Reflections on the teaching of the poor

Reflections on the Teaching of the Poor 1 The Poor is an article by lev tolstoy, a famous Russian writer. It mainly describes that Sang Na and her husband adopted the children of their neighbor Simon who died of illness under their own very difficult and poor circumstances, reflecting the miserable life of the people in the old Russian era and the kindness of the poor. This paper describes the psychological activities of the characters in detail and profoundly.

In the teaching of this class, I take a sentence from Tolstoy, "If you forget yourself and love others, you will get peace, happiness and nobility." Taking the idea of understanding "material poverty" and "spiritual abundance" in The Poor as the main clue, taking students' "autonomy, cooperation and inquiry" as the main learning methods, mastering the sentences of environmental description, character language and psychological description to analyze the inner world and quality of the characters, and learning the author's writing methods to express good feelings. After two classes, the children gained a lot.

In the first class, students prepare lessons on the theme website. By learning resources and expanding reading, they got a preliminary understanding of Tolstoy, some of Tolstoy's representative works and the writing background at that time. They posted in the exchange center to express their learning and feelings about this text. In this link, most students can do it seriously according to the requirements, and have a certain depth of feeling and learning. However, some students just answered the questions of the exchange center and failed to learn the learning resources and expand the relevant materials in reading. It seems that this link still needs to ponder how to supervise students to read carefully.

In the second class, we have group communication and class communication. In the part of tasting "material poverty", let students find relevant sentences from the text and experience the "poverty" of the poor. Judging from the students' answers, students can understand the poverty of saunas from their living conditions and working environment, and truly appreciate the tragic situation of poverty from the environmental description. In order to better understand the situation of the poor and create a sad atmosphere, I will let the students extend from the sentence describing the widow Simon and imagine that life will be even more miserable as a broken poor family.

The better the taste of "material poverty", the better the purpose of expressing "spiritual prosperity" can be achieved. In fact, in the process of tasting environmental description, students not only realized the harsh living environment, but also realized the beautiful quality that the poor kept in the predicament. I have a preliminary understanding of the kindness and diligence of the poor. In the part of tasting spiritual richness, the emphasis is on tasting the language and psychological description of characters. In this link, we mainly grasp Sang Na's complex psychology, read and taste repeatedly, to understand Sang Na's anxiety and firmness in ambivalence, to understand Sang Na's unswerving love and sympathy for helping the poor, and to understand the good nature reflected in their dialogue. Especially the dialogue at the end, "Oh, we-we can always get through it! Let's go, before they wake up. Children have a deeper understanding of the word "forbearance" and think that the fisherman is a kind person who would rather suffer than help others. When we read the end of this article:

But Sang Na sat still.

"What's the matter with you? Don't think what's wrong with you, Sang Na? "

"Look, here they are." Sang Na opened the curtains.

I read aloud and asked the students to imagine the picture. The children seem to feel Sang Na's excitement, excitement and comfort because of her coincidence with her husband. They saw the warm scene of the couple smiling at each other after Sang Na opened the curtain, and felt the realm of "forget yourself and love others, and you will get quiet happiness and nobility".

"It's so rewarding," Zhou Song of Class One, Grade Six said loudly.

During the exchange, some students spoke actively, raised their hands to answer almost every question, and some children were silent. I'm thinking: how to make students who don't like to raise their hands and open their mouths?

Reflections on Teaching for the Poor 2 The Poor is a short story written by the famous Russian writer lev tolstoy. This paper narrates the story that Sang Na and the fisherman took the initiative to adopt the two children of the late neighbor Simon on a cold night, which truly reflects the miserable life of the fishermen under the Russian autocratic system and praises the good quality that Sang Na and the fisherman would rather suffer than help others. The focus of this unit is: on the basis of reading the text and feeling the emotion, learn how the text expresses the beautiful emotion through the description of the environment and the psychological activities of the characters.

