Plan 1 I. Guiding ideology:
Adhere to the policy of "safety first, prevention first", take the publicity of safety laws and regulations as the main line, implement the safety responsibility system at all levels, strengthen safety education and training, strengthen supervision and inspection, carry out in-depth safety special rectification, and promote the steady development of education and teaching quality in our park. Always put the safety of teachers and students in the whole park at the top of all work.
Second, the main work:
1, formulate the kindergarten safety work system. At the beginning of school, we will use various meetings to reaffirm the rules and regulations of the kindergarten, announce this year's work plan, clarify the special person responsible for safety work, clarify responsibilities, implement measures, and everyone is responsible for carrying out safety education activities on a regular basis.
2. Strengthen the safety knowledge education for children. Kindergarten will use "home and garden", window, blackboard newspaper and other ways to publicize safety knowledge to parents of young children, especially to pay more attention to traffic safety. When picking up and dropping off children, you should obey the traffic laws and be polite and humble. At ordinary times, classes use morning meetings, teaching activities, games and other forms to educate children about safety knowledge, improve their safety awareness and self-protection ability, and nip in the bud.
3, strengthen food hygiene and safety management, conscientiously implement the "health first, prevention first" policy. Hold canteen staff meetings regularly to strengthen the health knowledge training of logistics personnel. Strict procurement, storage, storage and disinfection system, strict separation of raw and cooked, regular inspection of the integrity of various facilities. Organize health check-ups for faculty and staff, and prohibit patients and carriers of infectious diseases from engaging in canteen services.
4. Strengthen fire safety management in public places. Regularly check the fire-fighting equipment, regularly check whether the electrical wiring is in good condition, and whether the installation of electrical equipment meets the requirements of the specification. If any potential safety hazard is found, replace or rectify it immediately.
5. Strengthen the construction of kindergarten safety team. It is necessary to strengthen the management and education of security personnel and provide training and learning opportunities. Security administrators should be conscientious and organize and implement them frequently.
Kindergarten safety education and publicity activities, and supervise the safety issues in kindergarten related activities.
6. Strengthen the safety inspection and self-inspection of the park. In order to promote the development of kindergarten safety work and the implementation of various safety measures. Safety personnel should keep abreast of the current situation of safety work in the park, regularly check the existing potential safety hazards, find problems, and make timely rectification, and never treat them lightly.
Safety work is related to life, and responsibility is more important than Mount Tai. Kindergarten safety work is related to social stability and education and teaching order. It is necessary to take safety education and management as a regular work, establish an effective management mechanism, avoid all kinds of safety accidents, ensure the stability of education and teaching order, and ensure the lives of teachers and students and the safety of state collective property.
Third, the safety work division:
Jia is responsible for the overall work.
Wang Fucun is responsible for fire traffic, gardens and water and electricity safety.
Qiao Yuli is responsible for sorting and filing safety data.
Zhang Ni is responsible for the supervision of morning and afternoon inspections.
Jing Zong is responsible for the safety of children's toys.
Dudley is responsible for the safety of children's outdoor activities
Cao Yan is in charge of site safety.
Jia is responsible for food hygiene and safety.
Plan 2 Kindergarten education activities are purposeful and planned activities, and teachers need to make necessary preparations before the activities. A daily plan is a written plan prepared by teachers for organizing activities for one day or half a day. Making a daily plan can not only reduce the uncertainty when teachers organize activities and find a sense of direction, but also make the concept of curriculum plan better implemented in daily activities with the help of the conception and operation of daily plans. Therefore, for a long time, teachers and principals have attached great importance to the formulation and management of daily plans.
As a means to achieve educational goals, and as an "intermediary" from concept to practice, daily plan is constantly innovating in the wind of educational reform. All kinds of exploration and innovation endow the Japanese plan with new connotations and strategies, and at the same time inject vitality. However, after all, it has been running on the track of habit for a long time. Throughout the formulation and management of daily plans, there are still traces that are outdated and do not conform to modern educational concepts and values. The problem comes not only from the planning itself, but also from the improper or management aspects in the implementation of the planning. To sum up, there are several gaps:
First, the gap between the preset plan and the current generation of children.
