在浩瀚的宇宙中，人类探索的脚步从未停歇。探寻宇宙的奥秘，犹如解开人际互动的密码，我们渴望在星辰大海中寻找生命的答案。今天，就让我们一同踏上这场穿越时空的旅程，揭开“探索相对的深刻意义，解锁人际互动的奥秘”的序幕。

In the vast universe, the human quest for exploration has never ceased. Seeking the mysteries of the cosmos is like deciphering the code of interpersonal interactions; we yearn to find the answers to life in the stars and the oceans. Today, let us embark on this journey through time and space together, unveiling the prelude to "exploring the profound meaning of relativism and unlocking the mysteries of interpersonal interactions."

1. 我觉得语文阅读教学除了让学生获得知识的同时，还应着重培养学生的语文实践能力和培养学生良好的个性和健全的人格，培养学生崇高的理想和思想道德修养，才能真正地体现了语文课程的工具性和人文性的统一。以上，是笔者在教学实践中对“语文阅读教学人文性和工具性的统一”的一些粗浅的再认识。总的来说，我在这样的教学实践中也取得了一定的效果。

1. I believe that Chinese language reading teaching, in addition to enabling students to acquire knowledge, should also focus on cultivating their practical skills in Chinese language and fostering their good personality and sound character. It is through this that the unity of the instrumental and humanistic nature of the Chinese language curriculum can truly be reflected. The above is a brief reunderstanding of the unity of the humanistic and instrumental nature of Chinese language reading teaching in the author's teaching practice. In summary, I have also achieved certain effects in such teaching practices.

2. 课堂教学是语文教学的主渠道，但我们也要充分运用课外的学习资源，适时适量地引导学生走出课堂，跨出校门，走向社会，靠近自然，让他们在广阔的天地里学习语文，增长才干，学会做人。例如：我在教《宇宙生命之谜》这一课时，结合本课的教学内容及要求，充分利用学校多媒体设备，组织学生上网去查阅有关天文知识，让学生通过上网了解自己感兴趣内容，和解决课文中的疑惑。再让学生在班上把上网后所学到的知识进行汇报，各小组互相交流讨论。学生不但掌握了课文的内容，同时也大大激发对天文知识的浓厚兴趣，课外我还让学生组织一个天文兴趣小组，利用课余时间，通过再上网或到图书室借阅课外书及观测天体，进一步让学生去认识、探索宇宙的奥秘。又如在口语交际教学中，其中有一部分内容是当小记者，我先让学生在小组内轮流练习当小记者，对别的同学进行采访。在小组模拟的基础上，全班交流总结：怎样采访才能获得成功，及当记者应当注意些什么。并引导学生把学到的知识运用到社会中去实践，让学生当小记者去采访本村的主产业“蛏苗”的养殖户们，让他们去了解蛏苗的养殖过程、了解劳动者的艰辛、了解水污染对水生物的影响等问题。学生在当小记者的过程中，充分的去接触社会，接触自然。在这次小记者采访中学生学到了课本上根本学不到的知识，受到了深刻的教育，同时也开阔了视野，拓宽了语文学习的内容。

2. Classroom teaching is the main channel of Chinese language teaching, but we should also fully utilize extracurricular learning resources, guide students to step out of the classroom and school gate, and move towards society and nature at the right time and in the right amount, so that they can learn Chinese, improve their abilities, and learn how to be a person in the vast world. For example: When I taught the lesson "The Mystery of Life in the Universe," I combined the teaching content and requirements of the lesson, fully utilized the school's multimedia equipment, organized students to search for relevant astronomical knowledge on the internet, and allowed students to understand their interests and solve doubts in the text through the internet. Then, I asked students to report the knowledge they had learned on the internet in class and have discussions and exchanges among groups. Students not only mastered the content of the text but also greatly aroused their keen interest in astronomical knowledge. Outside of class, I organized a group interested in astronomy and, during their free time, they further explored the mysteries of the universe by going online again, borrowing extra-curricular books from the library, and observing celestial bodies. In the teaching of oral communication, part of the content involves acting as a junior reporter. I first had students practice taking turns being junior reporters in their groups, interviewing other students. Based on the group simulations, the whole class discussed and summarized: how to conduct successful interviews and what to pay attention to when being a reporter. I also guided students to apply the knowledge they learned to social practice, asking them to act as junior reporters to interview the farmers cultivating "clam seedlings," the main industry in our village, to understand the process of clam seedling cultivation, the hardships of laborers, and the impact of water pollution on aquatic life, and other issues. During the process of being junior reporters, students were fully exposed to society and nature. In this round of interviews, students learned knowledge that cannot be found in textbooks, received profound education, and also broadened their horizons and expanded the content of their Chinese language learning.

3. 3视觉效果：《阿甘正传》采用了多种先进的技术手段，如数码合成和特效，使得**的画面非常震撼。同时，**中也采用了一些特殊的镜头语言，如慢动作和抖动等，使得**更加生动、有趣。

3.3 Visual Effects: "Forrest Gump" employs various advanced technical means, such as digital compositing and special effects, which make the visuals incredibly震撼. At the same time, the film also uses some special camera techniques, such as slow-motion and jitters, which make the scenes more vivid and interesting.

4. 丰富多彩的物质环境，使每一个角落都育人，每一面墙壁都说话，充分发挥了每一寸空间的教育价值，使教育环境起到了“润物细无声”的教育作用，保护了幼儿天性，陶冶了幼儿情操，促进了幼儿主动活泼地发展。

4. The rich and colorful material environment ensures that every corner educates, every wall speaks, fully utilizing the educational value of every inch of space. The educational environment plays a subtle educational role, protecting the children's natural instincts, cultivating their sentiments, and promoting their active and lively development.

5. 人与人的相遇，皆是前世的定数。也许是前世五百次的回眸，才换来今生的擦肩而过。每一次的相遇，都是为了偿还前世的债。

5. The encounter between people is all predestined in a past life. It might be because of five hundred glances in a past life that we are able to pass by each other in this life. Every encounter is for the sake of repaying a debt from a past life.