In the teaching of this paper, I changed the previous teaching design, and made every effort to let students read, search and feel independently, truly feel the industriousness, simplicity and kindness of sauna and fishermen, and learn the virtues that they would rather suffer than help others. First of all, at the beginning of teaching, I asked the whole class to read the text together, and then guided the students to ask questions around the topic to stimulate their interest in reading this article, such as "Why use' poor people' as the topic?" Then ask the students to draw sentences describing the "poverty" of Sang Na and the fisherman's family, draw the words that best reflect their "poverty", and write down their own experiences beside them. After students read, search and feel independently, they report and supplement to the whole class. Then, by describing the environment, psychological activities, characters' demeanor and movements, they can guide students to understand the author's writing method of expressing good feelings and give reading guidance in time, so that students' emotional experience can be further sublimated. Then, I designed the second main link: although they live in poverty, they are not poor at all. Ask the students to find out the sentences and words that can reflect the kindness and helpfulness of sauna and fisherman. They would rather help others than suffer by themselves. Read your feelings independently and write down your own experiences next to you. Through the report, exchange and supplement of the whole class, the students found out the sentences describing the language, psychology, movements and demeanor of sauna and fisherman, and I read them aloud again to experience the beautiful qualities of sauna and fisherman he expressed.

Because the after-school exercise is a sequel to The Poor. When Sang Na told her husband that she had brought the children home, the words came to an abrupt end. What will happen to the child? How will Sang Na and the fisherman lead the children through one difficulty after another? These problems affect students' hearts. Therefore, in teaching, I designed the third important link: encouraging students to imagine boldly and creating the end of the text. Therefore, I will hold a continuation exchange meeting for the poor, so that they can communicate in groups first and talk about what the next plot will be like. Then let them continue to expand their rich imagination, write wonderful and personalized sequels and communicate with the whole class. In the students' report, I was delighted to find that the students' imagination was so rich, they were full of love, and the ending was tortuous and fascinating.

Reflections on teaching for the poor. Lev tolstoy's text "The Poor Man" brings Sang Na's anxiety to life through different expressions such as "through the characters' language, movements and demeanor", inner monologue and environmental contrast. The language of this classic fragment is concise and clear, which has the value of learning and reference. Therefore, the focus of studying this article is to guide students to understand the good qualities of the poor from the words and deeds and thoughts of the characters.

When describing Sang Na, the author adopts various forms of psychological description: let the characters directly reveal their psychological activities, such as Sang Na's "Uneasy Thinking: What Will He Say?" ..... "Or introduce the psychological activities of the characters from the side, such as" Her heart is beating so hard that she doesn't know why she did it ... "In addition, she used hallucinations to describe" it seems that someone came in and Sang Na was surprised! The scene sets off the inner activities of the characters through "the old clock hoarsely knocks", which shows Sang Na's kind and beautiful character.

It is not difficult for students to find out the sentences about Sang Na's psychological activities from the text, and to understand the beautiful quality of Sang Na. What is difficult is how to make students realize the beauty of such writing from these descriptions. I think it is feasible to give students room to think and let them re-create art. After guiding students to compare their own blanks with those in the original text, they can quickly find out the subtlety of the author's description of these psychological activities.

Let the students know the role of psychological activity description in expressing the character's quality. I apply what I have learned, draw sentences about psychological activities in the same way, and understand the characteristics of the characters.

Reflections on Teaching for the Poor 4 The poor are the works of Russian writer lev tolstoy. This article tells the story of the fisherman and Sang Na voluntarily adopting her two children after the death of their neighbor Simon, which truly reflects the social reality under the czar's autocratic system and shows the good qualities of Sang Na and the fisherman, who are hardworking and kind, and would rather suffer than help others. Learning this article focuses on guiding students to understand the kindness of the poor from the characters' language, movements and psychological activities.

In the teaching process of this course, I try to let all students participate in the whole process, try to let students "learn independently" and guide students to understand the text layer by layer. When teaching 1-2, let the students find out the sentences describing "poverty" first, then find out which words and sentences you feel from, and then guide the reading to read that the family is poor. From "feeling" to "thinking", from shallow to deep, guide students to read and understand step by step along this way of thinking.

In the process of reading the text, study the words "warmth" and "comfort". Let the students understand "warmth and comfort" in connection with life, then look at the illustrations and see the "warmth and comfort" of the sauna home from the pictures, and finally return to the text. What does "warmth" mean from the text? What does "comfort" mean? At this point, the students' answers are not only the language describing the loneliness of the hut, but also the language describing the cold wind whistling outside the hut, the raging sea and the associative language of people's situations and feelings in these two different environments. Let students deeply understand that the poor are poor, but they live an optimistic life.

