How Do I Become a Health Educator?
The content of this book covers the views of teachers, students, the curriculum of rural teachers, effective classroom management and communication, gender equality in the classroom, mental health education, inheritance and innovation of ethnic culture, schools and villages, protection 12 chapters on environment and participatory training. The first three chapters reflect the humanistic and curriculum perspectives of rural teachers from a macro perspective. The fourth to fifth chapters teach the cultivation of teaching ability and attitudes. The sixth to eleven chapters reflect on the concepts and values. Reflecting on the concepts of community, environment, national culture and gender, the last chapter mainly improves training skills.
How to be a good teacher for children
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- Book title
- How to be a good teacher for children
- ISBN
- 978-7-5660-0294-5
- Publishing house
- Central University for Nationalities Press
- The content of this book covers the views of teachers, students, the curriculum of rural teachers, effective classroom management and communication, gender equality in the classroom, mental health education, inheritance and innovation of ethnic culture, schools and villages, protection 12 chapters on environment and participatory training. The first three chapters reflect the humanistic and curriculum perspectives of rural teachers from a macro perspective. The fourth to fifth chapters teach the cultivation of teaching ability and attitudes. The sixth to eleven chapters reflect on the concepts and values. Reflecting on the concepts of community, environment, national culture and gender, the last chapter mainly improves training skills.
- Book Catalog
- Foreword
- Chapter 1: Views of Teachers
- Activity-Icebreaking
- Activity 2 Understanding "I" Growth Experience
- Activity three know yourself clearly
- Activity 4 Teacher's role positioning
- Activity 5: Role requirements for rural teachers
- Activity 6 Adapting the Role of Rural Teachers
- Activity 7 grew from action into a good village teacher
- Activity eight reflection summary
- Chapter 2 Student View
- Activity One Outreach: If the student is ____ and the teacher is ____
- Activity 2 View of existing students
- Activity Three Experience New Ideas
- Student views due to activity four
- Activity Five View of Rural Students
- Activity 6 Self-Reflection and Evaluation
- Chapter 3 What Should We TeachThe Curriculum View of Rural Teachers
- Behind Activity One Data and Pictures
- Activity two is your choice
- Where is the problem of activity three
- Activity 4 What do they need
- Activity 5 "I" to design school curriculum
- Activity 6: Background of Current Basic Education Curriculum Reform
- Activity VII: Basic Education Curriculum Reform
- Urban-rural differences in activity eight course content
- Chapter 4 How Should We TeachThe Teaching Concept of Rural Teachers
- Preparation for Activity 1 Classroom Teaching
- How to prepare for class two
- Activity 3 What is a good lesson
- Activity 4: Teaching Methods Commonly Used by Primary and Middle School Teachers in Rural Schools
- Activity 5 Management of Classroom Teaching
- Activity 6 Evaluation of Classroom Teaching
- Evaluation Strategies for Activity Seven Classroom Teaching
- Chapter 5 Effective Classroom Management and Communication
- Activity-warm-up activity
- Activity 2: Understanding Classroom Management and Communication
- Activity three types of classroom management
- Activity 4 Understand the needs of students
- Activity five stickers
- Activity 6 Effective classroom management and communication
- Activity 7 Basic Skills of Classroom Management and Communication
- Activity eight reflection and summary
- Chapter 6 Gender Equality in the Classroom
- Activity 1 What is gender
- Activity two, how do we see men and women
- Activity 3 Are there any differences between boys and girls?
- Activity 4 What Teachers Can Do
- Activity 5: Constructing Teaching Strategies for Equality Classroom
- Activity six reflection summary
- Chapter 7 Mental Health Education
- Activity 1 "Raindrop Variations"
- Activity 2: Understanding Mental Health
- Discussion on Teachers' Mental Health Problems in Activity Three
- Activity 4: Performance and Causes of Teachers' Mental Health Problems
- Activity 5 Teachers' Self-maintenance of Mental Health
- Activity 6: "Interview" on Psychological Problems of Primary and Middle School Students
- Activity 7 Diagnosis of Psychological Problems of Primary and Middle School Students
- Activity eight if I am him / her
- Activity nine reflection summary
- Chapter 8 Inheritance and Innovation of National Culture
- Differences in Activity-National Culture
- Activity 2: Understanding National Culture
- National culture around activity three
- Activity four what children are losing
- Five ethnic cultures and campus culture
- Activities of six ethnic cultures into the classroom
- Changes and Innovations in Seven Ethnic Cultures
- Chapter 9 Diversified, Diverse, Multi-Effective Bilingual Teaching
- Activity one warm-up game "I want to do it the other way"
- My opinion on activity two bilingual teaching
- Is activity 3 necessary for bilingual teaching?
- Activity 4 Significance and Purpose of Bilingual Teaching
- Activity 5 Diverse Forms of Bilingual Teaching
- Activity 6 Difficulties and Reasons for Bilingual Teaching
- Activity 7 Sharing of Bilingual Teaching Experience
- Activity Eight Bilingual Teaching Practice
- Activity nine reflection summary
- Chapter 10 Schools and Villages
- Activity one school and village relationship sketch
- Activity 2 Understanding the relationship between school and village
- Activity 3 Finding Village Resources
- Activity 4 Using Village Resources
- Activity five service village
- Activity six reflection summary
- Chapter 11 Protecting Our Environment
- Activity 1 what is environmental pollution
- Activity 2: Harm of environmental pollution
- Activity 3 Rural environmental crisis
- Activity 4: Environmental Education Starts with "I"
- Green Action at 51 Rural Middle Schools
- Activity six design "I" green school
- Chapter 12 Participatory Training
- What is participatory training
- How to develop and design participatory training
- How to choose a participatory training method
- Four issues to pay attention to participatory training
- Five references
- Addendum [1]