Flower school teaching design

As an excellent people’s teacher, you must always write teaching design. Teaching design is a bridge connecting basic theory and practice, and plays a communicative role in the close integration of teaching theory and practice. Do you know what kind of instructional design can effectively help us? Below is the flower school teaching design that I compiled for everyone for your reference. I hope it can help friends in need. Flower School Teaching Design Chapter 1

Teaching objectives:

1. Recognize 2 new words in this article, be able to write 8 words, read the text emotionally and recite the first part of the text For natural paragraphs, refer to "My Word Library" to independently accumulate good words and sentences.

2. Through reading the text, expand your imagination, comprehend, and accumulate language; feel the liveliness and naughtiness of Hua children; think about what Hua’s school is like, and use independent, cooperative, and inquiry learning methods to learn .

3. Guide students to feel the beauty of language, think about the scenes described in the article, and feel the spirituality and childlike innocence of flowers in nature.

Teaching focus:

Literacy and writing, reading and reciting texts.

Teaching difficulties:

Students’ understanding of Hua’s school and their understanding of the meaning of the poem.

Teaching preparation:

Information about Tagore.

The first lesson

1. Associative perception, exciting introduction:

1. Talk about what your school is like.

2. Did you know that not only we have a school, but also flowers have a school? Today we will study the tenth lesson "Flower's School" and write on the blackboard.

3. Read the topic together.

2. Read the text by yourself and gain overall perception:

1. Read the text by yourself, underline new words, highlight the summary, and question.

2. Listen to the recording of the text being read aloud and listen carefully to the pronunciation of the new words.

3. Check the situation of new word learning.

4. Learn the words in the vocabulary library.

3. Read the text again:

1. Read the text cooperatively with your deskmates.

2. Report reading and comment.

3. Read the whole class together and become familiar with the text.

IV. Learn to write new characters:

1. Show the 8 new characters to be written today and observe the characteristics of each character.

2. Guidance on a few words to pay attention to.

There is no dot in the word "run";

There is a word next to the word "punishment" and a vertical knife next to it;

The disobedience of "mutual" Notice.

3. Write carefully and emphasize the writing posture.

4. Evaluate the writing situation and show the homework.

5. Class summary:

How did you feel after reading the lesson "School of Words"?

6. Assignment design:

Read the text emotionally.

Draw a picture of a flower school.

The second lesson

1. Review introduction:

1. Drive a train and read the new words in this lesson.

2. Check the reading of the text.

2. Read the text intensively and gain in-depth understanding:

1. Divide into large groups and read the text emotionally.

2. Free answers and speaking exercises:

When will the flower child run out from a place no one knows about? What does a flower child look like?

3. When were you happiest and happiest in school?

Discuss and communicate and practice speaking.

4. Who is the mother of the flower child?

Talk about your own understanding.

3. Display the paintings and guide the reading:

1. Ask the students to show the school where the flowers they drew were arranged in the last class.

Introduce the "school of flowers" in your imagination.

2. Comment on students’ paintings. Choose a paragraph to read aloud with pictures.

3. Guide the recitation of the first section.

IV. Introducing the author, recommended reading:

1. Introducing the author Rabindranath Tagore.

Freely read the contents of the information window.

2. Recommended reading "Collected Works of Rabindranath Tagore".

5. Class summary:

This text is beautiful and full of childlike interest. The author has generated rich imagination from flowers. We can also use anthropomorphic techniques to write in the future. Plants, I believe everyone will find it interesting to write about.

6. Assignment design:

1. Recite the first section of the text.

2. Exhibit the flowers drawn by the students on the walls of the classroom.

3. Read Rabindranath Tagore’s works after class. Hua’s School Teaching Design Part 2

Teaching requirements:

1. Be able to write new words in this lesson and correctly read five new words including "penalty". Master the polyphonic word "fake". Can write 13 new characters including "Luo, Huang, Di". Recognize and read words such as "moist, wilderness, rustling".

2. Read the text emotionally and imagine the flowers dancing on the green grass.

3. On the basis of reading and understanding the content, imagine the picture depicted in the poem and understand the artistic conception of the poem.

Preparation of teaching aids:

Vocabulary cards and courseware.

Teaching time:

2 lessons

Teaching process:

First lesson

1. Introduction.

Teacher introduces the author and introduces new lessons.