Daily planning is like drawing a design before building a house. It is an operation flow and specific strategy conceived by designers after analyzing various elements of architecture under the guidance of certain concepts. The difference is that building a house points to a relatively static thing. Usually, once the "drawings" are formed, the construction process will not change easily. However, the day meter refers to the living. Therefore, on the one hand, the daily plan cannot be "complete" and "full" by default, and try to "aim" at the children. On the other hand, whether the teacher's conception and arrangement of planned activities conform to the children's cognitive structure and interest points, and whether it is conducive to the achievement of goals, remains to be tested by practice. Therefore, implementation does not mean to proceed step by step as planned. However, in real activities, especially in some public activities, whenever presupposition conflicts with children's needs or levels, teachers tend to be more concerned about their own plans, lacking sensitivity and enthusiasm for children's unique insights, creativity and thinking sparks, as well as confused problems, or "passing" their intentions to children, or putting children's ideas into their own preset track. It seems that if I plan, I should follow the path, not "deviant", and because of "too detailed presupposition", I am not so sensitive to the needs of young children.
Second, the gap between planning and overall concept.
In the first stage of curriculum reform, the understanding of kindergarten curriculum has broken through the boundaries of disciplines, and it is considered that "kindergarten curriculum is a synthesis of various activities to help children gain intentional learning experience and promote their harmonious development of body and mind." Starting from this concept, in kindergartens, all kinds of activities that have a positive effect on children's development should be included in the one-day plan as much as possible. But from the surface of the daily plan, teaching is still "paunchy", and life, sports and games are ignored. Second, the expression of specific activity objectives is inappropriate. Goals are the starting point and end point of activities. Only when the ultimate goal of kindergarten curriculum is refined into specific behavioral goals, that is, possible goals and expected goals, can teachers consciously choose teaching materials, educational procedures and strategies, and work together with children to achieve the existing goals through practical operation. Therefore, the "orientation" of specific activity goals will directly affect the direction and benefit of activities, and a well-written activity goal should be used to successfully express or convey teachers' intentions. However, the disadvantage of the daily plan is that one goal is biased, or biased towards immediate technical goals, or biased towards long-term goals such as family ties and attitudes, both of which are not enough; Second, the goal is vague, especially the description of intelligent and emotional goals is unified, lacking clarity and maneuverability; Third, the expression is random, suddenly "cultivating" the angle, suddenly "reaching" the angle, and "thinking" is chaotic. All the above aspects reflect the gap with the overall concept.
Third, the gap between planning presupposition and children's development needs.
Planning is an advanced activity concept, and different planning often has different time requirements. For example, the semester plan is usually brewed before the start of the semester, and the monthly plan is always drawn up at the beginning of the month. According to the current routine practice or management requirements, the daily plan is usually made one or two weeks in advance, or even three or four weeks in advance. We believe that making a daily plan in advance can not only make teachers more prepared, but also facilitate the director's guidance and management of teachers' planning work. But in fact, the teacher's daily plan, including target positioning, content selection and method selection, is far from the current development and needs of children. Large-scale gaps are bound to be adjusted on a large scale. Won't this bring unnecessary waste of time and energy? What's more, some teachers are not very good at or are unwilling to adjust their plans according to their children's "recent development zone". Therefore, too much emphasis on making plans in advance in daily plan management often does more harm than good.
In addition, Shanghai's current "two children, one insurance or half insurance" system, only when the adults in the class cooperate to "fight" can effectively promote the all-round development of children. In some kindergartens, the cooperation and coordination between adults in the class is not enough, which is not only reflected in the lack of communication between teachers and nurses in children's life and education, but also the lack of inevitable connection between teachers, who have their own plans and work. This way of working has also formed a gap with the development needs and overall development of young children.
1. Highlight the concept of "someone in the eye" and carry out "flexible" design.
Indifference to people and lack of attention to people's development in educational work are probably a kind of alienation in the process of educational evolution. The second phase of curriculum reform tries to highlight the concept of "taking children's development as the foundation". On the one hand, it is necessary to change the traditional "injection" teaching, from "teaching" by teachers to "teaching people", and from focusing only on one's own design to focusing on children's reactions. On the other hand, the course or activity we advocate is a "process of understanding and solving various problems in the natural development of life", not a "set of fixed contents that must be implemented in a certain period of time". Third, the object of our education is a living person with a complete life. They are active in thinking and imaginative, and like to "study according to their own syllabus" or "learn from adults' syllabuses". In the process of activities, there will inevitably be a lot of uncertain factors and immediate educational scenes. These characteristics and factors put forward the requirements of flexible design scheme for our teachers.