The second part is long but easy to understand. So I let the students read freely and understand the development of the story. First, grasp the key sentences in this paragraph, so that students can deeply understand Sang Na's kind heart from this simple sentence; Then guide the students to find out the description of Sang Na's behavior, language and psychological activities by circle, dot, tick and drawing, focusing on understanding Sang Na's anxiety after holding the baby.

The third part focuses on the kindness of fisherman and his wife. But it also reveals a kind of helplessness and sadness. In order to help students feel this feeling, I first instruct students to grasp the description of key words, dialogues, expressions and actions, and then arrange students to perform independently, which deepens their understanding of the text.

Because the text of this article is relatively long, and it is wonderful everywhere, leaving room for people to play, so the teaching of preview plus two classes still feels that time is limited. Many students have to give up and do more in-depth writing analysis and personality analysis. The sequel at the end hasn't been finished yet, so they have to write it in their spare time. But most students' sequels are full of imagination, pay attention to the character, and are more exciting!

Reflections on Teaching for the Poor 5 "The Poor" is a text in Unit 4, Volume 12, the experimental textbook of compulsory education curriculum reform in Beijing. The text mainly tells the story that the fisherman and his wife Sang Na took the initiative to adopt her two children after the death of their neighbor Simon, which truly reflects the social reality under Russian autocracy and shows the good qualities of Sang Na and the fisherman, who are hardworking and kind and would rather suffer than help others. The written language is concise and accurate, which makes people deeply moved to read.

The article "The Poor" is the work of Tolstoy, a world literature master. Long space and many difficulties. There are many places that can be scrutinized, and it is a work with profound connotation. For such an article with exemplary content and expression, the core problem that teachers face in teaching is that it is difficult to choose. From the background of the story, the writer's life to the content and expression of the story, we need to pay attention to it everywhere. However, comprehensive teaching is often inefficient. Therefore, when teaching this course, the dominant idea of my teaching design is "choose properly, teach long articles and teach short courses", and the specific teaching strategies are: go straight to the key points and link up and down; In one go, expand and extend.

First, grasp the core issues and realize long-term and short-term education.

How to dialectically solve the contradiction between "long text" teaching content and "short teaching time" and realize "long text and short teaching" is a difficult point in reading teaching. If you speak and ask questions in the order of the text as in previous teaching, the result will definitely be time-consuming and inefficient. Yu Yingchao, a famous special-grade teacher, said: "No matter how to deal with it, no matter how to use it, long and short teaching focuses on a short word and is also expressed by a point. The main skill of long and short teaching is to choose points." In other words, the most important thing in long and short teaching is to select "teaching points" from the lengthy teaching content. This requires teachers to grasp the open thinking space and broad questions, move the core issues of the whole article and guide students to carry out inquiry learning when preparing lessons.

On the basis of studying the textbooks repeatedly, I designed such a core question: "What scenes in the text moved you? What moved you? " Let the students read the notes with this question. On the basis of full self-study, students naturally focus on the performance of Sang Na and the fisherman (that is, the key paragraphs in the article). At this time, teachers timely seize the resources generated by students, guide students to taste the words and feel the kindness of sauna, and then guide students to understand the text content, feel the character quality and realize the seamless combination of expression in various forms of reading, especially in the process of reorganizing the relevant paragraphs in the text.

Second, pay attention to reading comprehension and learn expression methods.

"Reading" is the most powerful bridge to realize the spiritual dialogue and communication between students and texts, so teachers should let students fully read and feel in class. In the teaching of this class, I really want to build a personalized reading teaching, so that students' thinking can fly freely in a vast space. Therefore, in the whole teaching process, I always base myself on the text, pay attention to reading, drive students with my own emotional infection, and strive to guide students to understand content, taste language and understand methods in reading.

This text has been selected into primary school textbooks for many years, not only because of the kindness of the characters in it, but also because of the excellent writing skills in portraying the characters. For example, the article specifically describes Sang Na's anxiety after bringing back Simon's two children, which makes people taste its complex and diverse inner contradictions and see the beautiful hearts of the poor; Another example is the detailed description of Sang Na's family environment and natural environment, which plays a very good role in paving the way and setting off the character's quality; Another example is: after the fisherman came home, he focused on describing the language and manner of the fisherman when he talked with sauna, which made the image of a simple and kind fisherman vivid. Reading is the most effective solution, which can not only help students understand the content, but also realize the above writing methods.

