在教材60页的第三段开始至61页的前半部分，教学认知领域的六个层次，贯

From the third paragraph of page 60 of the textbook to the first half of page 61, the six levels of teaching cognitive domains, which run through the entire process of student learning and teacher teaching, are introduced. <br><br>Teachers can plan and classify these six levels of learning consciously to better determine whether students have achieved in-depth learning. Among these six levels, application, analysis, evaluation, and creation are the so-called high-level levels. <br><br>On page 66 of the textbook, it is very important for teachers to make a lesson plan. On the one hand, they can help themselves to solve practical problems, and on the other hand, they are also retrospective materials for reflective teaching. <br><br>In the 67 pages of the textbook, the textbook enumerates through diagrams and diagrams how teachers should make corresponding teaching reconstructions and improve effective interaction with students after solving students’ learning problems in teaching. <br><br>From pages 71 to 74 of the textbook, different subjects are analyzed in the textbook. Students' learning steps must be set according to the characteristics of their own subjects. The textbook lists humanities such as linguistics and social sciences, as well as science courses of mathematics and science, with each course type having its own order according to the characteristics of the subject. <br><br>In my opinion, there are commonalities between various disciplines. Certain logic should be followed in the teaching (for example, the requirements and patterns of English reading and writing of lower grades and upper grades are completely different) in order to guide students to learn and explore gradually from the shallower to the deeper. <br><br>Starting from the second half of page 75 of the textbook to page 80, demonstrations on how to write good teaching plans were done, and examples of teaching plans for different stages and different disciplines were listed. The commonalities of these lesson plans can be summarized as: the <br><br>goals and the means to achieve the teaching goals are clearly listed in these lesson plans. At the same time, the content of reflection after class is written by teachers to varying degrees. <br><br>Each example lesson plan consists of two parts. The first part involves materials and reflection actions that need to be prepared before and during class. The second part includes a complete teaching process from prediction before class, to organizing class activities in class, and to evaluation after class.

From the beginning of the third paragraph of the 60-page textbook to the first half of page 61, six levels of teaching cognition are introduced throughout the whole process of student learning and teacher teaching.<br><br>Teachers can consciously plan and classify these six levels of learning to better determine whether students have achieved in-depth learning. Of these six levels, application, analysis, evaluation, and creation are so-called high levels.<br><br>In the textbook 66 pages, it is important for teachers to do a good job of a curriculum plan, on the one hand, to help themselves solve practical problems, on the other hand, is also a retrospective material for reflective teaching.<br><br>In the 67 pages of the textbook, the textbook charts out how teachers should make corresponding teaching reconstruction, improve effective interaction with students, etc. after solving problems in teaching and learning.<br><br>From 71 to 74 pages of the textbook, different disciplines are analyzed in the textbook. Students' learning steps should be set according to the characteristics of their own subject. Humanities such as linguistics and social sciences are listed in the textbook, as well as science courses of mathematics and science types, with each course type in its own order according to the characteristics of the subject.<br><br>In my opinion, there is commonality between various disciplines. Certain logic should be followed in teaching (e.g. the requirements and patterns of English reading and writing are completely different for lower and senior students) in order to guide students to learn and explore step by step.<br><br>In the second half of the 75-page textbook, which begins at 80 pages, the demonstration is done on how to write a good teaching plan, and examples of teaching cases for different stages and disciplines are listed. The commonality of these teachings can be summed up as:<br><br>Goals and means of achieving teaching objectives are clearly listed in these teaching cases. At the same time, the content of post-class reflection is written by teachers to varying degrees.<br><br>Each sample teaching plan consists of two parts. The first part deals with materials and reflective actions that need to be prepared before and in class. The second part includes a complete teaching process from pre-class forecasting to organizing classroom activities in class and evaluating after-school.

From the third paragraph of page 60 to the first half of page 61, the six levels of teaching cognition field run through the whole process of students' learning and teachers' teaching.<br>Teachers can consciously plan and classify the six levels of learning in order to better determine whether students have achieved in-depth learning. Among these six levels, application, analysis, evaluation and creation are the so-called high-level level.<br>It is mentioned in page 66 of the textbook that it is very important for a teacher to make a course plan. On the one hand, it can help him solve practical problems, and on the other hand, it is also a review material for reflective teaching.<br>In the 67 pages of the textbook, the textbook lists how teachers should make corresponding teaching reconstruction and improve the effective interaction with students after solving the learning problems of students in teaching.<br>From page 71 to page 74, different subjects are analyzed in the textbook. Students' learning steps should be set according to the characteristics of their own disciplines. The textbook lists humanities, such as linguistics and Social Sciences, as well as science courses of mathematics and science. Each course type has its own order according to the characteristics of the subject.<br>In my opinion, there are similarities among various disciplines. Certain logic should be followed in teaching (for example, the requirements and modes of English reading and writing of junior and senior students are completely different), so as to guide students to learn and explore step by step.<br>From the second half of page 75 to page 80 of the textbook, the demonstration is made on how to write a good teaching plan, and teaching plan examples for different stages and different disciplines are listed. The commonness of these teaching plans can be summarized as follows:<br>The objectives and means to achieve the teaching objectives are clearly listed in these teaching plans. At the same time, the content of after-school reflection is written by teachers to varying degrees.<br>Each sample lesson plan consists of two parts. The first part deals with the materials to be prepared before and during class and the reflective actions. The second part includes a complete teaching process from pre class prediction, to organizing classroom activities in class, and then to evaluation after class.<br>