First, the class arrangement of one-day activities should be flexible, that is, the time of each activity should not be calculated too tightly in advance, so as to ensure flexible space, which can be adjusted according to the actual activity state of the children at that time, or extended or advanced.
Second, when planning in advance, especially the activities initiated by teachers, don't design the scheme as "at the very most". Instead, it is necessary to leave flexible space for children, so that children have time and opportunity to generate new ideas, spark new sparks, and ensure independent thinking activities to complete learning tasks.
Thirdly, we should be good at studying some "flexible" design strategies. The second phase of curriculum reform will highlight "child-oriented development" and encourage teachers to change from designers and executors of fixed plans to designers and executors of flexible plans. Moreover, the evaluation focus is whether the design conforms to the reality of children and whether it is "child-centered". Therefore, it is particularly important to study the methods and strategies of "elastic" design. For example, "two-way" questioning, such as predicting the child's "reaction" from multiple angles, and designing a variety of guidance programs. An accomplished middle school teacher once revealed that his classroom teaching reform falls on one point, that is, every class starts for about 5 minutes, and students are asked questions according to yesterday's teaching content. Students who have no questions please answer them. After several years of persistence, students' view of learning has undergone a qualitative change, from passive acceptance of learning to active absorption and questioning. From low-level questions to high-quality questions, from superficial answers to questions with deep connotations ... can this "5-minute" question-and-answer session be regarded as "elastic" design? Or is it a specific strategy that embodies the "flexible" design idea? We really hope that everyone will study and create the methods and strategies of "flexible" design. Use the "Flexibility" preset. Coupled with the "purposeful people" in the implementation process, we can make our education "get twice the result with half the effort".
2. Make different designs according to the nature of the activity.
Although kindergarten courses point to one-day activities, the formulation of teachers' day plans should point to all aspects. However, due to the different nature and characteristics of activities, different designs should be advocated when formulating specific plans. From the nature of activities, there are four kinds of activities in a day: study, games, life and sports. Therefore, the planning of these four types of activities is different. Learning activities are based on teachers' preset activities. Generally speaking, the scheme should reflect the "whole process", that is, teachers need to design and arrange comprehensively from the aspects of target orientation, textbook selection, activity mode, program arrangement and organization form, and strive to get closer to the requirements of "unique thinking, novel methods and media means". Game activities involve not only the accumulation and understanding of experience, but also emotional experience and reaction. If you want to get the maximum benefit from children's cognition, you must have an open mind and enthusiasm for exploration. These characteristics determine and dominate the scene and structure of the activity, which is more relaxed and open than other activities, and embodies the characteristics of children's enlightenment and self-generation.
Therefore, the teacher's plan should reflect the characteristics of local planning, that is, according to the long-term goal and children's interest and state, the teacher mainly reveals the stimulation in presenting and guiding the experience, including time, space, materials, psychological atmosphere and activity rules. Life activities are different from learning and games in essence, and they emphasize imitation and practice in life. Therefore, the scheme can be briefly prompted from two aspects: guidance requirements and guidance design. Guidance requirements can focus on teachers' key observation and understanding of children, as well as individual guidance requirements for the objectives of the activity itself. Instructional design mainly refers to some ideas made by teachers in order to guide children to achieve their goals, including preparation, form and wiping methods. Sports activities are generally divided into guiding activities, collective (individual) activities and relaxation activities in chronological order. So generally speaking, the plan can be carried out directly in this order, and if necessary, the basic part can be further expanded into content and methods, and specific activities and guiding behaviors can be stated accordingly. Of course, the daily plan is the same as other activities.