6. 室内空间是幼儿活动的主要场所。我们从幼儿的兴趣、需要出发，设计幼儿喜爱的室内环境。各班活动室的场地化整为零,活动区的设置体现出：小班温馨活泼的家庭式区域、中班操作探索的活动区域、大班发现创造的活动区域，使之各成特色。教师对活动区的材料不断更新、充实，教育活动目标的要求与不同发展水平幼儿的需要有机融合，保证了区域材料的可操作性、实用性、趣味性。在环境的创设中我们注重幼儿的参与，师生一起商量、共同制作，使幼儿真正成为环境的主人。当孩子们看到自己的意见被采纳，自己的作品用来装饰环境，孩子们感到信心百倍，更加积极地投入到活动之中。在与材料、环境的交互作用中，孩子们主动发现、创造玩法、积累经验、体验成功。在活动区这个小天地里，孩子们有探索、有感受、有交流、有表达，促使主体性和创造性得到了不断地发展。

6. Indoor space is the main place for children's activities. Starting from the interests and needs of children, we design indoor environments that children love. The activity rooms of each class are transformed into various areas, and the settings reflect: a warm and lively family-style area for kindergarten children, an operation and exploration area for middle-grade children, and a discovery and creation area for older children, each with its own unique characteristics. Teachers continuously update and enrich the materials in the activity areas, integrating the requirements of educational activities with the needs of children of different developmental levels, ensuring the operability, practicality, and fun of the regional materials. In the creation of the environment, we emphasize children's participation, with teachers and students discussing and making together, making children the true masters of the environment. When children see their opinions adopted and their works used to decorate the environment, they feel full of confidence and become even more actively involved in activities. Through interactions with materials and the environment, children actively discover, create, accumulate experience, and experience success. In this small world of the activity area, children explore, feel, communicate, and express themselves, promoting the continuous development of their subjectivity and creativity.

7. 5社会反响：《阿甘正传》不仅仅是一部好看的**，它还在社会上产生了很大的反响。例如，**中的“跑步”场景，让很多人开始关注长期的运动健康。其它场景也启发了人们关于社会和人性等方面的思考。

7. 5 Public Response: "Forrest Gump" is not just an entertaining movie; it also had a significant impact on society. For example, the "running" scene in the movie has prompted many people to start paying attention to long-term physical health. Other scenes have also inspired people to think about social issues and human nature, among other things.

8. 《阿甘正传》是一部优秀的**作品，有着深刻的内涵和感人至深的情节。如果我突然掉进这部**里，我会用心去感受它所带给我的影响和启示，同时也希望自己能够像阿甘一样，充满爱心、乐观向上，活出自己精彩而又有意义的人生。

8. "Forrest Gump" is an excellent work, with profound connotations and touching plots. If I were to suddenly fall into this work, I would wholeheartedly feel its impact and inspiration it brings to me. At the same time, I hope that I can live a life as meaningful and colorful as Forrest, full of love and optimism.

9. 弘一法师有段话写的特别好:

“相逢的意义在于照亮彼此，不然的话，一个人喝茶也很浪漫，一个人吹风也很清醒。缘分本来就稀薄寡淡，相伴一程已是万分感激，没有什么东西是一成不变的。没有谁能一直陪着谁，只要同行的时候是快乐的，就是好的相遇，至于怎么走散的并不重要。”

9. Master Hongyi once wrote something especially good: "The meaning of meeting is to illuminate each other. Otherwise, it's also romantic to drink tea alone, and it's also refreshing to blow wind alone. Fate is inherently thin and faint, and being companions for a journey is already a great gratitude. Nothing is ever constant. No one can accompany another person indefinitely. As long as the journey together is joyful, it is a good meeting. As for how it ends, it's not important."

10. 平等民主的师幼关系是幼儿快乐成长的动力。教师做幼儿的大朋友，以平等的合作者的身份参与幼儿的活动。工作中我们的教师通过亲切的目光、关切的问候、轻柔的抚摸、百变不厌的启发引导，与幼儿进行心与心的交流。教师关注个别差异，尊重幼儿的自尊、接纳幼儿的个性，允许幼儿因情绪低落而拒绝参加集体活动；理解幼儿的发泄行为；让幼儿敢于说“不”……在活动中，教师敏感地捕捉幼儿自身进步的闪光点，及时肯定、鼓励，让幼儿认为 “我是很棒的！”“我可以做得更好！”“我能成功”。幼儿在这样的生活氛围中感到奋发向上，有自豪感，精神上获得愉悦，促进了心理的健康发展。

10. An equal and democratic teacher-child relationship is the driving force for the happy growth of young children. Teachers act as the best friends of children, participating in their activities as equal collaborators. In their work, our teachers communicate with children through warm glances, concerned greetings, gentle touches, and ever-changing inspiring guidance, engaging in heart-to-heart exchanges. Teachers pay attention to individual differences, respect children's self-esteem, accept their personalities, and allow children to refuse to participate in group activities due to low moods; understand children's发泄 behaviors; let children dare to say "no"…… During activities, teachers sensitively catch the亮点 of children's own progress, promptly affirm and encourage them, making children believe "I am really great!" "I can do even better!" "I can succeed." In such an atmosphere, children feel motivated to strive upwards, have a sense of pride, experience joy in spirit, and promote the healthy development of their psychology.

11. 家庭是幼儿生活中最亲密的环境，家庭的生长环境对幼儿的发展起着至关重要的作用。因此我们通过多种方式充分发挥家庭环境的教育作用，家园合力促幼儿良好个性形成。

11. The family is the most intimate environment in a child's life, and the family's growth environment plays a crucial role in the child's development. Therefore, we make full use of the educational role of the family environment in various ways, and work together with families to promote the formation of good personalities in children.

12. 例如，我在引导学生学习《凡卡》一课结尾的教学是这样的：学生对于凡卡的爷爷能否收到信产生了争议。很多学生认为凡卡的爷爷是收不到信的，因为凡卡在信封上没有写上爷爷的姓名与地址。但也有一部分学生认为能收到信。前种意见是“定论”，后种意见显然比前种意见更有争鸣价值。教师第一次引导研读，问：“你认为凡卡爷爷能收到信的依据是什么？”读后有的学生认为是邮差经常跑乡下，认识“爷爷”（书中并没有指出邮差不认识“爷爷”，属合理推测的争鸣）。也有的学生认为这位邮差知道了凡卡的遭遇，非常同情他，就帮助了他（这不是没有可能，属善心发现的争鸣）。教师第二次引导研读，问：“假如凡卡的爷爷收到了信，他能接凡卡回乡下吗？”学生读后，认为“爷爷”因贫困潦倒，才送凡卡去城里当学徒，若接回乡下，他们都无以为生。最后，教师引导学生小结：两种意见，殊途同归，都进一步说明了凡卡命运的悲惨。这样争鸣式的探究既尊重学生在阅读过程中的独特经验，又鼓励学生独创性学习，打破思维定势框架，从新的角度对事物重新审视和观察，想别人之未想，思别人之未思，提别人未提的问题，从而培养学生的探究精神和创新能力。