Rabindranath Tagore (1861-1941), Indian poet, writer, social activist, philosopher and Indian nationalist. His representative works include "Gitanjali", "Birds", "Sand in the Eyes", "Four People", "Family and the World", "The Gardener", "New Moon", "The Last Psalm", "Gola", "Crisis of Civilization", etc.

2. Check the students’ self-learned words.

1. Read the pronunciation of the following words correctly.

The punishment for wearing false clothes is to wear false clothes

2. Communicate and learn new words.

A. Add the radical to memorize the word: Huang—lie

B. Change the radical to memorize the word: flute—oil

3. Understand the meaning of the following words .

Moist: moist and moist.

Wilderness: a desolate wilderness.

Carnival: Indulgent joy.

Hurry: Feel anxious and move faster.

3. Read the text and understand the content.

1. Students read the text aloud and read the pronunciation of the characters correctly.

2. Name students to read the text correctly and fluently, paying attention to the correct pronunciation of the characters. Other students think about what is said in each paragraph? Teacher camera guidance.

3. Talk about the content of each paragraph.

The first paragraph (Natural paragraph 1~Natural paragraph 2): Imagine that when the shower falls, the flowers dance carnivally on the green grass.

Second paragraph (3rd natural paragraph to 5th natural paragraph): Imagine that when the rain comes, the flowers who are doing their homework behind closed doors will have a holiday.

The third paragraph (the 6th natural paragraph): Imagine the flower children rushing out in the rain wearing various clothes.

The fourth paragraph (7th natural paragraph to 9th natural paragraph): Imagine that the children are rushing home in a hurry, and they raise their arms towards their mother-to-be.

4. Read the text aloud and draw the sentences you appreciate most.

1. Listen to the teacher reading.

2. The teacher leads the reading and the students read the text together.

3. Students read the text freely and draw the sentences they appreciate most while reading.

4. Communicate with classmates and talk about the beauty of these sentences?

5. Teachers use courseware to present good sentences.

6. Let the students express their feelings and let everyone appreciate them together.

Second Lesson

1. Review.

1. Read the text while driving the train, and think about it while listening: What is each paragraph about?

2. Name students to summarize the content of each natural paragraph in concise words.

2. Get insights while reading, explore and solve doubts.

1. Study the first paragraph.

A. The teacher will read by name.

B. Students find a sentence they like and explain why they like it.

The moist east wind passed through the wilderness and played the flute in the bamboo forest.

Understanding: Which word summarizes the characteristics of Dongfeng? (Moist) What did you realize from the two words "walking by" and "playing the flute"? How should this sentence be understood? After reading this sentence, what picture comes to mind?

So, groups of flowers suddenly ran out from unknown places, dancing and carnivaling on the green grass.

Understanding: Why is it "a group of flowers" instead of "a flower one by one"? Where do you think the flowers will come from? Teachers guide and inspire imagination. What did you feel from the sentence "Groups of flowers suddenly ran out of nowhere"? What does "carnival" mean? Can you imagine flowers dancing on green grass?

C. Guide students to read and recite emotionally.

2. Study the second paragraph.

A. Students read aloud in unison.

B. Gain insights while reading and collaborate to explore.

Why does "I" feel that "those flowers go to school underground"? How do you understand "when the rain comes, they take a holiday"?

3. Guide the study of the third paragraph.

A. Teacher’s Standard Reading.

B. Collaborative exploration.

The branches touching each other in the forest, what does it mean?

How do you understand the sentence "The green leaves rustled in the strong wind"?

What does "Thunder Cloud clapped his big hands" mean?

How do you understand "flower children wear purple, yellow, and white clothes"?

Where do you think the flower children will go after they rush out? Why?

C. Teacher guides reading.

D. Students read aloud freely.

4. Study the fourth paragraph.

A. Students read aloud in unison.

B. Guide students to understand, comprehend and read aloud.

Where does the author think the flower children’s home is? Where does "there" mean? Can you imagine the flower children rushing home? In the author's opinion, why are the flower children rushing home in a hurry?

C. Students can freely comprehend and imagine.

5. Summary.

3. Expand and extend.

Tell me what you imagine Hua’s school to be like. Students spread the wings of their imagination and communicate first in the group and then in the class. Flower School Teaching Design Chapter 3

Teaching Objectives

1. Recognize and read 5 new words, read the pronunciation of the multi-phonetic word "false" accurately, and be able to write "Luo, Huang" and other 13 words words, correctly read and write words such as "showers, wilderness".