3. Encourage different designs according to teachers' individual characteristics.
Theoretically speaking, the daily plan is the product of personalization and scene. Due to the differences of teachers' existing experience, habits and personality characteristics, the format and expression of daily plans are often very different. If some like to write detailed lesson plans, some like to write a few as memos; Some people like to state the workflow and methods in the form of tables, while others like to describe the whole process: some people are used to "chewing slowly", while others do it "boldly" at one go. What's more, there is not only one "correct" expression of daily plan. Therefore, managers should respect teachers' original foundation, teachers' "preferences" and "personalized characteristics" in the management of teachers' plans, and should not put forward too neat requirements in the management of plans, including the requirements of "overtime" in plans, the format or form of expression, and the word limit for various reasons, such as facilitating plan management, supervision and preparation, or coping with various inspections. In particular, we can't judge and evaluate teachers' working attitude simply through the horizontal comparison of teachers' daily plans, but should focus on the process of teachers' work itself, the coordination among teachers, and the degree of effort and investment in the whole activity. Today, as evaluators and managers of teachers' work, we need to have a "teacher-oriented" management concept. Under the macro-norms, teachers are allowed and encouraged to actively explore and create personalized expressions that are meaningful, valuable, suitable for themselves and easy to remember, think, implement and modify, so as to truly play the role of daily plans. I am afraid this is also an aspect of "liberating" teachers.
Option three, the guiding ideology and class situation analysis:
The new semester is a new challenge and a new beginning. There are 77 children in our class, including 37 girls and 40 boys. With the improvement of age and the guidance of kindergarten teachers on safety awareness, children in large classes have simple safety knowledge and initial self-protection awareness and ability, but because of their young age, their self-control ability is poor. In order to do a good job in class safety and ensure the safe and healthy growth of children, according to the actual situation of the class, the safety work plan for large classes in kindergartens is formulated as follows.
Second, the purpose of education:
Through the activities of kindergarten safety education week, we will further strengthen kindergarten safety education, help kindergarten children to establish safety awareness, master safety knowledge, improve their self-protection and self-help ability, and form the habit of correctly handling daily life and unexpected safety incidents. Mobilize the whole society to pay attention to kindergarten safety work, prevent safety accidents to the maximum extent and reduce the harm caused by safety accidents to children, and ensure the healthy growth of children and the healthy and orderly development of kindergarten education.
Third, the basic principles:
Kindergarten safety education should follow the law of children's physical and mental development, grasp children's cognitive characteristics, and pay attention to practicality, practicality and effectiveness. According to the age characteristics of children, the depth is appropriate, step by step, and constantly strengthen, forming habits. Adhere to the combination of centralized education and daily life infiltration; Combining theoretical education with practical activities; Combining knowledge education with strengthening management and cultivating habits; School education is combined with family and social education; Self-help and self-care are combined with helping others as much as possible.
Four, safety education measures:
1, actively cooperate with the class teacher, do a good job of reception and inspection in the morning, understand the children's emotional and physical condition that day, and prevent children from wearing slippers and carrying dangerous goods into the park. Strengthen publicity to parents about the importance of morning check-ups and encourage children to accept morning check-ups happily.
2, carefully check the child's attendance every day, do a good job of attendance registration, for the child's absence (leave) in a timely manner to understand the reasons.
3. Make preparations before outdoor sports activities, check the safety of venues and equipment, remind children to check clothes, eliminate unsafe hidden dangers, and let children participate in activities easily.
4, when washing, should ensure that the bathroom is dry, eliminate water, prevent children from slipping. Pay attention to keep the bathroom in good order to prevent children from colliding and playing with water.
5, teachers should strengthen the patrol between classes, strengthen the safety education for children, so that children form a strong sense of self-protection. First of all, let the children play without catching up, climbing high, doing dangerous actions and playing with dangerous goods. At all times, children should be taught not to eat indiscriminately, and not to stuff foreign objects into their ears, nose and mouth. Secondly, education should be United and friendly, don't hit people, help each other, and report to teachers in time in case of insecurity.
6. During lunch break, organize children to have a quiet rest and don't suck their fingers. Teachers should strengthen patrol and report any abnormal situation in time.
7. Strictly implement the shuttle bus system. Remind parents to pick up and drop off their children in person, and warn the children's department not to go with strangers to prevent the children from getting lost.
8, regularly check the facilities and equipment of the class, regularly disinfect children's toys and utensils, and register.
Verb (abbreviation of verb) activity form:
1. Kindergartens set up safety bulletin boards to distribute letters and post information to parents. , popularized safety knowledge to children and parents, and created an atmosphere of safety in everything.
2. Carry out safety education week. Organize safety education activities, and further improve the ability to prevent all kinds of violations and protect themselves through early lectures, concentrated education, games and parent-child activities.
3, the class as a unit to carry out special lectures on safety education, to promote safety knowledge to parents and children.
4. Organize teachers and students throughout the park to conduct fire escape self-help drills, emergency evacuation drills and simulated earthquake drills.