12. For example, the teaching conclusion of the lesson "Fanka" (Vanka) that I guided students to learn was as follows: The students had a debate over whether Vanka's grandfather would receive the letter. Many students believed that Vanka's grandfather would not receive the letter because Vanka did not write the grandfather's name and address on the envelope. However, there was also a group of students who believed that the letter would be received. The former opinion was a "conclusion," while the latter opinion clearly had more value in debate. In the first round of guided reading, I asked the students, "What do you think are the reasons for believing that Vanka's grandfather will receive the letter?" After reading, some students thought it was because the postman often visited the countryside and knew "Grandfather" (the book did not indicate that the postman did not know "Grandfather," which was a reasonable speculation for debate). Others believed that the postman knew about Vanka's situation, felt deeply sympathetic, and helped him (this was not impossible, and it was a debate of kindness). In the second round of guided reading, I asked, "If Vanka's grandfather received the letter, could he bring Vanka back to the countryside?" After reading, the students believed that "Grandfather" sent Vanka to the city to be an apprentice because of poverty, and if he brought him back to the countryside, neither of them would be able to make a living. Finally, I guided the students to summarize: The two opinions, while different in approach, ultimately both further illustrated the悲惨命运 of Vanka. Such a debate-based inquiry respects the unique experience of students in the reading process, encourages original learning, breaks the framework of fixed thinking patterns, re-examines and observes things from a new perspective, thinks about things that others have not thought of, and raises questions that others have not raised, thus cultivating students' spirit of inquiry and innovation.

13. 同行的路上，用善良温暖别人，然后把更多的善良带给别人，感染更多的人。在人生的旅途中，每一次的相遇与别离都是一次宝贵的经历。它们让我们更加坚强、更加成熟。因此，无论未来的道路如何曲折，我们都应怀揣着对美好生活的向往和追求，继续前行。在未来的日子里，我们或许还会遇到更多志同道合的朋友，与他们共同书写更加精彩的篇章。而那些曾经同行的记忆，将会成为我们心中永恒的宝藏，激励着我们不断向前。

13. On the journey with others, use kindness to warm others, and then bring more kindness to others, infecting even more people. In the journey of life, every meeting and farewell is a valuable experience. They make us stronger and more mature. Therefore, regardless of how winding the path ahead may be, we should carry the aspiration and pursuit of a better life, and continue to move forward. In the days to come, we may encounter more friends with similar aspirations, and together we will write even more spectacular chapters. And those memories of those who have traveled together will become the eternal treasure in our hearts, motivating us to keep moving forward.

14. 现代幼儿教育就是环境教育。环境对人生存和发展的影响，就年龄而言一般是成反比的，年龄越小受环境的影响就越深刻。因此，重视环境教育，是我们幼儿教育工作需要不断研究的重要课题。近年来，我园坚持以人为本、以幼儿发展为本的教育理念，树立大教育观，对幼儿园、家庭、社会三大环境进行优化整合，给孩子营造一个快乐天地，把玩的权利还给孩子，使孩子在玩中与环境融合、对话、使孩子在玩中探索精彩的世界，使孩子在玩中体验成长的快乐，促进了其整体素质得到健康的发展。

14. Modern early childhood education is essentially environmental education. The impact of the environment on human survival and development generally follows an inverse proportion to age, with younger individuals being more deeply influenced by their environment. Therefore, attaching importance to environmental education is an important issue that our early childhood education work needs to continuously research. In recent years, our kindergarten has adhered to the educational philosophy of putting people first and focusing on the development of children, established a comprehensive educational perspective, and optimized and integrated the three major environments of kindergartens, families, and society. We have created a happy haven for children, restored the right to play to them, and allowed children to blend with, communicate with, and explore the wonderful world through play. This has enabled children to experience the joy of growth while playing, promoting their overall quality to develop healthily.

15. 2人物塑造：阿甘是一个充满爱和善意的角色，他的出现能够让人们体会到生命的美好和价值。同时，其他的人物如珍妮、布巴、丹、约翰等也是深受观众喜欢并产生共鸣的人物。这些人物在**中的发展也是非常有趣和感人的。

15. 2 Character Creation: Forrest Gump is a character brimming with love and kindness, whose presence can enable people to experience the beauty and value of life. At the same time, other characters such as Jenny, Bubba, Dan, John, etc., are also deeply beloved and resonate with the audience. The development of these characters in the story is also very interesting and touching.

16. 所有的相遇皆因有亏欠，所有的分别皆因已还清。世间缘分，皆有因果。人们常说，在茫茫人海中遇见该遇见的人，在无尽的时间荒野里，不早也不晚，总会重逢。

16. All encounters are due to some shortcoming, and all separations are because the debt has been repaid. The world's relationships all have their causes and effects. People often say that in the vast sea of people, one will meet the person they should meet, and in the endless wilderness of time, it will always be a timely reunion, neither too early nor too late.

17. 彼此相容、纯洁友爱的同伴关系是幼儿健康成长的暖房。为此我们的教师从幼儿入园第一天起就引导其喜欢与同伴交流，初步培养幼儿谦让、友爱、助人、合作、分享等亲社会行为，学会文明的交往方式。注重给幼儿提供相互交流的机会，促进幼儿在活动中相互接触、相互交流，建立良好的小伙伴关系。如“大带小”、“生日会”等活动，既为幼儿创造了关心他人、文明交往的机会与条件，又激励幼儿产生内心的欢乐。 幼儿身处在幼儿园这个和睦的大家庭里，群体营造的愉快向上的良好氛围，使幼儿得到感染和鼓舞，感到温馨快乐、感到关爱和支持，有效的促进了每位幼儿富有个性的发展。

17. A harmonious, pure, and friendly peer relationship is a warm greenhouse for the healthy growth of young children. To this end, our teachers guide the children to enjoy interacting with their peers from the very first day they enter the kindergarten, initially cultivating their prosocial behaviors such as modesty, kindness, helping others, cooperation, and sharing, and teaching them to communicate in a civilized manner. We emphasize providing opportunities for children to communicate with each other, promoting their interaction and communication in activities, and establishing good relationships with their peers. Activities like "the older ones help the younger ones" and "birthday parties" not only create opportunities and conditions for children to care for others and communicate civilly but also inspire them to experience inner joy. Being in the harmonious and friendly family of the kindergarten, the positive and cheerful atmosphere created by the group infects and encourages the children, making them feel warm, happy, loved, and supported, effectively promoting the individual development of each child.