2. Read the text aloud, imagine the picture depicted in the poem, and understand the artistic conception of the poem.

Teaching focus

1. Read the text emotionally and understand the content of the poem.

2. Imagine the picture described in the poem and experience the artistic conception of the poem.

Difficulties in teaching

Understand the content of the text and appreciate the language that gives innocence and childlike interest.

Teaching process

1. Listen to the recording and walk into the text

1. Walk into a world-renowned writer, poet, and philosopher. A prose poem by Rabindranath Tagore, who won Asia's first Nobel Prize in Literature - "The School of Flowers".

2. Ask the students to try to read softly along with the teacher in the audio.

3. Good poems are worth reading hundreds of times. You will gain new insights every time you read them. Please read the text freely, find and underline the words that attract you the most, and read them a few more times. Remember to press the pause button!

(Self-reading tips: Read the text freely, find and underline the words that attract you the most, read them a few more times, and feel free to communicate with the teacher if you have any questions.)

2. Read the text for the first time and learn the words

1. First, let’s see if you have mastered the words through pre-class preview and practice reading the article?

Show five words that you can read: wilderness, play flute, stand for punishment, vacation, clothes

Student: I want to read: wilderness, play flute, stand for punishment, Holidays and clothes

I also want to tell you: "jià" here is a polyphonic word, and it is also pronounced true and false (jiá), and "clothes" is a soft sound, pronounced as (shang)

2. Try to read the new words that are required to be written in this lesson:

Health: fall, wilderness, flute, dance, carnival, penalty stand, holiday, each other, so, can, Guess, raise, arms

3. Let’s take a look at one of the more complicated characters - "dance". This is the evolution process of the word "dance" (display courseware):

Oracle Bone Inscriptions: A person dances flower branches with both hands. Later, feet were added, emphasizing that the feet cooperate with the hands and tap and jump rhythmically in time with the music.

Writing instructions: The four vertical lines should be even, and the second long horizontal line should be stretched. (Play writing guidance)

4. Let’s get to know another difficult word: the word “punishment”. We can also imitate the word “wu” just now and learn the glyphs and understand the meaning of the word by exploring the word theory:

The four above: like a net, means arrest, capture; next to the words: means interrogation; next to the sharp knife: means punishment with punishment. When writing this character, please pay attention: the "four" at the top should be deformed into a flat shape, with an up-and-down structure instead of a left-right structure (play writing guide). We pressed the pause button and practiced writing twice on the writing pad.

3. Read the text again and imagine the scene

1. Close your eyes gently and listen carefully. What do you seem to see in front of you? (Audio Reading Demonstration 1:54)

Student: I saw thunderclouds, flowers, grass, rain, branches and green leaves.

Sheng: I saw the flowers dancing and reveling on the green grass when the showers fell.

Student: I saw that the flowers are just like us. They go to school and do their homework seriously. If there is a red storm, they can also take a break!

Student: Teacher, I also want to say: I seem to have seen them wearing various colors of clothes, running and chasing in the rain.

Student: I also saw these pretty children rushing home in a hurry, raising their arms towards their mother, as if they wanted to give her a hug!

4. Assign homework and consolidate methods

1. Carefully complete the writing of sketchy characters in the writing book, one word per line, and form a word;

2. While reading the article, imagine the picture. You can draw it with a pen or record it in words! Flower School Teaching Design Part 4

1. Introduction to the author and introduction to the topic.

Teacher profile author introduces new lessons. Write the topic on the blackboard and the students read the topic together.

2. Check the students’ self-study words.

1. Read the following pronunciations correctly.

Huang, flute, punishment, fake, Shang

2. Communicate and learn new words.

(1) Add the radical to memorize the word: Yu-di

(2) Change the radical to memorize the word: panic-huang

3. Read Read and write the following words.

Fall, wilderness, flute, dance, carnival, vacation, each other, be able to, guess, raise, arms.

4. Understand the meaning of the following words.

(1) Moisturizing: moist and moist.

(2) Wilderness: a place covered with weeds or uncultivated.

(3) Carnival: Indulgent joy.

(4) In a hurry: Feel anxious and move faster.

