The volume of a cylinder and its knowledge.
(3) If cement is laid around and at the bottom of the pool, what is the area of cement? (knowledge of cylindrical surface area)
This situation can not only sort out the knowledge, but also link the learned knowledge with solving practical problems.
4. Carefully arrange the exercises.
I think carefully arranging exercises is a good way to implement teaching judgment and feedback. Arrange an appropriate amount of exercise homework every day, find problems from the homework, guide students to discuss collectively, and use their spare time to correct problems individually. Make review effective. Therefore, the key points of arranging the exercise are as follows:
First, carry out special review training for students, integrate knowledge review into skill training, strengthen students' internal strength, and demand quality from practice.
The second is to strengthen the training of multiple solutions to one problem, find a variety of problem-solving methods, choose the best problem-solving method, and gradually improve the innovation ability.
The third is to give lectures and exercises on frequently asked questions that are prone to make mistakes, so as to improve students' ability of identification and analysis, deepen their understanding of knowledge and improve the correct rate of students' answers.
In a word, it is a hard process to review the teaching of mathematics in the sixth grade of primary school. Students' comprehensive quality of mathematics will be improved and they will get good grades after systematic combing and review, comprehensive review, and missing and filling in gaps.
Thank you!
Speech on the exchange of online teaching experience III. Leaders and teachers:
Hello everyone! Today, I am very glad to have the opportunity to share and exchange my experience in mathematics teaching in senior one. As I have only one year of primary school teaching experience, I don't have much experience. Next, I will talk about my shallow views from the aspects of lesson preparation, classroom teaching routine, homework arrangement and feedback. If there is anything wrong, please criticize and correct me.
First, prepare lessons.
Preparing lessons is the premise of a good class. When preparing lessons, we should make full use of textbooks, understand the characteristics of textbook compilation, and understand the cognitive characteristics of junior children. I will clearly know the author's intention and the teaching goal of each example and exercise by carefully reading the teacher's books that match the teaching materials. I think only by understanding these things can we thoroughly understand the teaching materials, grasp the important and difficult points of teaching more accurately and better accomplish the teaching objectives stipulated in the syllabus.
Second, classroom teaching practices
First of all, we should stimulate students' interest. First-grade primary school students love to talk and move, and their attention is particularly easy to be distracted. Part of the learning content of first-year students is studied in kindergarten or in daily life. How to stimulate students' curiosity and enthusiasm for learning has always been a headache for me. I remember once, when I was talking about an example, I made up a story using the situation of the example, and introduced a new lesson at the beginning of the story. In that class, compared with before, the students are much more interested in learning, and they are very energetic. After that accident, in the next new class teaching, I also adopted the same method of making up stories to introduce new classes, and the effect was really good. Sometimes I also use game teaching properly. This method can also prevent students from being inattentive in classroom teaching and arouse their learning enthusiasm. For example, when I was teaching the ratio of two numbers, I played a guessing game with my students, which not only consolidated the knowledge points, but also increased students' interest in learning mathematics.
Second, cultivate good study habits. Children who have just entered the first grade are active by nature and attend classes casually. They can say whatever they want and leave their seats if they want. Facing these students, we should not be too anxious, but gradually cultivate students' good habits. First of all, we should pay attention to guiding students to learn to listen, not only to the guidance and explanation of teachers, but also to the speeches of classmates. For example, it is better than who sits well and listens carefully, than who can repeat the answer of the classmate just now, and better than whose answer.
Secondly, strengthening the training of speaking in teaching and cultivating the habit of speaking are conducive to the feedback of learning information, training students' oral expression ability and promoting the development of students' mathematical thinking. Third, pay attention to classroom discipline. Because primary school students' self-restraint ability is not strong, they are not sitting properly in class, and many people talk casually. At first, it was repeatedly emphasized that sitting up straight and not talking didn't have much effect. Later, I took the form of password. One, two, three, four, sit tight, five, six, seven, eight, shut up. When I say the last sentence, the students correct the next sentence and sit up straight and stop talking.