18. 如何体现阅读教学中的工具性和人文性的统一呢？我认为阅读教学应注意让学生在主动积极的活动中，掌握语文工具的知识和学会运用这种工具的能力，并重点培养感受、理解、欣赏、评价、运用能力，发展学生的情感、意志、性格和良好的个性品质。因此我觉得现行小学语文阅读教学应注意以下几点：

18. How can the unity of instrumental and humanistic nature in reading teaching be reflected? I believe that reading teaching should focus on enabling students to actively acquire knowledge of the Chinese language as a tool and learn how to use this tool. It should also emphasize the cultivation of abilities in perception, understanding, appreciation, evaluation, and application, and develop students' emotions, willpower, character, and good personal qualities. Therefore, I think that the current primary school Chinese language reading teaching should pay attention to the following points:

19. 接受的学习过程，是教师向学生灌输和填充的教学过程，把学生当做一个个可以装许多知识的瓶子，通过反复操练即可掌握技巧的人，而完全忽视和抹煞了学生作为学习主体的主观能动性。学生无法形成健康的个性，更不要说形成末来社会所必需的各种能力。语文课程标准的课程理念明确提出，使他们具有适应实际需要的识字写字能力、阅读能力、写作能力、口语交际能力。因此，应该重视语文的熏陶感染作用，注意教学内容的价值取向，同时也应尊重学生在学习过程中的独特体验。

19. The process of accepting learning is a teaching process in which teachers灌输 and fill students with knowledge, treating students as empty vessels that can hold a lot of knowledge and people who can master skills through repeated practice, while completely ignoring and negating the subjective initiative of students as the main body of learning. Students are unable to form a healthy personality, let alone develop the various abilities that society will need in the future. The curriculum concept of the Chinese language curriculum standards explicitly states that students should possess the abilities of literacy, writing, reading, and oral communication that meet practical needs. Therefore, it is important to pay attention to the educational influence of the Chinese language, the value orientation of teaching content, and at the same time, respect the unique experiences of students in the learning process.

20. 走出去，融入大环境，获得大发展。大自然是幼儿最喜欢读取的一部真实丰富的百科全书，因此我们从幼儿发展需要出发，组织幼儿踏青、远足、秋游、沙滩运动会等活动，让幼儿走进大自然，接触大自然的万物生灵，主动观察、探索自己感兴趣的花草虫鱼、风霜雨露，探寻自然的奥秘，初步体验自然赋予人类的挑战。如：我园幼儿去农村果园的活动，利用农村的天然条件，让幼儿过水沟、爬山坡，走崎岖不平的山路；摘山楂、拔萝卜，吃农家饭等，给了孩子一种全新的体验和挑战，全新的活动使幼儿兴奋不已，成功的喜悦与自豪不言而喻。活动后幼儿又通过讲述、绘画、游戏、展览等多种形式，充分表达与交流自己的所见所闻所感。幼儿在亲近大自然的活动中，兴趣盎然，快乐无限，其身体素质、探究欲望、良好个性获得天然浑成的发展。

20. Go out, integrate into the larger environment, and achieve great development. The natural world is the most beloved and rich encyclopedia of reality for young children, so starting from the developmental needs of young children, we organize activities such as spring outings, hikes, autumn tours, and beach sports events to let them immerse themselves in nature, come into contact with the myriad creatures of nature, and actively observe and explore the flowers, grasses, insects, and fish that interest them, as well as the wind, frost, rain, and dew. They seek out the mysteries of nature and experience the challenges nature bestows upon humanity. For example: the activity of our kindergarten children visiting a rural orchard, taking advantage of the natural conditions of the countryside, allows the children to cross water ditches, climb hills, and walk on rugged, uneven paths; pick hawthorns, pull up radishes, and eat home-cooked meals, etc. This provides the children with a new experience and challenge, and the new activities fill the children with excitement. The joy and pride of success are self-evident. After the activity, the children express and communicate their experiences and observations through various forms such as storytelling, painting, games, and exhibitions. In activities that bring them close to nature, the children are highly interested and infinitely happy. Their physical fitness, curiosity, and good personality traits develop naturally and holistically.

21. 团结友爱、尊重信赖、安全快乐的生活氛围，是幼儿健康成长、成才的沃土。为此，园长做幼儿教育有心人，关爱每位职工、呵护每位孩子，身体力行做好表率，用爱心感染教师、激励教师，与教师之间形成尊重理解、锐意进取的战友关系；与幼儿结成亲近融洽的亲子关系。教师之间、各部门之间互相支持，有难题共同解决，有成果共同分享，形成团结协作、互帮互助的伙伴关系。良好的园风，潜移默化，使幼儿文明行为习惯的形成得到耳濡目染的熏陶。

21. A harmonious atmosphere of unity, friendship, respect, trust, safety, and happiness is the fertile soil for the healthy growth and success of young children. For this purpose, the principal, as a dedicated person in early childhood education, cares for every staff member, nurtures every child, and sets a good example through personal efforts, using love to inspire teachers and motivate them. This fosters a relationship of respect and understanding between educators, creating a camaraderie of determined progress; and establishes a close and harmonious parent-child relationship with the children. Among teachers and between departments, there is mutual support, with challenges faced together and achievements shared collectively, forming a partnership of unity, collaboration, and mutual assistance. A good school atmosphere, through subtle influence,熏陶 the formation of children's civil behavior habits.