3. Read the text and understand its content.

1. Students read the text aloud, read the pronunciation of the characters correctly, and mark the sequence numbers of the natural paragraphs.

2. Ask four students to read the text correctly and fluently, paying attention to the correct pronunciation of the characters. Other students think about what is said in each natural paragraph? Teacher camera guidance.

3. Talk about the main content of each part of the text.

The first part (1-2 natural paragraphs): Imagine that when the shower falls, the flowers dance carnivally on the green grass.

Part 2 (natural paragraphs 3-5): Imagine that when the rain comes, the flowers who are doing their homework behind closed doors will have a holiday.

Part Three (Natural Paragraph 6): Imagine the flower children rushing out in the rain wearing various clothes.

Part 4 (natural paragraphs 7-9): Imagine the children rushing home, raising their arms towards their mother-to-be.

4. Read the text aloud and draw sentences that you appreciate.

1. Listen to the teacher reading.

2. The teacher leads the reading and the students read the text together.

3. Read the text freely and draw sentences that you appreciate while reading.

4. Communicate with classmates and talk about the beauty of these sentences.

5. Teachers use courseware to present good sentences.

6. Let the students express their feelings and let everyone appreciate them together. Flower School Teaching Design Chapter 5

Teaching objectives

1. Understand the content of the text, appreciate the childlike language and rich and delicate imagination of the text, and cultivate students’ questioning and expression , imagination ability.

2. Read the text emotionally, feel the beauty of the language and artistic conception of the text, and cultivate students' learning habits of active questioning.

3. Use your imagination and imitate sentences.

Important and difficult points in teaching

1. Understand the content of the text and appreciate the childlike language of the text.

2. Imagine the scene of flowers "dancing and carnivaling" on the green grass, and experience the writing of anthropomorphic sentences.

Teaching process:

1. Review words and introduce new lessons

1. The courseware shows pictures of flowers and reads the words on the flowers by name.

2. Transition: After reading the above words, students will definitely think of a children's prose poem we learned in the last class - "The School of Flowers". In this class we will continue to study this prose. poetry. (Blackboard writing topic)

3. Let us read the topic loudly and beautifully together. (Student reading topic)

Design intention: Introduction from the review of words, intended to consolidate the learning of the previous lesson, and at the same time naturally introduce new lessons.

2. Savor the language and imagine the picture

(1) The courseware shows the first natural paragraph: When the thunderclouds roar in the sky and the June showers fall, the moist east wind blows away Crossing the wilderness, playing the flute in the bamboo forest.

1. Teachers read the first natural paragraph and guide students to imagine the picture while listening: What kind of picture do you seem to see? What sound do you hear?

(1) Guide students to grasp the picture of "thunder clouds roaring in the sky".

(2) Play the pictures and sounds of thunder and lightning, and intuitively feel the "thunder clouds roaring in the sky".

(3) "The moist east wind passed through the wilderness and played the flute in the bamboo forest." When you read this sentence, what did you seem to see? What did you hear? What's your experience?

(4) Summary: In the first paragraph, the author uses personification as a rhetorical method to give Dongfeng human characteristics. The east wind can "walk through the wilderness" and "play the flute". How vivid and vivid this way of writing is!

2. Summary: When we studied the first natural paragraph just now, we used the reading method of "grasping the key words and imagining while reading the text". When we grasp these key words and imagine them, we can connect with the author's mind and seem to see the vivid pictures in the author's eyes.

(2) Group cooperative learning of natural paragraphs 2 and 6.

1. Transition: Next we use this reading method to learn the content of paragraphs 2 and 6. Ask the students to read these two paragraphs aloud and imagine the picture in their mind while reading. You can use strokes to draw key words that allow you to see the picture or hear the sound.

2. Students report the learning results of the second natural paragraph.

(1) Courseware presentation: Then, groups of flowers suddenly ran out from unknown places, dancing and carnivaling on the green grass.

(2) Students reported that the teacher guided the students to grasp "groups of groups" to imagine a lot of flowers, and grasp "dancing" and "carnival" to imagine the flowers swinging in the wind and being particularly happy.

(3) Read the second paragraph by name.

3. Students report the learning results of the 6th natural paragraph.

(1) Courseware presentation: branches touch each other in the forest, green leaves rustle in the strong wind, and thunderclouds clap their hands. At this time, the flower children rushed out wearing purple, yellow, and white clothes.