The description of Sang Na's psychological activities in this paper is not only the focus of teaching, but also the difficulty of teaching. In this part of teaching, I have designed the following levels:

1. On the basis of self-study since enlightenment, guide students to understand Sang Na's complicated mood at that time and feel her kind quality through reading aloud;

2. With the help of comparative reading of ellipsis, we can understand the role of ellipsis in expressing Sang Na's complex inner activities;

3. Combined with the above description of Sang Na's family environment and natural environment, we can further feel the beautiful quality of the characters through the reorganization and reading of related sentences;

4. Reread the natural paragraphs 1 and 2 together, and realize the role of the description of these two natural paragraphs in expressing the character's quality.

In this teaching process, the purpose of reading is very clear, which conforms to the habits and laws of students describing the psychological activities of characters and perceiving the quality of characters, and follows the Chinese learning method of reading texts in contact. Feeling the combination of character quality and learning expression is natural and seamless, which makes students "read in" and "read out", and reading teaching has achieved certain results. Another example is to consciously guide students to imagine the scene after "Sang Na kicked off the curtain" when experiencing the writing skills of "endless words and endless meanings" at the end of the article, and then read the end of the article and compare it with it, so that students can naturally realize the author's superb writing skills.

Third, strengthen writing practice and strengthen the combination of reading and writing.

Reading is for writing. In order to create an open and efficient classroom teaching, we must mobilize students' multiple senses to participate in learning, and change the classroom from just talking and not doing to thinking and doing. Students have realized the role of real psychological description in expressing characters' personalities in their studies. In the homework after class, they also arranged a writing exercise describing psychological activities, and arranged an imitation writing exercise (psychological description) in class, which not only helped students to consolidate and strengthen the expression method of "expressing complex psychological activities of characters with ellipsis", but also guided students to deepen their understanding of the important role of "psychological description" in expressing characters. In class, teachers set aside some time for students to practice writing, help students recall the scenes they have experienced, and then provide some words to describe their psychological activities, thus reducing the difficulty of writing. Many students successfully completed the clips in class, and the teachers' targeted comments played an exemplary role for all students, which not only made "classroom writing" diversified, but also made classroom teaching more timely.

Of course, due to my limited ability and level, there are still some unsatisfactory places in teaching. For example, although I have consciously carried out reading training, the students' reading volume is not enough, which is because teachers' guiding methods for reading need to be improved. In addition, teachers' language is not accurate enough to capture classroom-generated resources in time and conduct purposeful guidance. In the future, I will continue to strive to improve my teaching level and truly realize the best state of teaching with learning and guiding with learning.

Reflections on the teaching of the poor. I have just finished teaching the lesson "The Poor" and I am deeply touched by a fragment in the teaching. The Poor Man is a short story written by the famous Russian writer lev tolstoy. The text tells the story that Sang Na and the fisherman took the initiative to adopt two orphans of the late neighbor Simon on a cold night, which truly reflects the miserable life of the fisherman under the Russian autocratic system and praises the good quality that Sang Na and the fisherman would rather suffer than help others.

The text expresses the character's quality through the dialogue and psychological description between the environment and the characters. In order to let students fully understand the noble qualities of the poor, in teaching, I grasp the complicated psychological activities of Sang Na after carrying orphans home and the dialogue between Sang Na and fishermen to organize students to study deeply. In the dialogue between Sang Na and the fisherman, there are two "silences", which can guide students to understand their different meanings and better understand their different personalities.

In teaching, I guide students to find these two kinds of silence from the text first, and then experience it. Sang Na and the fisherman were silent at the same time for the first time. I asked the students, "Why is Sang Na silent? What will she think then? " Everyone agrees that Sang Na doesn't know how to tell her husband about bringing the child back when he has just come back from the dead. She doesn't know where to start. This silence is covering up the fierce struggle in Sang Na's heart. Why doesn't the fisherman speak? The student's answer seems to be a little far from the "standard answer". The teaching reference says that the fisherman is still immersed in the horror of fighting with the waves, and still has a lingering fear. Seeing Sang Na's silence, he stopped talking. However, students' answers are diverse. Some people think that fishermen are worried about whether it will be such ghost weather tomorrow, which will affect fishing, so they are silent; Some people think: the fishing net is broken, and the fisherman is worried about what tools to use for fishing the next day; Some people think: the fisherman thinks, what should a family of seven do if this weather continues like this? ……