22. 丰富有趣的活动器材是幼儿户外自由活动最好的伙伴。随着幼儿游戏的需要，教师们积极的创新，为幼儿提供走、跑、跳、钻爬、投掷、平衡等多元化的活动器械。让幼儿凭自己的兴趣和意愿自由选择活动的内容和方式，自约活动伙伴，身心轻松、积极地投入到活动之中。充足、安全、卫生的多元化活动器材不但使幼儿动与静的运动有机结合，大与小的活动相得益彰，还为幼儿提供了自由创造的机会和条件。有了喜爱的玩具，幼儿在教师的启发下，主动探讨一物多玩的方法。在这种主动探索活动中,幼儿得到的不仅是身体的锻炼，重要的是幼儿可以体验到探索、创新、成功的快乐，有利的促进了幼儿良好心理品质的发展。

22. Rich and interesting activity equipment is the best companion for children's outdoor free play. In response to the needs of children's play, teachers actively innovate and provide a variety of activity equipment for children, such as walking, running, jumping, crawling, throwing, and balancing. This allows children to freely choose the content and methods of activities based on their own interests and wishes, freely choose their activity partners, and engage in activities with ease and积极性. Sufficient, safe, and hygienic diversified activity equipment not only organically combines dynamic and static physical activities for children, complementing large and small activities, but also provides children with opportunities and conditions for free creation. With favorite toys, under the teacher's guidance, children actively explore methods to play with multiple objects. In this active exploration activity, children not only receive physical exercise but more importantly, they can experience the joy of exploration, innovation, and success, which is conducive to promoting the development of children's good psychological qualities.

23. 建构主义学习理论是这次课改的重要理论支柱。建构主义理论认为：“每个学习者都不应等待知识的传递，而应基于自己与世界相互作用的独特经验去构建自己的知识并赋予经验与意义。”建构主义理论主张让学生通过自主的活动、感受，体验知识产生和发展的过程，从而建构自己合理的认知结构。探究性学习和接受性学习相对应，它是指学生在教师的指导下，通过自己的尝试、体验、实践，主动发现问题、解决问题，获取知识，形成能力的学习活动。所以，在语文教学中，我们要激发学生进行探究学习的兴趣，增强学生探究的自信心，让学生获得体验成功的喜悦，教给学生探究的方法，放手让学生进行探究学习。

23. The constructivist learning theory is an important theoretical pillar of this curriculum reform. Constructivist theory holds that: "Each learner should not wait for the transmission of knowledge, but should construct their own knowledge and assign meaning to experiences based on their unique interactions with the world." The constructivist theory advocates for students to experience the process of knowledge generation and development through their own autonomous activities and perceptions, thereby constructing their own reasonable cognitive structures. Inquiry-based learning corresponds to receptive learning, which refers to the learning activity where students, under the guidance of teachers, actively discover and solve problems through their own attempts, experiences, and practices, acquire knowledge, and develop abilities. Therefore, in the teaching of Chinese, we need to stimulate students' interest in inquiry-based learning, enhance their confidence in inquiry, let them experience the joy of success, teach them the methods of inquiry, and allow students to engage in inquiry-based learning freely.

24. 一个人能走多远，要看他有谁同行，一个人有多成功，要看她与谁相伴，与优秀的人在一起，才能在时光的溪水中欣赏波纹，从细碎的日常中理出头绪。与勤奋的人同行，自己不会懒散消极，与自律的人一起，方知坚持有何意义，与积极的人相伴，生活也会充满阳光。那些优秀的人，他们端正的品行，善良的人格，自律的习惯，都会让你耳濡目染，深受鼓舞，忍不住默默努力。人生这趟旅行，离不开前方的阳光，路边的花草伴着一路前行，与优秀者同行，才能让自己成为更优秀的人。

24. How far a person can go depends on who they walk with, and how successful a person is depends on who they are accompanied by. Being with outstanding individuals allows one to appreciate the ripples in the stream of time and to sort out the threads from the fragmented daily life. Walking with diligent people prevents oneself from becoming lazy and negative, while being with self-disciplined individuals, one comes to understand the significance of perseverance. Being accompanied by positive people fills life with sunshine. The excellent individuals, with their upright character, kind personality, and disciplined habits, will subtly inspire you and fill you with motivation, compelling you to work hard silently. This journey of life cannot do without the sunshine ahead, the roadside flowers and grass accompanying the journey, and walking with the outstanding can help oneself become even more outstanding.

25. 把自学中不懂的地方记下来。（这样让学生超前自学，有利于培养学生自主学习的能力。）

25. Note down the parts that you don't understand in self-study. (This allows students to self-study ahead of time, which is beneficial for cultivating their ability to learn independently.)

26. 教育就是提供环境。随着幼教改革的深入进展，我们将在环境中不断赋予新时代的内涵，为幼儿营造快乐天地，让幼儿徜徉在金色的阳光中，走向学校，走向社会，以健康的心态迎接各种挑战，不断造就自己，获得人生的幸福。

26. Education is about providing an environment. As the reform of early childhood education progresses, we will continuously imbue the environment with the connotations of the new era, creating a happy haven for young children, allowing them to bask in the golden sunshine, move towards schools and society, and greet various challenges with a healthy mindset, constantly shaping themselves and attaining happiness in life.

27. “自主学习”是相对于“被动学习”而言的。在以往的课堂教学里，教师处于中心地位，学生围着教师转，完全处于被动应付的状态。而《语文课程标准》明确提出：“学生是学习和发展的主体”，“学生是语文学习的主人”。现代教育教学理论强调以人为本，强调以儿童发展为中心，促进其自主学习，自主发展。

27. "Self-directed learning" is in contrast to "passive learning." In previous classroom teaching, the teacher held the central position, with students revolving around the teacher, completely in a passive and responsive state. However, the "Chinese Language Curriculum Standards" explicitly states: "Students are the main body of learning and development," and "students are the masters of Chinese language learning." Modern educational and teaching theories emphasize people-oriented approaches, emphasizing the centering of children's development, and promoting their self-directed learning and independent development.

28. 每一次相遇，都是一次成长。有些人走进你的生活，是为了教你宽恕；有些人来到你的生命，是为了让你学会珍惜。

28. Every encounter is a growth. Some people come into your life to teach you forgiveness; some come into your life to teach you to cherish.

29. 1鼓舞人心的故事：《阿甘正传》讲述了一个智商不高但拥有非凡精神的男人——阿甘的一生，他在成长过程中经历了艰辛与挫折，却一直保持着无尽的乐观和坚定的信仰。这样的故事能够激励人们积极向上、勇敢面对困难。

29. 1 Inspirational Story: "Forrest Gump" tells the life story of a man with a low IQ but extraordinary spirit, Forrest Gump. Throughout his growth process, he experienced hardship and setbacks, yet he always maintained endless optimism and unwavering faith. Such stories can inspire people to strive for the better, and courageously face difficulties.