(2) Report by name.

Default 1: "Rustling" seems to make us hear the beautiful sound of leaves flapping, which seems to be a beautiful piece of music.

Default 2: "Touch each other" makes us imagine the branches colliding with each other in the forest, seeming to be cheering and swaying; "Clapping big hands" seems to make us see black clouds rolling, It seemed as if I heard the rumbling thunder, like thunderclouds applauding the flowers.

Default 3: Through the word "rush", I seemed to see the flowers coming out quickly, like a child anxious to come out.

(3) Transition: Students, do the flowers you see look good? (Guide students to grasp the words "purple", "yellow" and "white" and see that the flowers are colorful and very bright.)

(4) Guide reading aloud.

3. Stimulate imagination and experience innocence

1. Work in groups to study paragraphs 3 to 9. Find out what imaginations the children in the article have produced, and which imaginations are more interesting.

2. Students report the imaginary content that they are interested in.

Default:

(1) The child in the article imagined a school with flowers underground, and the flowers that ran out were students who attended the underground school.

(2) They also have to do homework; if they go out to play before school, they will be punished by the teacher to stand in the corner; they will also have a holiday, and when the rain comes, they will have a holiday.

(3) Imagine that their home is in the sky, where the stars live.

3. Students, why do they say their home is in heaven? Tell me your reasons.

4. Summary: What a wonderful imagination! Be bold and unique when imagining, and connect with life when imagining. With the wings of imagination, we will definitely experience more interesting things.

5. Guide reading and experience the wonder of imagination.

Design intention: This link guides students to experience the wonder of the author's imagination. Reading is a student's personalized behavior. Students' rich and delicate imagination will deepen their understanding of the text and integrate language training with imagination. In reading aloud, read out the child's innocence and romance, and read out the innocence and childishness, in order to meet the requirements of the curriculum standard of "experience emotions, expand imagination, and comprehend the content during the reading process."

4. Practice writing with imagination and expand reading

1. Let us start our imagination and imagine what other interesting things will happen to the flowers. Think about what to say first, then say it, and then say it in a few complete sentences.

2. Xiao Lianbi: "As soon as the rain comes, they take a holiday." Do you like this expression? Please write it like this.

For example: As soon as the rain comes, they take a holiday.

When the breeze blows, they ____________________________.

When the butterflies come, they ____________________________.

3. Read what you have written.

5. Summary

What did you gain from studying the text? I hope you can also experience life with childlike innocence and record this beautiful world in childlike language.

Blackboard writing design:

School of Flowers

Dancing carnival and childlike innocence

Flower children doing homework behind closed doors are beautiful and lively

Rushing into the strong wind and looking up cutely

School teaching design with raised arms and flowers 6

1. Introduction of new lessons

Do you like small animals? ? Who can tell you about your little animals? Children love small animals so much. Today we walked into the animal chapter of "Flower School" and looked at our 38th lesson "Peeping King", written on the blackboard.

Who sees the difference between our topics? Why is this?

2. Study "The Peeking King"

1. Free reading of the text, requirements: read the pronunciation of the characters accurately, read the sentences smoothly, and read the sentences that are difficult to read several times .

2. Show the words:

The teacher will read them

Find these words from the text and draw them out.

3. There are many small animals in this text. Who are they?

Group learning:

There are so many small animals, which one do you like? Read the part you like. If two children like the same little animal, they can read the same paragraph.

Teacher evaluation:

Find a group that reads quickly to introduce their experience, such as: reasonable division of labor, etc.

Inspection:

Each group recommends Read on behalf of students, make timely evaluations, select the students who read the best, and award stars.

Show a passage by Mr. Parrot and read it freely.

Think, after reading this passage, what do you know?

Introduce students’ knowledge about compound eyes from extracurricular materials.

Read this passage together.

Now, can anyone tell me why the subject is in quotation marks?

3. Study "Pigeon Weatherman"

1. The teacher writes on the blackboard

2. Read in groups. Which group can read quickly and correctly?

3 Show the words in the class and read them together

4. Underline these words and ask the classmates around you if you can’t find them.

4. Study "Puppy's Tongue"

1. The teacher writes on the blackboard

2. Read the text silently. Requirements: read the pronunciation of the characters accurately and read silently quickly.

3. The teacher shows the words:

Hurry, be polite and affirmative

Wink, make gestures and wink

Surprise and blame

Requirement: Underline these words after reading.

