As a people’s teacher, teaching is one of the most important tasks. We can record the teaching skills we have learned in our teaching reflections. So do you know how to write formal teaching reflections? Below are the reflections on first-grade Chinese teaching that I compiled for you (7 general articles). You are welcome to learn from and refer to them. I hope it will be helpful to you. Reflection on first-grade Chinese teaching 1

First-grade students, especially those who have just entered school, have high passion for learning, strong curiosity, love games and activities, short attention span, and easy Influenced by games and activities. In view of their age characteristics, in addition to making full use of teaching materials in the teaching of Chinese Pinyin aoouiu, I have made three attempts:

1. Create a relaxed and lively environment to stimulate students' interest

The new curriculum standards clearly state: "The teaching of Chinese Pinyin should be as interesting as possible and should be based on activities and games." People often say: "Interest is the best teacher." I also fully agree with this view. Because "interest" is a psychological tendency that strives to explore something and has a strong color of interest. It is the most realistic and active factor in learning motivation. In learning, it makes learning activities active, active and productive. What are they most interested in at this age? Games, stories and activities! Therefore, to make them pay attention to and be interested in learning content, they must learn through play and activities. Therefore, I adopted the following teaching strategies in my teaching at aoouiu: First, introduce stories, weave the content they have learned into stories, give them soul and flesh, create situations, and let them participate in learning in fairy tales. For example, during the introduction, I said: "Kids, the cute little bird saw how lively our class 102 is today and couldn't help but come to join in the fun. Do you like it?" The student said happily: "Welcome!"... the teacher said : "Little Bird also wants to introduce some good friends to the children. Do you want to get to know them?" The student said, "Yes!" The children were very curious and interested. Seizing this opportunity, I used the cute bird to guide the students through various aspects of Pinyin learning. As a result, the children learned quickly and easily passed the introductory Pinyin class that was more difficult in the past. The second is to introduce physical rest exercises and use them to enrich classroom learning so that children can learn and relax while exercising and singing. For example, halfway through this class, the children were a little tired from studying. When I asked the children if they wanted to exercise and take a break, the children all answered excitedly: "Yes!" So we did Pinyin break exercises together: "Nod, stretch your waist, let's do pinyin rest exercises, move your hands and feet, let's memorize the initial consonant list: bpmf..., twist your neck, twist your waist, let's memorize the single vowel list: aoe..., Stand upright and sit upright. Let’s memorize the vowel list: aeieiui... Listen attentively, use your brain diligently, and learn the basics of Pinyin well. "Looking at the excitement and joy in their eyes and faces, I feel that the children are very good. They are all born artists with various talents. As long as you provide them with a chance and a stage, you will make surprising discoveries. And the most important thing is that doing exercises not only relaxes students, but also consolidates and trains their spelling skills. The most important thing is that they will become interested in pinyin while singing and dancing. The third is to introduce games. Judging from the age characteristics, first-grade students, especially those who have just entered school, are most interested in games, so the "standards" clearly state: "The teaching of Chinese Pinyin should be as interesting as possible and should be based on activities and games." Follow Based on this principle, combined with the teaching content, I designed a series of games, such as the fruit-picking game; the firecracker-setting game (asking students to go to the podium to set off firecrackers, as long as they read correctly, the firecrackers will ignite); the hat-wearing game (mainly training students to give The ability to mark compound vowels); find friends games (to practice spelling); train driving games, etc. In the colorful game activities, students always maintain a passion, with a strong sense of freshness and enthusiasm, making the abstract and boring learning of Chinese Pinyin easy and enjoyable in the ocean of games and activities.