30. 如通过家访、网络联系、园报、家长学校等形式，加强与家长的沟通，在环境育人的认识上达成共识，促使家长在各自家庭条件的基础上努力为幼儿创设良好的环境，让幼儿从小沐浴在良好的家风之中健康快乐地成长。我们指导家长了解幼儿的认知规律，为幼儿创设一个小空间，提供丰富的玩具，让幼儿自由自主地活动。指导家长尊重孩子游戏的权利，主动做幼儿游戏的伙伴，指导家长尊重孩子自我发展的权力，不替代孩子自己能做到的事情。奉劝望子成龙的家长为孩子松绑，让孩子自由快乐地生活，倡导家长“把欢乐的童年还给孩子”。协助幼儿家庭之间成立“好朋友之家”，支持幼儿走出家庭的围墙，进行串门活动，扩大幼儿家庭环境的活动范围。使孩子们在良好的家庭环境中感受到被尊重、被信任的快乐，体验与他人交往、合作与分享的乐趣。

30. Through forms such as home visits, online communication, kindergarten newsletters, and parent schools, strengthen communication with parents, reach a consensus on the concept of environmental education, and encourage parents to strive to create a good environment for their children based on their own family conditions, allowing them to grow up healthily and happily in a good family atmosphere from a young age. We guide parents to understand the cognitive principles of children, create a small space for them, provide abundant toys, and let children move freely and independently. We guide parents to respect the rights of children to play, actively become partners in their games, and guide parents to respect the rights of children to self-development, not to replace what children can do on their own. We advise parents who wish their children to excel to loosen the reins for their children, let them live freely and happily, and advocate for parents to "return the joyful childhood to the children." Assist in the establishment of "Best Friends' Homes" among families of children, support children in going beyond the confines of their homes for visiting activities, and expand the scope of family environment activities for children. Let children feel the joy of being respected and trusted in a good family environment, and experience the pleasures of interacting with others, cooperation, and sharing.

31. 社会是幼儿密切接触的一个生动有趣的大课堂，“请进来、走出去”是达成园内外教育力量整合的最佳途径。我们请小朋友最喜爱、敬慕的解放军叔叔做园外辅导员，请警察叔叔教幼儿学做交通小指挥；请小朋友最爱的爸爸妈妈来园讲工作、教技能；请孩子们尊敬的社区老干部来园讲革命故事。“请进来”使幼儿的活动天地更加开拓，给幼儿的活动注入勃勃生机。结合有关节日及一些社会时事，让幼儿走进工厂、学校、敬老院、社会福利院等场所，进行参观、演出、联谊等活动。使幼儿在与社会的接触中了解社会，初步理解人与社会、人与人之间的关系，感受家乡的发展与变化，感受爱与被爱的幸福，激发对家乡、对祖国、对生命、对生活的热爱。幼儿进入社会环境,会接触到形形色色的社会现象，对于不良现象，我们引导幼儿以正确的态度去面对，帮助幼儿学习、积累辨别是非的经验，使幼儿能够初步做出积极的应答。如：发现社区的草坪被人们随意践踏时，发现有的游客乱扔垃圾时，我们随时启发小朋友想想：“我们应该怎样做”？教师引导孩子去想去做，给孩子机会、给孩子支持，让孩子们能够初步将自己爱社会的情感，转化为爱社会的行为，并从中感受到参与社会活动被认可、被肯定、被赞扬的快乐，促进了幼儿良好社会适应能力的发展。

31. Society is a vivid and interesting great classroom that children closely interact with. "Opening the door to invite in and going out" is the best way to integrate educational forces inside and outside the kindergarten. We invite the beloved and respected military officers to be the outside counselors, and the police officers to teach children how to be traffic little commanders; we invite the children's beloved parents to come to the kindergarten to talk about their work and teach skills; and we invite the respected old community leaders to come to the kindergarten to tell revolutionary stories. "Opening the door" expands the children's activity space and injects vitality into their activities. Combining with relevant holidays and some social events, we let children visit factories, schools, nursing homes, welfare homes, and other places for activities such as tours, performances, and exchanges. This helps children understand society through their contact with it, and begin to understand the relationships between people and society, between people and people, and feel the development and changes of their hometown, the happiness of being loved and loving, and inspire their love for their hometown, their motherland, life, and life. When children enter the social environment, they will be exposed to various social phenomena. For negative phenomena, we guide children to face them with the correct attitude, help children learn and accumulate the experience of distinguishing right from wrong, so that children can make initial positive responses. For example, when they find that the community's grass is trampled on by people at will, or when they find that some tourists are throwing garbage around, we prompt the children to think: "What should we do?" Teachers guide children to think and act, give them opportunities and support, so that children can initially transform their love for society into actions, and feel the joy of being recognized, affirmed, and praised when participating in social activities, which promotes the development of children's good social adaptation abilities.

32. 语文是一门基础工具学科。因为语言是交际的工具，是表达思想感情、交流思想感情、传递文化的工具。学习语文就是要使学生牢牢掌握语言工具。语文教学的首要任务，就是要教会学生使用语言。

32. Language is a fundamental tool subject. Because language is the tool of communication, the means of expressing thoughts and emotions, exchanging thoughts and emotions, and transmitting culture. The purpose of learning language is to enable students to firmly grasp the language tool. The primary task of language teaching is to teach students how to use language.

33. 幼儿的成长离不开家庭、幼儿园、社会三大环境的相互作用。我园在创设良好园内环境的同时，注重多元化、开放式的为幼儿创设活动学习的空间，充分挖掘利用三大环境的教育资源，让幼儿在各大环境的相互作用下健康快乐地发展。

33. The growth of children is inseparable from the interaction of the three major environments: family, kindergarten, and society. While creating a good internal environment in our kindergarten, we pay attention to creating spaces for children to engage in activities and learning in a diversified and open manner. We fully tap into and utilize the educational resources of the three major environments, allowing children to develop healthily and happily under the interaction of these various environments.

34. 种下善缘，便得善果。若事与愿违，相信命运定有更好的安排。在这漫漫人生路上，我们会遇见形形色色的人，也会与许多人告别。不必为感情的深浅而惆怅，也不必为缘分的聚散而惋惜，这不过是生活的常态。

34. Sow the seeds of kindness, and you will reap good fruits. If things do not go as planned, believe that destiny has better arrangements in store. On this long journey of life, we will meet various kinds of people and also bid farewell to many. Do not grieve over the depth of feelings, nor regret the coming and going of fate; this is just the normalcy of life.

35. 如果我突然掉进一个**里，我希望是《阿甘正传》。这部**因为其感人至深的情节和主角阿甘的超凡人生而获得了巨大的成功和广泛的赞誉。

35. If I were to suddenly fall into a **movie**, I hope it would be "Forrest Gump." This **movie** achieved immense success and widespread acclaim for its deeply touching plot and the extraordinary life of the protagonist, Forrest Gump.