4. Present the question:

The puppy goes to the calf’s house as a guest. It always sticks out its long tongue. Is this a greedy puppy?

5. Introduce the extracurricular materials that students have checked and the knowledge about animal heat dissipation.

5. Homework:

Copy the words from these three lessons into the word excerpt book.

6. Expansion:

Read popular science stories about small animals and tell them to your classmates. Flower School Teaching Design Chapter 7

Learning objectives:

1. Recognize 2 new words in this article, be able to write 8 words, and understand words composed of new words.

2. Ability to read texts correctly and fluently.

3. Preliminarily perceive the content and emotions of the text.

Learning important and difficult points

Literacy and writing skills.

Perceive the content of the text.

Process and Methods

Teacher Activities

1. Associative perception, exciting introduction:

2. Do you know that not only we have School, even flowers have schools. Today we will study Lesson 10 "The School of Flowers" and write on the blackboard.

2. Read the text by yourself and gain overall perception:

3. Check the learning situation of new words.

4. Learn the words in the vocabulary library.

3. Read the text again:

2. Report the reading aloud and comment.

4. Learn to draw new calligraphy:

2. Guidance on what to pay attention to when writing a few words.

There is no dot in the word "run";

There is a word next to the word "punishment" and a vertical knife next to it;

The disobedience of "mutual" Notice.

3. Write carefully and emphasize the writing posture.

4. Evaluate the writing situation and show the homework.

5. Class summary:

How did you feel after reading the lesson "School of Words"?

6. Assignment design:

Read the text emotionally.

Student Activities

1. Tell me what your school is like.

Read the topic together.

Listen to the recording of the text being read aloud and listen carefully to the pronunciation of the new words.

Read the article together at the same table.

The whole class reads together and becomes familiar with the text.

Show the 8 new words to be written today and observe the characteristics of each word.

Blackboard writing design

School of 10 flowers

Rabindranath Tagore India

Jiangrun touches Shang Yang’s arm

Horizontal, vertical and square

Teaching reflection

In this lesson, I focus on guiding students to write. Even detailing every stroke. Of course individual guidance is also inseparable. In this class, some of my classmates gave me step-by-step guidance, allowing them to experience the essentials of starting and ending strokes. I think if this continues, my children's handwriting will improve over time. Flower School Teaching Design Chapter 8

Teaching Objectives

1. Guide students to carefully observe the growth structure of various plant branches and leaves, the shape characteristics of leaves and petals, and the cross changes of branches .

2. Can use dots of different sizes and smooth and varied single lines to sketch various plants, and combine dots and lines to add background to make the composition of the picture more complete.

3. Through sketching, students can cultivate their love for life, discover and express beauty, and exercise their observation, perception and hands-on abilities.

Teaching Implementation

1. Preparation before class

1. Teachers prepare teaching aids: place a few potted plants in the classroom, and prepare some materials that are not carefully used. floral creations.

2. Students prepare learning tools: drawing tools and materials.

2. Classroom teaching

1. Guidance stage

Guidance considers what makes our school so beautiful. Educate students to look for and discover beauty around them and inspire their love for life. Place several potted plants in the classroom and ask students to observe how the branches and leaves of the plants grow. What shape are the leaves or petals? What are the characteristics? How do the branches intersect? Come to the understanding that you need to carefully observe the subject before painting.

2. Development stage

Any plant has its own characteristics. Some have thick stems, some have thin roots, and some have thick leaves. The teacher guides students to talk about the structure of plant branches and leaves, and the shape characteristics of leaves or petals. For example, the leaves of August chrysanthemum are oval, with many small teeth on the edges, like a saw used for carpentry. The leaves are large and small, good and bad. Sometimes it even hangs down. Wait until the students have a good idea before they start describing it. At this time, you should pay attention to the overall feeling of the composition of the picture and the shape of the potted plant. You can start from anywhere. The main thing is to draw the shapes of flowers, leaves and branches in the front. The flowers and leaves in the back can be added and added according to the characteristics of the front. processing.

3. Teaching development

1. Show flower works made from other materials for students to appreciate.

2. Inspire Shenchang to use paper and other materials to make three-dimensional or semi-three-dimensional flowers by cutting, folding and collaging to beautify the classroom.