5. Spring is the season with frequent epidemics. Teach children to prevent colds and wash their hands frequently. Avoid dogs on the way to and from school, lest mad dogs hurt people.
The concrete educational activities of intransitive verbs;
Time activity name February, "Mom and Dad are not at home" and "What should I do if there is an earthquake". March, "Safety Knowledge Grand Prix" and "Use of Fire Extinguishers". April adventure with small eggshells and safety signs. In May, sharp objects can't play and evacuate safely. In June, "the gas switch won't move" and "I won't go out when it thunders".
20xx year x month x day
Plan 4 First, review the objectives.
(1) Basic knowledge
1, can use pinyin to help literacy, reading and learning Mandarin; Can correctly write Chinese characters according to pinyin.
2. Mastering the new words in this book requires correct pronunciation, font recognition, understanding of word meaning and standard writing, so as to correctly confirm the learned polyphonic words.
3, look up the dictionary, will use radicals, phonetic order, a few strokes to skillfully look up words.
4. Distinguish homophones from variant characters, and further improve the ability to use Chinese characters correctly.
5, master the words in this book, understand the meaning, some will be used orally or in writing.
6. Further master synonyms or antonyms of some words; Master the idioms you have learned; Understand and know some commonly used aphorisms.
7. Be able to rewrite sentences and modify sick sentences and abbreviated sentences; Can correctly use some commonly used related words.
8. Further master the learned punctuation marks and some commonly used rhetorical methods.
(2) Reading: I can recite the assigned text; Can correctly understand the central idea of the text with the help of the central sentence; Can distinguish between facts and associations in the article; Understand the language characteristics of popular science articles and learn to read popular science articles. Learn to accumulate words and develop good reading habits.
(3) Composition: Master the writing methods of taking detailed notes and summarizing first and then giving examples, and be able to write thank-you letters and revise your own composition.
Second, review content:
It mainly includes the required texts, 8 exercises and 8 unit exercises learned this semester.
(1) Basic knowledge
1, Hanyu Pinyin Hanyu Pinyin is an important tool for literacy and learning Mandarin. Students are required to correctly identify initials, finals and syllables recognized as a whole; Able to write uppercase and lowercase letters correctly; Spell syllables correctly. The main problems are as follows: (1) Choose the correct pronunciation; (2) Add initials to special nouns; (3) Look at pinyin writing, words and sentences; (4) Determine word order, syllables, etc.
2. Chinese characters should be able to read, write and form words specified in the teaching objectives. Understand the structure of pictophonetic characters. Can distinguish common homophones from similar words; When writing, the strokes should be clear, the font should be standardized, and typos should not be written. Master the sound, form and meaning of commonly used words; In particular, we should understand the meanings of polysyllabic words and polysemous words in different words. The main types of questions are: (1) Write words correctly, correctly and symmetrically; (2) correct typos; (3) Determine the radical of the word, and there are several pictures on the radical; (4) distinguish words; (5) combining polyphonic characters; (6) Choose the right words to fill in the blanks.
3. Understand and master the words specified in the text, so as to be able to read, write and use. Will distinguish the antonyms of some synonyms. Be able to understand the meaning of polysemous words in a specific language environment. The main problems are as follows: (1) Complete the words and explain the meaning of the words; (2) Write the words as they are; (3) Write the words according to the meaning; (4) using words to make sentences; (5) looking for synonyms or antonyms; (6) Choose the right words; (7) identifying words in each group that do not belong to the same category; (8) Connect words that can match with lines; Wait a minute.
4. Sentences (1) Understand common sentence patterns (declarative sentences, rhetorical questions, exclamatory sentences, affirmative sentences, double negatives) and their functions. Understand several forms of sentence conversion (conversion between declarative sentences and rhetorical questions; The transformation of affirmative sentences and double negatives); Can choose and change sentence patterns according to the needs of language environment and expression.
(2) Understanding the rhetorical devices used in sentences, such as metaphor, personification, parallelism, exaggeration, rhetorical questions and so on, can distinguish the rhetorical devices used in specific contexts.
(3) Make sentences with related words, and fill in the sentences with appropriate related words (juxtaposition, turning point, causality, condition, progression, choice, hypothesis, etc.). ).