36. 引导学生进行自主学习。例如在教《山中避雨》一课时，我设计如下导读提纲：（

36. Guide students to engage in independent learning. For example, when teaching the lesson "Hiding from the Rain in the Mountains," I designed the following guided reading outline:

37. 所谓，前世若无相欠，今生怎会相见？

37. As the saying goes, if there were no debts in a past life, how could we meet in this one?

38. 我们终其一生，不是为了满足所有人，而是为了找到那个彼此遇见而点亮对方的人。

38. Throughout our lives, it's not about pleasing everyone, but about finding that person with whom we meet and light each other up.

39. 精神环境是一种隐性环境，对幼儿的发展特别是情绪情感、社会性、个性品质的发展起着重要的作用。幼儿园工作是美的事业、是爱的事业，一所幼儿园能否成为幼儿真正的乐园，精神环境是关键。因此，我园本着以人为本，柔性管理的原则，从建立良好的人际关系入手，为幼儿创设宽松、安全、融洽、和谐、没有压力的精神环境，使幼儿在快乐中健康成长。

39. The mental environment is a隐性 environment that plays a crucial role in the development of young children, especially in their emotional and affective development, sociability, and personality traits. Kindergarten work is an art and a profession of love. Whether a kindergarten can become a real paradise for children depends on the mental environment. Therefore, our kindergarten adheres to the principle of people-oriented and flexible management, starting with the establishment of good interpersonal relationships, creating a relaxed, safe, harmonious, and stress-free mental environment for children, so that they can grow up healthily and happily.

40. 创设平等、民主、和谐的课堂教学气氛。首先，师生关系平等是前提条件。只有师生关系平等，学生才可能有“自我”，才能有机会学习和研究。其次，民主是催化剂，在民主的讨论氛围中，学生才会没有心理负担，做到畅所欲言，自由地表达自己的发现和见解。最后，要创造和谐的课堂教学氛围。在哲学中，“和谐”是指一个系统与外部客观世界之间及其内部各要素之间的关系处于一种协调、平衡的状态。在课堂教学中要建立师生之间良好的人际关系，以利学生自主学习。

40. Create an equal, democratic, and harmonious classroom teaching atmosphere. Firstly, the equal relationship between teachers and students is a prerequisite. Only when the relationship between teachers and students is equal can students have a "self," and have the opportunity to learn and conduct research. Secondly, democracy acts as a catalyst. In a democratic discussion atmosphere, students will not feel any psychological burden, and they will be able to speak freely, expressing their findings and opinions without constraint. Lastly, it is necessary to create a harmonious classroom teaching atmosphere. In philosophy, "harmony" refers to the state where the relationship between a system and the external objective world, as well as the relationships among its internal elements, is in a state of coordination and balance. In classroom teaching, it is important to establish a good interpersonal relationship between teachers and students, which will facilitate students' independent learning.

41. 幼儿园应是孩子的家园、乐园、花园，在物质环境的创设过程中，我们从孩子的观察视角入手，本着“树精品意识、创精品工程，把最好的东西给孩子”的原则，为幼儿创设处处皆精品、充满童趣、充满交流和互动气息的、丰富多彩的物质环境。 幼儿与自然有一种天生的亲近感，对自然的东西深感兴趣。“顺导其志趣，调理其性情”为幼儿建造精美的充满自然情趣的院落景观，最能激发幼儿主动参与活动的兴趣。如户外我们为幼儿设计的模拟海滩, 建造的攀爬墙、小水塘及独木桥、假山、风车、水车、树荫下的树墩、木凳等自然景观，孩子们非常喜欢。他们在湿润、松软的模拟海滩上面跑跳，或蹲下来玩沙，或进行藏物寻宝的游戏，可以进行多种探索活动；高低不同的小树墩，会成为幼儿百玩不厌的“平衡木”；只要气候允许，孩子们赤着脚丫玩沙、玩水、走平衡、捞石子、摇水车，会感到乐此不疲。自然风貌的活动场地和器械顺应孩子们玩的天性，在其乐融融的活动中，他们的身体动作得到了自由自在的舒展，内在的欢乐得到了尽情的表现。

41. Kindergartens should be the children's home, paradise, and garden. In the process of creating the physical environment, we start from the perspective of the children and adhere to the principle of "building high-quality awareness, creating high-quality projects, and giving the best to the children." We create a rich and colorful material environment for children that is full of exquisite items, childlike fun, and a sense of communication and interaction. Children have a natural affinity for nature and are deeply interested in natural things. "Follow their interests and cultivate their temperament" - building exquisite courtyard landscapes full of natural charm for children is the most effective way to stimulate their interest in actively participating in activities. For example, outdoors, we design a simulated beach for children, build climbing walls, small ponds, solitary bridges, artificial hills, windmills, waterwheels, stumps under the shade of trees, and wooden benches, and these natural landscapes are very popular with children. They run and jump on the moist, soft simulated beach, or squat down to play with sand, or engage in treasure hunting games. They can carry out various exploration activities; the stumps of different heights become the "balance beams" that children can play with endlessly. As long as the weather permits, children can play with their bare feet in the sand and water, walk on the balance beam, pick up stones, and turn the waterwheel, feeling endlessly joyful. The activity areas and equipment with a natural landscape cater to the children's instinct to play. In the harmonious activities, their physical movements are freely extended, and their inner joy is fully expressed.

42. 4音乐：《阿甘正传》的音乐非常经典，其中包括了很多著名的流行歌曲和摇滚歌曲，如“Imagine”、“Fortunate Son”等。这些音乐和**非常契合，让人非常容易沉浸在故事中。

42. 4 Music: The music from "Forrest Gump" is very classic, including many famous pop and rock songs, such as "Imagine" and "Fortunate Son". These songs are very fitting, making it very easy for people to immerse themselves in the story.