2. Find new unknown points to give students a desire to take the initiative to learn

The new curriculum standards particularly emphasize that students must have a desire to take the initiative to learn, emphasizing that students like to learn and are interested Learn and feel the joy of learning. Our external information must be actively constructed through children's own instrumental operations before it can be internalized at the psychological level of children. Finally, it accumulates in their enthusiasm, allowing them to actively participate in learning activities. With personal emotional operation experience, they can be more proactive. , easily, accurately and profoundly master the knowledge learned. Therefore, in classroom teaching, the degree of student participation and the amount of autonomous activities directly determine the quality of learning. Especially first-year students, if you don't catch them in time and let them participate more and freely in activities, they will immediately divert their attention and play on their own. I encountered such a situation when I was teaching aoouiu. When I was preparing to teach these pinyin letters, I found that some students had already known them. There was a lot of noise in the classroom, with correct and incorrect pronunciations filling my ears. So I had the idea to let the students try pronunciation on their own, experience the pronunciation process, and explore the pronunciation method. I listened and commented at the same time, and asked the classmates who read best to teach the reading. The students would also consciously improve and correct incorrect pronunciation in the teacher's evaluation. At the same time, I also found that all students in the lower grades want to be primary school teachers, so they are particularly devoted to learning. Some students even started previewing on the first day. Therefore, when teaching aoouiu, students can be taught what they can. teach. In this way, the students' enthusiasm increased with their successful experiences. At this time, I caught their enthusiasm for learning and asked them to try to compose children's songs by looking at the phonetic charts to further experience the pronunciation method. Of course, before students look at the pictures and make up children's songs, the teacher must first give them a demonstration. As the saying goes, "It is better to teach a person to fish than to teach a man to fish." Therefore, the key to making up children's songs must be explained clearly so that students can accept new challenges. For example, when learning aoouiu, I first compiled a children's song for them: left a, right oaoaoao, and told the students that this children's song is based on the composition of the rhyme ao. We can also compile various children's songs based on its pronunciation or shape diagram. Children's songs, then I ask students to make children's songs by looking at pictures, observing, experiencing pronunciation, and making up children's songs. The children actively participated and made up various children's songs: A cotton-padded jacket aaoaoao; A lotus root ououou; Children swimming iuiuiu; A seagull ououou; Olympic Games aaoaoao; Jellyfish swimming iuiuiu, etc. This kind of inquiry experience not only stimulates students' interest in independent learning and innovative spirit, but also trains their creative thinking and difference-seeking thinking while they use their brains to memorize and compose children's songs, and internalizes knowledge, which is in line with our The goal in the new curriculum standards is to "develop thinking skills, stimulate imagination and creative potential while developing language skills."

3. Let children gain the joy and confidence of learning through motivation Reflection on first-grade Chinese teaching 2

In the teaching of "Lost and Found", I paid attention to careful presets and simulated reproduction of the situation, the whole class suddenly became active. Following the students' thoughts, I connected their thoughts like a tailor, guiding them step by step into the next link of learning. The students' speeches were wonderful. , I was very pleased with their profound understanding of the text content. They realized the shortcomings of their own behavior and the direction of future efforts in conjunction with the construction of the campus environment.

In the past, I always thought that first-grade children did not understand the crux of the problem and liked to speak for themselves. However, during this episode of teaching, I deeply understood that there are no students who cannot speak in the classroom, only students who cannot speak. Only teachers who do not carefully plan and prepare lessons will have a dull moment in the classroom. Although the preset question "discussing the disadvantages of littering" was designed in the preset, I never thought that students would be able to answer it. I just thought that if they didn't understand it, I would just tell them directly. Originally, this The problem has a certain level of difficulty.

But not only did they think of it, but their understanding was so profound, which strengthened my belief: wonderful teaching comes from careful "presuppositions"! The flower of generation blooms in the preset soil! Reflection on first-grade Chinese teaching 3

The article "Drawing Hometown" is based on five children's paintings of their hometowns, showing the children the fresh and beautiful landscapes of our motherland. The text is rich in pictures and texts, and the scenes are blended together. It can be said that it is a landscape painting with a very humanistic color, suitable for appreciation and understanding. Looking back on the teaching of this lesson, I think there are several small highlights:

1. Guidance on reading methods

The key content of this lesson has five natural paragraphs. I focus on guiding students to learn the first paragraph. The second natural section: Taotao’s hometown.

1. Read the text to yourself, and read the sentences that are difficult to read several times.

2. Read the text softly and think about it. The text tells us what scenery Taotao painted in the painting? Use circles to draw the scenery words.

3. What is the beauty of these scenery? Read the key sentences.

4. Guide recitation. Grasp the key words and practice reciting them. After teaching the second natural paragraph according to this teaching procedure.

Guide students to summarize reading methods.

1. Read the sentences smoothly.

2. Find the scenery words.

3. Use sound to read the beauty of the scenery.

4. Practice reciting the scene words. Using this method, students quickly learned the third natural paragraph by themselves.

