Understand the activity goal of 1 in the kindergarten teaching plan;
Know the size
Experience the fun of the game.
Activity preparation:
An apple and some snowflakes.
Some large and small radishes, large and small building blocks.
Rabbit headdress
Activity flow:
First, scene import
Mother Rabbit: Little friend, let's take you to the park to play. Mother rabbit has two apples in her hand. Let's take a picture and see what the difference is. (one big and one small)
Mother Rabbit: Look, there are many radishes here! There are big and small. Please put the big radish in the big basket and the small radish in the small basket.
Second, divide snowflakes and building blocks
Put some large and small snowflakes on the table. The teacher will demonstrate first. Separate the big and small snowflakes and put the big ones together. Then let the children play games. Finally, give each child some large and small snowflakes to classify themselves. Use the same method to separate several size building blocks in the same way.
Activity expansion
When children come home, they can tell the shape and the size of clothes from their parents and have a similar competition.
Understand the kindergarten and kindergarten teaching plan Part II: The purpose of the teaching plan:
Learn to observe the size and length of the physical objects on the card, and sort and match activities according to the specified size marks.
Course plan preparation:
There are several pictures of various objects, a bottom layout, 10 paper clips and 5 baskets.
Teaching plan process:
1, the teacher shows a basket with objects, and guides children to classify objects through observation, and initially perceives the concept of object classification.
2. Show the floor plan and guide the children to observe, compare and sort according to the size marks specified by the objects, and then distribute the food with the corresponding size to the small animals.
Teaching plan function:
(1) Get to know common small animals and their favorite foods, and develop children's language skills.
(2) Activities can be sorted and matched according to the specified size tag.
(3) Cultivate children's observation and thinking ability and learn to classify.
Key points of teaching plan:
This lesson plan guides children to look at the picture below and understand the dimensioning. Let the children sort with baskets. Find a favorite animal and classify it according to the specified size mark. Talk about what this little animal likes to eat best, so as to exercise the child's language expression ability. Find out and match them with food of the corresponding size.
Understand the teaching plan of kindergartens of all sizes Part III: The purpose of the teaching plan:
Consolidate and deepen the understanding of size marks, review matching marks according to numbers, continue to learn to classify different kinds of items according to size marks, and arrange similar items accordingly, and train children to sort out homework materials as required after learning.
Difficulties in the teaching plan:
Let the children sort and arrange according to the size mark, which is not affected by the shape, color and type of the object; Talk about the operation process while operating.
Course plan preparation:
Blackboard, size marks, magnetic pictures and operation materials.
Teaching plan process:
1, the teacher shows the size mark and the size ball, guides the children to observe the figure, and matches the corresponding mark according to the figure, encourages the children to say the big mark for the big ball and the small one for the small ball, and preliminarily classifies the objects according to the size.
2. Show graphic cards, guide children to observe and classify graphic films with different shapes and the same color according to the marks, and tell the operation process while operating, so as to exercise children's language expression ability.
3. Show the sorting materials and cards, let the children compare two objects and put them under the size marks respectively, and guide the children to classify different kinds of articles according to the marks.
The teacher asked the children to do group activities to consolidate and deepen their understanding of the classification of goods.
The above is the whole content of this article, I hope it will help you!
4. Understand the teaching plan of kindergarten activities;
1, which can be classified by size labels.
2. Experience the fun of group activities in the game.
Activity preparation:
1, children's operation card: several large and small radishes, several large and small flower pieces, and several large and small building blocks.
2. Three pairs of size markers, four background houses, several sandboxes and two baskets.
3, music tapes, rabbit ornaments.
Activity flow:
First, arouse interest. Mother rabbit: "children, it's autumn." Let's go to the park to play! " (enters the classroom with music) "Come and take a picture with your mother."
Second, know the dimension.