Although it is not a "standard answer", I think the student's answer is reasonable. The silence of fishermen may be due to the bad weather or the pressure of life, which is in line with the reality of fishermen's lives. The new curriculum standard puts forward that reading evaluation should pay attention to the evaluation of students' multi-angle and creative reading, encourage students' unique feelings and experiences, and pay attention to evaluating students' emotional experience and creative understanding in intensive reading. In my opinion, as a teacher, we should advocate originality, allow students to interpret the text in different ways, think creatively about problems, change the rigid mode of "standardized answers" into the flexible mode of "diversified answers", and never use our own standards to demand students, nor let them be limited by teaching staff, but cherish their unique feelings and respect their personalized understanding of the text. Evaluate students with positive language and encourage them to study boldly and confidently. Only in this way can students' thinking be active and their personality be truly released.

Reflections on Teaching for the Poor 7 The Poor is a short story written by Russian writer lev tolstoy. The text tells the story of a fisherman and his wife, Sang Na, who took the initiative to adopt her two children after the death of their neighbor Simon. It truly reflects the miserable life of fishermen under the Russian autocratic system and praises the good qualities of fishermen and Sang Na who would rather suffer than help others. The words properly express the true feelings in accurate and simple language, which makes people deeply moved to read.

"The Poor" is an old text, which has been taught many times, but each time it is a brand-new experience. When designing before class, stick to the unit training point: on the basis of reading the text and feeling the emotion, learn how the author expresses the beautiful emotion through the description of the environment and the psychological activities of the characters. Therefore, when designing and learning, we should pay close attention to the environment, dialogue between characters and psychological sentences to experience.

In teaching, I strive to create a democratic, equal, relaxed and harmonious atmosphere and respect students' unique feelings. The students' performance is unexpected, and they can quickly grasp the key part of the sentence and feel sincere feelings.

"Her heart is beating so hard that she doesn't know why she did it, but she feels she has to do it." Most students found out the contradiction between "I don't know why I did this" and "I feel compelled", and felt that Sang Na's kindness was instinctive and came from the deep heart. This is more appropriate than the default concern for the poor, and it can better illustrate the quality of Sang Na.

"She thought nervously," what will he say? Is this a joke? ...... "All right, hit me!" "Students in self-reading, discussion, mutual reading, seize the" anxiety ",several ellipsis said psychological intermission, fully feel the pressure brought by life to Sang Na, and feel that Sanna loves her husband, sympathizes with orphans, and would rather suffer than help others' beautiful hearts.

Students' understanding and sincere feelings are amazing when they deeply understand the characters' psychology and feel the characters' quality in connection with the background and reality. Don't underestimate this group of students. When our teacher creates a suitable atmosphere, students will be wonderful in class.

Reflections on the education of the poor. In the class of "The Poor", due to the limitation of after-class practice, students are also allowed to continue writing, but the effect of writing is not exactly the same. Some students actually wrote in their compositions that these children grew up, and later they became rich and big bosses, taking their parents to the city to have fun. Although it seems that students are very imaginative on the surface, they all write according to their current living conditions. After all, the life students experience is just a living society. Judging from the works of many students, their hearts are kind, but it was impossible for Russian society at that time to have such a situation. The poor are down and out, and the family's life is already very difficult.

But now I have two more children, how can I live? Even if adults try harder and eat less, it is more likely that even adults will be exhausted, and then they will lose their dependence, making it more difficult to raise children. Some children may survive, but some children may not survive at all. This is the same as Tolstoy's theme at that time. In fact, he couldn't imagine it in the end. Let readers think deeply about this question, and finally whether they can live a good and stable life can show that the significance of literary works has not been completed. If you continue to write, you will lose the theme of the work itself, or even change the theme of the work, weakening the expressive force of the work, and that would be superfluous.

Reflections on the teaching of the poor. In the teaching of this course, I use keyword analysis to guide reading and solve key and difficult problems; Inspire students to make reasonable imagination on the basis of understanding the personality characteristics, ideological quality and story plot of the main characters. Make students further understand the hero's beautiful heart, and students' subjective status is reflected.