2. Cultivation of learning ability

1. Training of word choice and sentence making. The related words "...then...,, then...,," appear in many places in the text. When learning the second natural paragraph, I asked students to practice speaking and required students to be able to name two characteristics of a scene. For example: "The flowers are so fragrant and so beautiful." In the second natural paragraph of teaching, through comparison, students can find that "the mountains are so high and the water is so clear." The difference from the second natural paragraph is that only one part of a scene is written. Features. Then, have students practice speaking. In addition, in the second picture of the text, there are still some scenes that are not described. I asked the students to use words such as "__ and ___" and "then" in the text to talk about other scenes in the picture. Some students said: "The river outside the village is so long and clear." Others said: "The ducks in the river are so many and cute."

2. Accumulate language skills. There are many good words and sentences in the article. After finishing each paragraph, I asked the students to talk about the words and sentences they most want to write down. Such as "golden, white, green" and so on, and "wide, tall" and so on. I also ask students to talk about the same type of words.

3. Imitate writing. After finishing the text, I asked the students to talk about their hometown. After class, students are assigned to draw a picture of their hometown, and learn how to use one of the natural paragraphs from the second to sixth paragraphs of the text to add one or two sentences to their paintings. They are required to use the words they learned in this lesson. Reflection on First Grade Chinese Teaching 4

Due to personal reasons, I will teach first grade Chinese this year. Looking back on the education and teaching work for more than a month, I have deep feelings, especially the teaching of Chinese Pinyin. I feel that Pinyin teaching has a fixed pattern: look at scene pictures - recognize new Pinyin letters - read words - learn scene songs. Each link trains children's certain habits and qualities. Each part has its role and meaning.

I have listened to many teachers’ classes and will speak based on my own examples. I think that in order to give a good first-grade Chinese class, we must first grab the children's attention. In the first grade, it is best to attract each child's attention through games and actively drive them into the game. However, the bad thing is that children are easily over-excited and classroom discipline is difficult to control, so teachers are required to control the classroom well. . Secondly, establish multiple incentives, provide appropriate encouragement and praise, and build their self-confidence. Again, I feel that the teacher’s mental outlook can also affect and drive the emotions of the entire class of children. Therefore, teachers must first have a good mental outlook.

I remember that when I was taking the class "a u iu", I was really not in good spirits because I was not feeling well. The classroom effect is really not very good. The next day, I randomly checked the students and found that most students did not have a good grasp of the class, which really made me feel uncomfortable. Later, during review, I fully mobilized the children's enthusiasm and the effect was very good. Therefore, I think the teacher's mental outlook is also very important. Therefore, for the sake of our children, we must be kind to ourselves and stand on the podium in the best condition...

These are some of my reflections and feelings, which may not be mature yet. Of course, there are many issues that need attention in the first-grade classroom, which require careful preparation and more patience from the teacher. I often say to myself: If you don’t set limits for yourself, there will be no barriers in life that limit your performance. Reflection on first-grade Chinese teaching 5

The "Chinese Curriculum Standards" clearly stipulate that the foundations of literacy, writing, reading and writing are the focus of teaching for grades 1-2. The first-year students who have just entered school this year use the Lujiao version of the Chinese textbook. The first volume requires knowledge of 380 Chinese characters and the ability to write 106. This arrangement embodies the principle of separating recognition and writing, and the principle of reading more and writing less. Its purpose is to help students learn more Chinese characters as quickly as possible, quickly eliminate reading and writing difficulties, and start reading and writing as soon as possible. Therefore, according to the requirements of the Chinese curriculum standards, I mainly focused on three aspects: literacy, reading, and writing in my first-grade Chinese class.

(1) Literacy teaching: tall buildings rise from the ground

What I attach most importance to is the literacy teaching for first-year students. There are two units of literacy lessons in the textbook, but looking at the whole When we read books, we will find that literacy teaching is everywhere. Our first-grade Chinese teaching is a process of teaching students to never attend class. This process is just done in different ways.

