珍惜是及时的诠释，督促人们及时地做事，及时地爱人，及时地感恩，及时地生活，及时地及时，珍惜永远和幸福，和知足在一起，从而远离后悔和贪婪。

Treasure can be interpreted as punctuality, urging people to do things in time, to love in time, to be grateful in time, to live in time, to cherish forever and happiness, and to be content with each other, so as to stay away from regret and greed.

班会上，同学们都对珍惜用自己的理解进行了诠释。同学们从要珍惜现在的生活环境、珍惜时间，同时也要珍惜身边人的角度开展了本次班会活动，通过一些贫困山区学生上学条件的艰难使大家更能深刻的感受他们现在的学习条件是多么的优越。

At the class meeting, all the students interpret treasure with their own understanding. From the perspective of cherishing the present living environment, time, and also people around them, the students carried out this class meeting activity. Through sharing some experience from poor mountain students l, we can deeply feel how superior their learning conditions are now.

在寒冷冬天打杂的人们

贫困山区学生上学条件的艰难

联合国17个可持续发展图标

在班委的策划下以Cherish what we have为主题，首先呼吁大家珍惜环境，为同学们普及了联合国17个可持续发展战略相关内容，然后回忆了班级一起走过的点滴，细数了一下在学校与同学们相处的时间，大家发现我们已经不知不觉走过了将近三分之二的时光，我们生活在同一个屋檐下，一起学习一起生活，如同亲人，愿大家珍惜批次同窗之情和老师的付出。11A通过一个《时间都去哪了》的沙画视频，孩子们意识到了父母的爱，大家开始的时候都在讨论不愿意与父母在一起相处，但慢慢的在讨论之中也意识到自己陪在父母身边的时间也逐渐的在变少，也很感慨自己原来为父母做的太少。11B准备了一个特殊的环节，在班主任帮助下秘密联系了学生父母写了一封只给学生的信，在班会上发给同学们，通过书信的方式将父母平时对孩子不常说的话表达出来。这样最原始的交流方式，反而更让同学们静静地阅读、品味，拉近了亲情关系，同学们看了信之后有的微笑，有的落泪，相信他们都明白了父母的良苦用心。

Under the plan of Cherish What We Have as the theme of the class committee, we first appeal to everyone to cherish the environment, popularize the 17 United Nations sustainable development strategies, and then recall the past of the class together. Nearly 2/3 of the time, we live in the same dorm, learn in the same classroom, like a family, I wish you to cherish the friendship and teachers’ dedication. To class11A through a song named  where have all the time been and the sand painting video, children are aware of the parents." Love, everyone at the beginning of the discussion is not willing to spend time with their parents, but slowly in the discussion, they also realized that their time with their parents is also gradually becoming less, I also felt very sorry that I have not done anything to my parents. With the help of the head teacher, I secretly contacted the parents of the students and wrote a letter to the students. Express by letter what parents don't usually say to their children. So the most primitive way of communication, on the contrary, is to let the students quietly read, taste, close the relationship, students read the letters with some smile, some tears.I believe they understand the good intentions of their parents.

我们生活的环境与偏远地区的对比

11B家长给孩子们的信