Click here to add a subheading to the reporter for the dining protocol in the student cafeteria: the importance of the troupe, which is designed in the interactive session of the troupe, and the importance of the troupe and moral education troupe in the educational method of the troupe. It is an expression of respect for others and for the environment that the table is kept clean after eating slowly and slowly. Keeping the table neatly and correctly used, such as knives and forks and chopsticks, not only reflects the culture of eating, but also helps to develop the hands of children. Learn how to use the utensils to teach children to cherish food, to avoid waste, to develop a sense of economy and gratitude for food from an early age. Avoiding the waste of food 01020304 promotes civilized feeding through learning food rituals, and primary school students can develop good eating habits, such as not picking food and not wasting food. The development of good habits and proper ceremonial conduct and the creation of a good impression and self-image by pupils at meals in public. The philosophies of self-images help pupils to show courtesy in group meals and enhance communication and cooperation with their peers. Social empowerment creates a collective awareness in the children's canteens, and adherence to the order of meals helps to develop children's collective awareness and adherence to the rules. Following the order of meals encourages students to clean their meals together and to keep their canteens healthy, which helps to increase their sense of collective responsibility and teamwork. Together, the basic catering protocol of the maintenance of the dining environment is set in line for an orderly queue at the entrance to the cafeteria to avoid overcrowding and jamming and to ensure that everyone has a fair meal. At the peak of order, wait patiently for their turn, without pressuring staff and maintaining a good eating atmosphere. Be patient and wait in line, respect the fellow students, refrain from pushing or interfering with others, and show courtesy and upbringing. Respect for the proper holding of a knife and fork with the utensils, with the left hand holding the fork, with the right hand holding the fork, with the fork down, with the blade in the inside and with the utensils stabilizing. Pre-use clean-up of the tableware will ensure that it is clean and that, if it falls during the course of the meal, it will be replaced upon request and will not be self-cleaned. Upon completion of the meal, the knife and fork were discharged and the blade was laid inside, indicating the end of the meal. The table should be kept light to avoid noise from utensils, avoid noise from collisions and keep the dining environment quiet. After the meal has been ready, the napkin should be lightly placed on the left side of the plate, indicating that the meal is complete and that the table is kept clean. The proper use of napkins should be accompanied by a proper set of dishes, with a knife and fork pointing in the direction of 11 o'clock, indicating the end of the meal. When the tableware is set up for regular meals, the table is checked for any fallout of food residue, and the paper towel or handkerchief is cleaned lightly. Desktop clean-up thanks service providers and expresses approval of and respect for the service in polite terms such as “thank you”. In order for the service staff to eat in accordance with cafeteria rule 01, students should line up in an orderly manner, without cutting or pushing, and maintain order. After waiting in line for dinner at 02, students should return their meals to their designated locations and clean up desktop garbage and maintain the cafeteria hygiene. The clean environment of 03 should be kept quiet and quiet in the cafeteria so as not to interfere with others ' meals and rest. Quiet meals are attended to by personal hygiene and primary school pupils should wash their hands first with soap and mobile water to remove bacteria and viruses and keep their hands clean. After the hand-washing exercise, students should place the garbage in a specified trash can to avoid contamination of the environment by food residues and to keep the canteen sanitary. Non-spam 02 encourages students to use their own utensils to reduce the risk of cross-infection, while at the same time fostering independent living habits. The use of personal utensils03 to respect others ' eating in the canteen should be quiet and avoid loud noises, so as not to affect the experience of others. Order should be observed in the maintenance of quiet-01 meals, patiently queuing, without cutting or pushing, showing respect and courtesy to others. The waiting line 02 avoids negative comments or ridicules on foods chosen by others and respects everyone's dietary preferences and habits. Education methods that do not freely comment on other people's food 03 meal rituals are used by teachers to demonstrate the role-playing role-playing role-playing role-playing role-playing role-playing role-playing role-playing. The troupe story tells teachers about the troupe and guides students to understand and imitate good eating habits through their role behaviour. The interactive question and answer session was followed by questions from teachers, which encouraged students to participate and to deepen the memory of the dinner ceremony through interaction. The role-playing game allows students to play different roles and practice the correct diet by simulated real dining environments. Model dinner scene students rotated between waiters and customers to experience the behaviour of different roles during the meal. The role swap experience organizes students to prepare and perform short plays on the cuisine to deepen understanding of the rules of protocol. The scene shows set the rules for meals and set specific guidelines for eating, such as not talking, not playing with food, and the correct use of dishes. Food rule posters were posted in a visible location in the cafeteria, which allowed pupils to see it in a graph-and-text manner. Through regular classroom lectures and role-playing activities, students are helped to review and consolidate the rules of meals. Students are encouraged to follow the rules in actual meals and to give positive feedback and necessary corrective guidance. 04 the practice of the periodic retrospect rules that clarify the rules of visualization of the content of the rules, and the ceremonial ceremonial acts of feedback and moral education reflect personal virtues through observance of the ceremonial rituals, such as waiting in line and not wasting food, and pupils demonstrate respect for others and self-discipline. The manner in which social responsibility is developed during meals in canteens, pupils learn to wait and share, which helps to develop their sense of social responsibility and collective awareness. Together with virtue, it promotes harmonious and good meals and moral education, helping to create a harmonious school environment and promoting mutual respect among students. The inclusion of moral education fosters a spirit of generosity and sharing by encouraging students to share their food with each other while eating. The spirit of sharing at the table teaches students to be patient while waiting for food to be distributed and to use polite language during meals, reflecting respect for others. Patience and courtesy during meals taught students to value food, understand its sources and develop respect for food and the work of farmers. The importance of food-respecting home-to-school cooperation can lead primary school students to good eating habits, such as not picking food and not wasting food. Working together to shape good habits home-school cooperation not only focuses on ceremonial feeding, but also involves the emotional, social and other aspects of the education of students and promotes their comprehensive development. The promotion of the full development of students through the interaction of their home schools and the consistent moral education of students at home and in schools contribute to the internalization and practice of moral values. Questions-and-answer table ceremonial knowledge contests for the development of interactive questions and answers from the land, with an enhanced moral education component 010203, allow students to respond to questions about the ceremonial aspects of the table and enhance their memory of the correct use of the ceremonial aspects. Students play different roles, such as parents, waitresses, etc., in answering questions about role-related serviles and improving practical application. The scenario simulation interaction set up a dining scene to allow students to practice the correct use of utensils, conversations, etc. In the simulation environment. The scenario simulation exercises students act as canteen workers and cooks and learn how to order and eat politely through role-playing. Role-playing designs different scenarios, such as home meals, school canteens, etc., allow students to practice the correct table etiquette through dramas. Queues of the table ceremonial scenes in the cafeteria to teach students how to wait patiently, do not fall in line and maintain order. Waiting in line for a mini-test of the tambourine to design a series of options to allow students to choose the right behaviour based on their knowledge of the tambourine, such as, “how should the dishes be placed?” option 1 allows students to judge which behaviour is compatible with the catering protocol by describing different scenarios, such as “is it appropriate to shout loudly in the cafeteria?” scenario 2 student groups perform role-playing, simulated the whole course of meals in the cafeteria, and other students and teachers evaluate their ceremonial performance。the role-playing mission 3 thank you for reporting: xx