In my literacy teaching classes in the past three months, I mainly used the following methods to conduct courses: First, guide students to discover literacy methods and literacy rules. For the characters that need to be recognized, especially those that need to be written, and for the characters that have already been learned, students should be guided to find the most common points of Chinese characters in the connection and comparison, and constantly discover the literacy methods that suit them, making discoveries bit by bit. Accumulated, it will form a relatively strong independent literacy ability. For example, the literacy method of changing radicals, adding one plus, and guessing is interesting and efficient. For example, when learning the word "Shang", I first guessed a riddle: one dot is horizontally long, the dot is in the center, the big mouth is open, and the small mouth is hidden under a hat. I said it while writing, and the students quickly remembered this difficult word! The second is to guide students to take the initiative to learn literacy outside of class and in life. At school, at home, on the street, in the community, through reading, reading newspapers, watching TV, looking at trademarks, signboards, advertisements... As long as you see Chinese characters, you will have the desire to read and memorize them consciously. Teachers should often show students opportunities and stages for extracurricular literacy, so that students can constantly communicate their independent literacy achievements. By adhering to such guidance, students not only learn many more Chinese characters (the characters they learn outside class are even more than those they learn in class), but also achieve great results in terms of learning interests, methods, habits, etc. The third is to guide students to consolidate literacy in reading and application: children can recognize words quickly and forget them quickly. Therefore, continuous repetition is an important method to consolidate literacy. Putting the words you know into the language environment will have the best consolidation effect. On the one hand, teachers can compile the words that need to be learned into sentences, children's songs, and short articles for students to read, encourage students to form words and write sentences, and consolidate literacy through reading and using.

(2) Reading teaching: Read deeply and you will know yourself

When I entered the first grade, I found that many students could not read. This problem is manifested in: pronunciation when reading aloud, singing numbers instead of reading, reading incoherent sentences, lack of cadence in tone, unable to find dialogue between characters, and inability to find answers to questions from the text. The above various reading phenomena make it impossible to complete the teaching tasks and achieve certain teaching effects during the Chinese teaching process. I often think about these issues after class. How can I improve students' reading level and reading ability? Through observation, we found that the first reason why students do not read fluently is that they do not have a firm grasp of the new words in the text, that is, they do not have enough literacy.

First-year students have just come into contact with the text. The number of new words in each lesson has increased and it is difficult to memorize them. Especially this semester, the literacy tasks are larger and the lines of words are complex. It is difficult for some to find good memorization methods. If they have no literacy experience, they can only memorize by rote. Therefore, To deal with this problem, in addition to providing students with more literacy methods, we also need to let students read more. I require students to go home and read "Little Bear Crossing the Bridge" to their parents every day, and let parents read fairy tales to their children to increase their children's desire to read. There is no limit to the number. Parents will sign after reading. Another reason is that students do not understand the emotions of the article, and they cannot break sentences, pause, or change their tone when reading sentences. I think this is related to students' understanding. This requires our teachers to make great efforts to teach children to have the understanding. Emotional reading. For example, in the lesson "How I Want to See It", I first told the story about the children in the article who live in rural areas and cannot go to Beijing, and then talked about the spectacular flag-raising ceremony. So I put myself in the situation and asked the students if they wanted to see it. The answer is yes, so I took the opportunity to let them read to read out their desires. So, my reading effect was indeed achieved! Regarding how to read a beautiful tone, on the basis of students understanding the meaning of the text, create a situation for students to enter the role, and use it in texts with more dialogues, and the effect is good. Reading teaching is to teach children to learn to read with emotion. Students can read the text vividly, which meets the teaching requirements.

(3) Writing teaching: You must do it if you know it well

In the first-grade writing teaching, I think the teacher’s demonstration plays an important role in the students. For first-grade primary school students The characteristics of being good at imitation should give full play to the leading role of teachers in teaching, which is a combination of words and deeds. The content demonstrated by the teacher includes sitting posture, pen holding, writing movements, strokes and structure, etc. The most important thing is classroom demonstration, which is the most basic and important method. Before students practice, the teacher first explains and demonstrates in public to enable students to form a correct visual image, and then asks students to imitate the stroke order of the empty spaces in the book, and then practice tracing the red lines. Difficult new words must be demonstrated individually. After the public demonstration, some students still cannot master the correct writing essentials, so the teacher has to provide individual guidance. Since it is face-to-face, students often observe the teacher's demonstration more clearly and can learn more quickly. correct your own mistakes. Of course, for some children, hands-on demonstrations are required. This method is aimed at primary school students who are just beginning to write. Through hand-holding, the teacher directly affects the students' fingers so that they can quickly form correct writing movements. Although teachers use a variety of different demonstration methods in class, students will still have problems of one kind or another in their homework. This requires teachers to demonstrate or modify next to the original words when correcting homework, and to Summarize in a timely manner so that students can clearly understand their shortcomings. Reflection on first-grade Chinese teaching 6

The children are freshmen in the first grade. They have just stepped into campus and have just adapted to Pinyin teaching. They have to face a new challenge - learning to read. The key points, difficulties, teaching steps, and teacher's teaching methods of literacy classes are all different from Pinyin teaching. Can the children cooperate well with themselves and submit a satisfactory answer sheet for this class?