The Chinese Curriculum Standard points out that the focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate. In order to improve the efficiency of reading teaching, it is very important to optimize the reading teaching process.

First, highlight the main body and pay attention to the level.

Highlight the subjectivity and turn the process of classroom teaching into the process of students' own learning under the guidance of teachers. The whole teaching process of this case strives to make students participate in the whole process, strive to make students "learn independently, change customs and learn by themselves", and pay attention to hierarchy, that is, "guide students to understand the text layer by layer." For example, when teaching 1 ~ 2, ask students to find out the sentences that describe "poverty", then find out which word you feel from, and then guide them to read aloud, and read out that the family is poor, from "perception" to "pondering" to "reciting". This is a step-by-step reading process, and guide students to read and understand step by step along this line.

Second, the concept of unity of language and spirit.

In the whole teaching process, the teacher did not abandon the text language to engage in content analysis, nor did he engage in fragmented language training without content, but organically unified the two. In the process of reading the text, the teacher studied the words "warmth" and "comfort", first let the students understand "warmth and comfort" in connection with life, and then look at the pictures, from which we can see the "warmth and comfort" of the sauna family. What does "comfort" mean? At this point, the students' answers are not only the language describing the loneliness of the hut, but also the language describing the cold wind whistling outside the hut and the turbulent sea, as well as the association of people's situations and feelings in these two different environments, so that students can deeply understand that the poor are poor but their hearts are not poor. this

Sample, the meaning of this word has expanded, the students' spiritual space has expanded, and their vision of seeing problems has also broadened.

Third, reading training, reading personality

"Chinese Curriculum Standards" says: "Reading is an individual behavior of students, so we should cherish students' unique feelings, experiences and understanding, and respect students' personalized interpretation of the text."

In the teaching of poor students, teachers strive to create a democratic, equal, relaxed and harmonious teaching atmosphere, so that students can read, compete and evaluate independently. Say and read your feelings through your own emotional experience. Some say they are afraid of her husband's coming back, so they should read nervously, while others say they are afraid of her husband's coming back to blame, so they should read in fear ... In teaching, teachers boldly let students read, so that students can experience Sang Na's kindness from reading and realize emotional Zhi Tao. Teachers encourage students to express their opinions boldly in teaching, which embodies the personalization of aesthetic value.

Respect for individuality means respect for life. In reading teaching, we should build personalized reading teaching, so that students can fly freely in a vast space.

Reflections on the teaching of the poor 10 teaching the lesson of "the poor", we once described a paragraph about poor Simon-"Her head leaned back, her cold and blue face showed the silence of death, and a pale and stiff hand hung over the straw bed as if trying to catch something." -Start the discussion. Some students said, "She reached out to touch the child again. She tried her best to move forward, but she tried her best and still couldn't reach it ... she couldn't bear to leave her children! " Immediately, some students put forward different opinions: "Her hand is stretched forward. I think she must want to call someone to save her and her children!" But the wind outside is too strong, and she is ill. Who can hear her faint voice? But she kept shouting until she couldn't breathe ... "Another classmate stood up and said," She leaned her head back and stretched out her hand. I don't know if she is praying to God, and she still doesn't worry about her children before she dies. Yes, she must have raised her head and prayed to God: God, open your eyes and save my child! "... I listen, with children angry and crying. For every child, this is a life experience immersed in bone marrow!

Reflection: Every student has his own experience world, plus the openness of the reading material itself. Based on his own experience and background, students enjoy reading with interest, and different students make different "interpretations" of the text. Because of their true reading and meticulous thinking, they will have the impulse to talk and communicate with others. They are eager for their feelings and experiences to be recognized by their peers, and they also want to hear other people's insights. So they will communicate with their temporary study partners spontaneously first, and then express their opinions in the whole class communication. They read aloud in a scenic spot, explain rationally, learn to listen, express, accept, appreciate, argue and help each other, and constantly reflect and judge their own and others' views. Through this kind of cooperation and communication, they have seen many aspects of the text and many ways of thinking, and thus have a new understanding and understanding of knowledge and methods. This kind of discussion is not imposed by the teacher, but the natural demand of students after reading. Communication internalizes language and makes thoughts profound. This is the release of text perception experience and the sublimation of emotional wisdom in reflection!