(4) In order to correct sick sentences, the main types of sick sentences are improper useful words, incomplete sentence components, repetition and contradiction. Revise a paragraph (punctuation, words, words, sentences, punctuation, etc.) when reviewing. ).
(5) Expansion and contraction. Sentence expansion is to add appropriate words to the sentence to make the meaning of the sentence more clear. Abbreviation is to delete additional components from a sentence to make it concise and clear. When reviewing, make clear the requirements and methods.
5. Punctuation: Use common punctuation correctly, and understand the usage of punctuation in combination with the context, especially the functions of semicolons, quotation marks, ellipsis and dashes.
2. Reading
Mainly: being able to understand the proper meaning of words in the language environment with the help of dictionaries; Be able to relate the context to one's own accumulation and infer the meaning of related words; Understand the author's thoughts and feelings, and initially understand the basic expression methods of the article; Reading explanatory articles can grasp the main points and understand the basic explanation methods.
1, reading, reciting and dictation should be carried out in class. Recite and memorize the paragraphs for students, let them check themselves and each other, and fill in the blanks with typos, keywords or head words according to the original text. Recitation and dictation should enable students to basically pass the exam.
2. Extracurricular reading
(3) Writing
According to the types of exercises, there are narrative and practical essays. From the form of practice, there are documentary exercises, writing down what you usually see, hear and think, and imagination exercises, including looking at pictures and writing. Judging from the content of the exercise, there are people, notes (describing an activity) and scenery. Judging from the propositional forms of exercises, there are three main types: full proposition, half proposition and free proposition.
Third, review methods
1, which mainly adopts the method of combining centralized and individual, collective and independent review to give individual counseling to students with learning difficulties and strive to improve the passing rate; Let students review independently and ask questions they need to know; A variety of methods should be used alternately to make students review easily and efficiently.
2. Combination of speaking and practicing. Practice is the main part of the whole review stage, but teachers must make appropriate adjustments.
Prompting and inducing. In a class, students should have oral exercises and written exercises.
3. Be good at using teaching materials. Mainly based on the text, first, through review, master words and phrases, memorize the text, so that students can review and learn new things; Second, through review, turn the method into more skilled skills. For example, change skimming into intensive reading, train students to understand words and phrases, grasp the ideological content of the text as a whole, and learn expression methods; Turn intensive reading into skimming and review the methods of searching and processing information.
4. When reviewing reading, we should grasp the reading points of each unit. Students are a little vague about the text they have learned, so the teacher should help them recall the text and key training items.
Fourth, review the key points
Judging from the whole learning content, sentences, reading and composition are the key points. The transformation of several common sentence patterns guides students to strengthen sentence pattern training. Reading training should pay attention to the overall grasp of ideological content and the excavation of key words, so as to improve students' ability to analyze and solve problems. The key points in the composition are: (1) the training of "examining questions, selecting materials and conceiving" in propositional composition; The training of "focusing on the center, focusing on divergence" in material composition; Apply the "format" training in this article.
Matters needing attention in reviewing verbs (abbreviation of verb)
1. Teachers should refer to more educational and teaching materials, improve and enrich themselves, and apply them to the practice of review classes to apply what they have learned.
2. According to the New Curriculum Standard, carefully study the teaching materials and review methods, and combine the problems that students have encountered in their previous studies to "suit the remedy to the case" and conscientiously do a good job in each review class.
3, reduce the burden on students, so that every student can relax in the review process, no pressure. Try to make them really happy, brave and diligent in reviewing in a relaxed, harmonious and pleasant atmosphere.
Sixth, review the timetable.
1. Take the text as a unit, grasp the key chapters of the text and the exercises after class, practice the test questions appropriately, deepen the students' consolidation and understanding, and review them in units. (65438+February 20th-65438+February 3rd1)
2. Take words, phrases, sentences, articles and exercises as a unit, focus on seven exercises, review them in different categories, and practice test questions moderately, so as to make students master and skillfully use them to solve practical problems. (65438+1October 3-65438+1October 7)
3, comprehensive testing, leak-checking, comprehensive testing of the Chinese knowledge of the whole textbook, testing with relevant simulated test questions, finding out the existing problems of students, giving key guidance, explaining and solving difficult problems. (65438+ 10/0-65438+10/5)
4. Students review by themselves, and the teacher conducts pre-test education (carefully examining the questions, carefully answering questions, repeatedly checking, and doing it independently).