In order to teach this literacy class well with the children, I decided to prepare from the following aspects:

1. Choose good texts to stimulate interest in literacy.

The lesson "Ear, Ears and Eyes" *** has twelve beautiful pictures and twelve new words. The interesting pictograms will not only make the children happy, but also inspire them endlessly. Use your imagination to remember twelve new words.

2. Understand the academic situation and master first-hand information.

Although this lesson requires children to know a lot of words, it is not difficult, and these words are closely related to children's lives. Nowadays, parents have developed their children's intelligence early, and they may know many words. Sure enough, as expected, almost all the children knew the twelve characters. So I changed my teaching design from the initial strengthening of literacy to stimulating children's love for the motherland's characters and cultivating students' independent literacy abilities and literacy methods.

3. Make bold attempts and cultivate the ability of self-study.

Mr. Ye Shengtao once said: "Teaching is to achieve non-teaching." This lesson can be completely free and bold for students to learn new words on their own, so that children can feel the joy of independent learning and pave the way for future independence. Learn to lay a good foundation.

Based on the above three preparations, I boldly taught new words in class. I focused on choosing the representative word "mu". I first looked at the picture to explain the word "mu", which on the one hand aroused students' interest in learning and on the other hand cultivated their speaking ability. Then I looked at the picture and compared the word to tell the students that this was written by ancient people. , and then compare the similarities between ancient characters and pictures, allowing students to have a preliminary understanding of the origin of pictographic characters: ancient people drew them based on pictures, so the characters and pictures are very similar; finally, the characters that have evolved to the present are shown. similarities.

After the "Object" teaching, I asked the students to recall the steps of learning: 1. Look at the pictures to explain the meaning and recognize the words. 2. Look at the words and compare the shapes to recognize and memorize the new words. Then let the students learn the five pictograms themselves: mouth, ears, bird, rabbit, and sheep. After the students felt the wonder of pictographic characters, in order to further stimulate their love for the motherland's characters, I told them the legend of Cangjie's creation of characters. From the children's eyes, I felt their inner desire - to know and understand more languages.

After taking this class, I feel that although the students in this class are more motivated to learn, the children's performance in the classroom is good. Especially in the oral composition, it can be seen that the students have a very rich knowledge reserve. However, this lesson was far from the expected effect that I imagined, leaving many regrets.

1. The program for designing self-study is rigid. This teaching philosophy is right to cultivate students' independent self-study ability. Students have achieved good results by using the methods given by the teacher. For example, after self-study, five young teachers were asked to talk about their learning process. These five children have rich imaginations and can see pictures and remember shapes. Little teacher Tan Zijie discovered a lot of similarities between the word "bird" and the picture. For example: the word "bird" looks a bit like a bird's eye, the horizontal direction looks like the branch on which the bird rests, the hook looks like a bird's claws, and the upper part of the word "bird" looks like a bird's head. Through constant exchanges, students not only understood the origin of pictographic characters and their meanings, but also learned the simplest method of memorizing pictographic characters, which is that the pictographic characters are similar to the objects they represent and can be read through pictures.

However, when arranging students to study by themselves, the teaching design lacks flexibility. After teaching the new character "mu" and letting the students learn the rest of the pictographic characters by themselves, the students don't know where to start. Many students are in a wait-and-see state. As I did not have timely control. All it takes is a small smile to inspire students to learn. Why the students did not take action is because the model I set for the students was too rigid and I did not correctly assess the students' reality. Students are living beings with passion, but more importantly, their personality. They should be allowed to feedback new words in their own way to make the classroom truly come alive. In this link, I set a trap for myself, which resulted in a waste of students' precious time. Later, when time was tight, it took time to consolidate the game of new words, expand literacy, classify these words, and even write the word "十". There was no time to get up.