Third, pay attention to writing. Writing carefully can not only improve the accuracy of homework, but also have positive significance for correcting students' learning attitude and forming serious and responsible habits. Beautiful and neat writing is the basic skill of students. Doing math homework generally requires students to write in a standardized format, as well as Arabic numerals and symbols. Strengthen writing practice with Tian Zi's songbook. For homework writing, I also often comment on it. I use the multimedia display platform to take a typical demonstration and give priority to praise.
Third, homework and feedback
I give priority to the materials sent by the school, practice synchronously, and pay attention to the correction of wrong questions. After correction, I will collectively explain and correct the problems with high error rate. For individual mistakes, let the students take them home to correct them. But for the students in our school, not all students can correct the wrong questions seriously and correctly because of the different family environment. For this, I will leave the students in the office and correct or explain the wrong problems face to face.
As the saying goes, "there are laws to teach but no fixed laws." The above statement is only my little bit of experience in the process of teaching mathematics in senior one, which is very immature. I hope the teachers will criticize and correct me. thank you
Speech on exchange of experience in online teaching 4 Dear leaders and teachers:
First of all, thank the school for giving me this opportunity to exchange and learn. The school asked me to talk about my usual teaching experience. In fact, the experience is far from enough, just a little feeling at work. I hope to share it with all the teachers present.
First, class.
First of all, teachers should be careful in class. Secondly, give priority to training in class, so that students can use their brains and study hard. There is a saying that "mathematics can only be done by yourself". In order to achieve the purpose of practice in a limited 40 minutes, teachers must do the following:
First, cut to the chase and teach new courses. Most teachers like to introduce new lessons through review, but this is not the best way. If the review content can't pave the way for the new lesson, I think it's best to omit the review link. As we all know, primary school students have limited time to concentrate, and 20 minutes before class is the best time to acquire knowledge. Why waste the most precious time?
Second, carefully design exercises.
In order to make the exercises effective, we must carefully screen the exercises closely related to the new teaching content of this lesson before class. Exercise questions should have a certain slope and follow the principle of easy before difficult. At the same time, the amount of practice should be moderate to ensure that students can complete it. At the same time, the exercises should be deep, such as multiple-choice questions, fill-in-the-blank questions and true-false questions. After practice, teachers must correct, find problems in time and give feedback in time.
Second, homework.
Everyone reviews their homework in time, and students dare not be lazy. No matter what the quality is, they will try their best to finish their homework, but they can't follow their wishes. No matter good students or poor students, they will be lazy, that is, they will barely finish, and the quality is not high. Faced with this situation, I do this. I correct my homework in time. If there are mistakes, I will correct the wrong questions in the classroom books. If you don't do your homework, take time to make it up the next day. Correcting homework is very important. Senior students are very good at reading and listening. If teachers don't correct their homework in time, they will be lazy and the quality of their homework will be poor. If they correct their homework every day, the quality of their homework will be completely different.
Third, review.
1, review should be planned and purposeful.
Teachers should make a detailed review plan for every day, every lesson and every question, no matter whether they are reviewing at ordinary times or before the final exam. Once you have a plan, you should stick to it strictly and don't change it at will.
2, review to teach students in accordance with their aptitude, hierarchical teaching.
In the new teaching, hierarchical teaching seems not easy, but review is relatively easy. You can put some students with learning difficulties in the same group and leave them with some exercises of basic knowledge, such as calculation problems, exercises in books and exercises, so that they can practice repeatedly to achieve a firm grasp of basic knowledge. Other students can practice some difficult questions with the teacher, which is helpful to expand the thinking of eugenics.
3. Exercise questions should be fully utilized.
When reviewing, the questions written on the blackboard are carefully selected by the teachers. Let the students firmly grasp it, read it and do it again, but the effect will not be achieved. To keep it for a long time, choose the right time to practice repeatedly.
4, calculation exercises should be persistent.
Calculation is a tool to help people solve problems, and it is the basic knowledge and skills that primary school students need to master when learning mathematics. In order to let students pass the calculation, we should not rely on surprise, but strengthen the usual basic training. Perseverance makes a tower. In order to improve students' calculation ability, I will leave several calculation problems for students every day. I'll keep two if it's difficult, and four if it's relatively simple. Students who have studied well can hand it in soon. Students with learning difficulties can hand it in before the start of school. If they can't, they can be given a grace period until the next day before class. I have read all these calculation problems and corrected them in time when I found any mistakes.