43. 语文学科不仅具有工具性，而且还具有人文性。工具性和人文性的统一，正体现了语言的性质。语言和思维、语言和思想是统一的。具体到语文教学中，就要使语文教学和人文精神的培养统一起来。语言作为载体它所载负的文化科学知识，都具有一定的思想、情意内涵及审美意义。语言是交流思想感情的工具地是思维的工具。人们掌握语言就是为了相互之间交流思想感情。尤其是文学作品，其表情达意的功能更强。“境界说”的权威王国维认为文学作品达到高境界的媒体就是语言，文学作品的语言主要有“景语”和“情语”，而“情语”是主要的。小学语文教材虽然不全是文学作品，但大部分属于文学作品或具有文学因素。小学语文教材的选文都蕴涵着一定的思想感情。因此，小学语文学科具有交流思想情感的功能。语文学科除发挥语言功能。传递知识外，同时可以通过丰富多彩的范文，具体地或概括地叙述典型事件，生动地描写景物，准确地塑造人物形象，清晰地说明道理，以表达思想感情。小学语文教学不仅能提高学生理解语言和表达语言的能力而且可以发展思维能力可以提高思想品德和陶冶情操，使儿童越学越聪明才是。从这个意义上理解，语文学科的工具性不仅表现在再认知上，同时也体现在表清达意上，体现在发展学生的情思及人格培养上。所以语文应称为表情达意的学科；成为对学生进行人文教育、思想教育、情感教育的学科；语文是具有很强的人文性、情感性、思想性的学科。具体理解语文教学的人文性：一要突出语文教学以人为本，二要突出语文教学的文化性。

43. The subject of literature not only has instrumental value but also possesses humanistic qualities. The unity of instrumental and humanistic aspects reflects the nature of language. Language and thought, language and ideas are unified. Specifically in the teaching of literature, it is necessary to integrate literature teaching with the cultivation of humanistic spirit. As a carrier, language carries cultural and scientific knowledge, which has certain ideological, emotional connotations, and aesthetic significance. Language is a tool for the exchange of thoughts and feelings, and it is also a tool for thinking. People master language for the purpose of communicating with each other. Especially in literary works, the function of expressing feelings is even stronger. The authoritative Wang Guowei, who proposed the "level of accomplishment" theory, believed that the medium for literary works to reach a high level of accomplishment is language. The language of literary works mainly includes "descriptive language" and "expressive language," with the latter being the main one. Although the primary school literature textbooks are not all literary works, most of them belong to literary works or have literary elements. The selected texts in primary school literature textbooks all contain certain thoughts and emotions. Therefore, the subject of literature in primary schools has the function of exchanging thoughts and emotions. The subject of literature, in addition to playing the role of language and conveying knowledge, can also express thoughts and feelings by describing typical events in detail or in summary, vividly describing landscapes, accurately shaping characters, clearly explaining principles, and expressing ideas and feelings. Primary school literature teaching can not only improve students' ability to understand and express language but also develop their thinking ability, enhance their ideological and moral quality, and cultivate their sentiments, making children smarter as they learn. In this sense, the instrumental nature of literature is not only manifested in recognition but also in expression, in developing students' emotions and personality, and in personality cultivation. Therefore, literature should be called a subject for expressing and conveying thoughts and feelings; it should be a subject for humanistic, ideological, and emotional education of students; literature is a subject with strong humanistic, emotional, and ideological characteristics. The specific understanding of the humanistic nature of literature teaching includes: one, emphasizing that literature teaching should be people-oriented; two, emphasizing the cultural nature of literature teaching.

44. 小组合作学习，在当前中学教学中已成为一种重要的教学组织形式，是时代发展的需要，是当今课程改革的需要。所谓合作学习，即将班内学生按成绩、兴趣、能力、性别和性格等诸方面的差异编成异质小组，系统用教学过程的互动性、合作性来促进学习，以群体发展为评价，共同实现教学目标的教学活动。根据建构主义理论，学习是在一定的情况下，借助他人的帮助，通过人际协作，利用学习资料构建自己知识的过程。合作学习是将个体间的差异发作一种教学资源，以达到集思广益、取长补短、共同进步、协同发展的目的。特别在当今社会，由于个人能力的限制，很多工作需要有团队协作方能完成。因此，合作学习对于培养学生的合作能力，增强学生的团队精神显得尤为重要。所以，在语文教学中，我认真开展合作学习，例如，教学《西门豹》一课，在读课文时，教师抓住课后习题“西门豹用巧妙的办法惩治巫婆和官绅”时的“巧妙”，让学生在自主阅读的基础上，讨论交流西门豹的办法“巧”在哪里，“妙”在何处，课文又是怎样写出这种“巧妙”的。

44. Group cooperative learning has become an important teaching organization form in middle school education in the current era, which meets the needs of the times and the current curriculum reform. Cooperative learning refers to the grouping of students within the class according to their differences in aspects such as academic performance, interests, abilities, gender, and personality, and systematically using the interactivity and cooperativeness of the teaching process to promote learning. It evaluates the group's development and achieves the teaching objectives through collaborative teaching activities. According to constructivist theory, learning is a process of constructing one's own knowledge under certain circumstances, with the help of others, through interpersonal collaboration, and utilizing learning materials. Cooperative learning turns individual differences into a teaching resource to achieve the purposes of pooling wisdom, complementing each other's strengths, advancing together, and developing in synergy. Especially in today's society, due to the limitations of individual abilities, many tasks require teamwork to be completed. Therefore, cooperative learning is particularly important for cultivating students' cooperative abilities and enhancing their team spirit. Therefore, in the teaching of Chinese, I have seriously carried out cooperative learning, for example, in teaching the lesson "Ximen Bao," when reading the text, the teacher seized the "clever" aspect of the post-reading exercise "Ximen Bao uses clever methods to punish the witch and the officials." The teacher allowed students to discuss and exchange their views on where the methods of Ximen Bao are "clever" and "exquisite," and how the text describes this "cleverness" based on their independent reading.

45. 《阿甘正传》不仅仅是一部感人至深的**，它还能够为我们提供很多的启示。例如，**中的人物对于友谊、家庭和爱情等问题的态度，以及他们表现出来的勇气和智慧，都值得我们学习和借鉴。同时，**也告诉我们，无论在什么时候，我们都要保持乐观、积极的态度，不断地追求自己的梦想。

45. "Forrest Gump" is not only a deeply touching movie, but it also provides us with many insights. For example, the characters in the movie demonstrate attitudes towards issues such as friendship, family, and love, as well as courage and wisdom that are worth learning and emulating. At the same time, the movie also teaches us that at any time, we should maintain an optimistic and positive attitude and continuously pursue our own dreams.

46. 读课后的“思考、练习”三道题目，按自己的理解笔答出来；（

46. Read the "Think, Practice" section with three questions at the end of the lesson, and write out your answers according to your own understanding.