2. My teaching skills need to be improved. In fact, when giving feedback on the memorization of new words, I realized that this would make it impossible to complete subsequent teaching tasks, but I did not expect that I should adjust my teaching methods immediately. In fact, forming words for new characters is one of the ways to remember them. Therefore, there is no need to ask children to form words for each new word, which takes a lot of time. Students should immediately be asked to explain other methods of learning and memorizing new words.

3. Insufficient grasp of the knowledge system of the teaching materials. Chinese characters are a combination of sounds, shapes, and meanings. The pictographs in this lesson fully reflect this. But when I was guiding the children to learn, I separated the pictures and words. Especially the separation of meaning and form. When learning a Chinese character by looking at a picture, in order to consolidate the Chinese character, students should be asked to compose words for the new character and remember the meaning after memorizing the form. However, I separated the sounds, shapes and meanings in my teaching. My own grasp of the Chinese knowledge system needs to be strengthened in time.

Reflection on first-grade Chinese teaching 7

"aoe" is the first Pinyin class for first-grade children. After careful design, the teacher taught it skillfully throughout the class, and the children learned it easily and happily, and the teaching was enjoyable. Achieved better results. Reflecting on this class, I benefited from the following points:

1. Create situations and stimulate interest

At the beginning of the class, I said to the children with a smile: "Children , from now on, the teacher will take you to a very magical place, which is the Pinyin Kingdom (draw a castle on the blackboard). There are many Pinyin dolls living in the Pinyin Kingdom. Today we are going to get to know the cutest one. Three children. Look, they are here! (Shows the cartoon image of aoe) Who is going to say hello to them?" The teacher used friendly language and cartoon images that the students loved to see, personifying the pinyin letters, and suddenly drew the children closer. The distance from the boring Pinyin letters naturally leads the children into the kingdom of Pinyin, stimulates the children's enthusiasm for making friends with the Pinyin dolls, stimulates the children's interest in active participation, mobilizes the children's enthusiasm, and politely and AOE Say hello, the class is full of life and energy.

2. Discover independently and enjoy happiness

Suhomlinsky said: "There is a deep-rooted need deep in the human soul, which is the hope that oneself can be a discoverer , explorers, researchers, and in the spiritual world of children, this need is particularly strong. "In class, I said: "The three friends really wanted to play hide-and-seek with the children, so they secretly hid in the painting. Children, look quickly and carefully, who have you found?" One stone stirred up a thousand feet of waves, and the students immediately took the initiative to observe the illustrations in the book. After a while, their little hands were like a forest, and everyone couldn't wait to tell the classmates about their findings! The design of this link conforms to the needs of the children and induces the children's motivation to learn. The children discover something by themselves. A heartfelt sense of accomplishment, coupled with the teacher's encouragement and praise, allows students to enjoy the joy of learning and gain the joy of success.

3. Interactive exploration and stimulating thinking

Learning is not a simple “telling”. Classroom teaching is not about the brilliance of the teacher's explanations, but about stimulating children's thinking in a timely manner, using the power of knowledge itself to arouse the desire for knowledge, giving children the opportunity to display their talents, and giving them the greatest freedom. During the class, I asked, "Do you have any good way to remember them? Think about it?" Unexpectedly, the child quickly made up a jingle: "Eyeballs are round, ooo" "Eggs are round, ooo" "Auntie, aaa"? As a result, the child's thinking is extremely active, his personality is infinitely expressed, and his creativity is fully developed. Give your children a free sky, I believe they will release their lovely childlike innocence and give you a surprise.

4. Game activities, enjoyable classroom

"It is the nature of children to love to play." It is difficult for first-grade children to maintain their attention for a long time. We must do everything we can to make children feel It turns out that they are not attending class, but playing and enjoying the class. In this lesson, I designed some game activities to allow children to consolidate while playing and play while consolidating, so that children will be interested in learning and never tire of it. The whole class was filled with a relaxed and happy atmosphere.

5. Pay attention to the development of every child

This is the basic concept of the new curriculum standards. In teaching, I try my best to focus on each child, using various forms such as large-scale named reading, open reading, group reading, small teacher reading, etc., so that every child can participate in the classroom and learn from each other. There are opportunities to express yourself.

This class is my initial practice of the spirit of the new curriculum standards, and I will work harder in the future!