I have been working in obscurity since I set foot on the three-foot platform in 20xx. "Learn to be a teacher, be a teacher by example" has been urging me to be a teacher by example. I always remember my mission, do what I should do and do what I must work hard to do. Today, the school and teachers gave me this opportunity to exchange teaching experience. I'm really ashamed. Below I will talk about some of my own practices and feelings in teaching practice, and discuss and communicate with teachers.
First, study hard and constantly improve your professional quality.
Wei Shusheng once said that "honey is made from flowers", which deeply influenced me and spurred me. In practical teaching, I study the latest education and teaching theories seriously after work and practice them boldly in teaching activities. Actively participate in all kinds of training and learning, learn advanced educational methods from excellent teachers, and constantly improve their professional quality, so that they can have a bucket of water to water our flowers.
Second, pay attention to cultivating education and cultivate students' good math habits.
1, so that students can learn to learn and develop good study habits. Including careful observation, independent thinking, obtaining information, asking questions, asking questions if you don't understand, cooperative learning, self-evaluation and so on. Just like learning Chinese, if you want to learn math, you should always take notes. Give an opinion.
2, let students learn to do homework:
Instruct students to browse the textbooks before doing their homework, review the knowledge points in the textbooks, and then start doing their homework. This can reduce many mistakes.
3. Let students correct their mistakes in time:
Each student is required to prepare an error correction book, record the mistakes in daily homework or exercises in time, and briefly describe the reasons for the mistakes. If he is a student who is careless in his homework and lazy in his study, he will definitely be very careful in his homework because he is lazy. If he is careless or makes mistakes for other reasons, he will copy it again. After learning a unit, students can review it against their own corrected books to avoid blind review.
Third, pay attention to the accumulation of mathematical experience:
Encourage students to write about math diary, so that students can learn and experience mathematics in their lives. In addition, after each unit, students can make a math tabloid, sort out the knowledge points of this unit, write their own mistakes, or reflect on their learning process. In the process of making tabloids, students have improved their knowledge combing ability and also exercised their hands-on ability, thus gaining a successful experience in mathematics learning.
Fourth, give underachievers a position of respect and attach importance to the guidance of underachievers.
As teachers, we should respect every student, especially the underachievers. In the first few years of my work, when my child made a mistake and couldn't solve it, I often slipped out a sentence: "If not, sit by the wall and sit last." If you talk too much, students will agree with this view; The last row is where the poor students sit, and whoever sits there is definitely the worst. Slowly, for whatever reason, as long as there is a child sitting in the last row, he will suddenly become depressed. He came to a conclusion that he was poor, so the teacher asked him to sit at the end and not to disturb him. In this way, we can do nothing to educate a child, but it will only be counterproductive. We should find a seat for the underachievers that makes them feel that "the teacher has not given up on us, and the teacher cares about us".
In our class, I do this: according to the height and the needs of the study group, most children go to the back row, exchange once a week or so, and exchange in the last four rows, so there is no so-called fixed last row. These underachievers are arranged to sit with the students who study better, and they are close to the podium. Keep your eyes on them for a while in class and give them some opportunities to answer questions, so that they can fully feel the teacher's concern and respect for him and thus "trust his teacher". Underachievers often feel tired of learning because of their poor academic performance and cannot complete their learning tasks. We can't measure all students with the same ruler, but we can appropriately reduce the requirements for underachievers, let them find their own self-confidence, dignity and interest in learning, and experience that learning is not a difficult thing. Assigning homework to them can reduce the difficulty, reduce the amount of homework, step by step, but always grasp the degree suitable for them. "
Of course, under the new educational situation, I deeply feel my own shortcomings and abilities, because we are faced with parents who have a strong demand for quality education and students with different personalities. Therefore, I will always learn from every comrade around me or ask for advice, apply what I have learned, reflect in practice and make progress in reflection.
The above is just my own immature practice, which is far from being an excellent teacher. I hope all the teachers will give me more advice and put forward your valuable opinions if there is anything wrong. thank you
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