1, Mother Rabbit: "I just took a picture of you. Please take a picture of your mother now! " (Baby takes a picture) "Look, mom's photo is printed. Please follow your mother's example and separate your hands from your feet. " (The teacher shows the big sign) "OK, please take another picture of your mother." (making a small marking action) "Well, the photos are printed again. The action for it is that the feet are close together and the feet are close together. "
2. According to the action of the photo, the child can distinguish different rabbit mothers: "Look, what's the difference between the two photos? (Inspire children to express their feelings) "How do you feel when your hands reach out and your feet are apart?" "By the way, feeling big means big. It's called a big draw. ""How do you feel when your hands are on your body and your feet are together? " "By the way, feeling small means small. It's called a scratch. "
Three, according to the tag classification
1, child operation.
Mother rabbit: "do you know the size mark?" Mom, here are two baskets. Please recognize the marks on them. " "These two baskets are for building blocks, and my mother accidentally knocked them over. Would you like to help mom put them back in the basket? " (Inspire children to say that big building blocks are put in baskets with big marks and small building blocks are put in baskets with small marks. ) collective inspection and rectification.
2. game: radish goes home. mother rabbit: "you are so smart that you sent all the building blocks home." However, there are people who want to go back to their hometown, that is, the radish baby over there. What's the difference between these radish babies?
"There are four houses here. What signs are there on the house? This is the home of radish. " Inspire children to say that a house with a big brand is the home of radish and a house with a small brand is the home of radish. ) "Now let's go and take the radish home. Be sure to read the mark clearly and don't make a mistake. " Children's operation, teachers' patrol inspection, collective error correction.
Teaching reflection:
Mathematics activity is a very enjoyable course for children, because there are more games and more opportunities for children to operate, but it is not so easy for children to really understand the content of this teaching activity and master it skillfully and flexibly.
Understand the teaching plans of kindergartens of all sizes 5. Purpose of activities:
Like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.
Learn to observe the size and length of the physical objects on the card, and sort and match activities according to the specified size marks.
Guide children to actively interact with materials and experience the fun of mathematics activities.
Second, the material introduction:
(1) Materials provide a number of pictures of various objects, plastic package bottom layout (painted with size marks), 65438 paper clips +00, and 5 baskets.
(B) the use of materials
(1) Classify the items in the basket.
(2) Sorting activities shall be carried out according to the specified size marks.
(3) Match small animals with food of corresponding size.
(3) Educational function:
(1) Cultivate children's observation and thinking ability and learn to classify.
(2) Know common small animals, know their favorite foods, and develop children's language skills.
(3) The activity can be sorted and matched according to the specified size mark.
Third, the guiding points:
Guide children to see the bottom layout and understand the size marks. Let the children classify with baskets, and find a favorite small animal to classify according to the specified size mark. Say what this little animal likes to eat best, and find out the food with the corresponding size for them.
Reflection after class:
After the whole activity, I found that there are still differences in ability between children. Most children are better, but they lack expression, and some children can't express their views. At this point, we need to further think about how to guide them to speak their ideas boldly in mathematics activities and help them to sort out and summarize.
Before the activity, I also read some articles about "competition duration" and reflected on the activities of my peers, so I was more cautious when preparing school tools and making requirements. Introducing the concept of "alignment at one end" helps children to understand quickly. I believe it will be helpful to compare three more objects in the future.
The whole activity let the children start with magic and end with games. Generally speaking, they feel that their children can integrate into the atmosphere of the whole activity as soon as possible, and they are also very happy.
Understand the teaching objectives of teaching plan 6 in kindergartens of all sizes;
1, review the knowledge of number recognition and compare the numbers.
2. Cultivate students' awareness of seeing things around them and daily life with mathematical concepts, and cultivate students' awareness of mutual cooperation and communication.
Teaching focus:
Review the knowledge of number recognition, compare the size of numbers, and use mathematical knowledge to solve practical problems.
Teaching difficulties:
Apply mathematical knowledge to solve practical problems.
Teaching resources:
Small blackboard, physical projection
Teaching process:
First, review the related oral calculations.
1, calculate first, and tell me what you think of each group of four formulas.
2. Choose the first group of four formulas to observe and compare, and tell me the similarities and differences.
Aspect ratio: integer plus integer, integer plus one digit.
Subtract the whole ten from the whole ten and subtract a few from the ten.
3. Talk about the similarities and differences of the second group.
Second, the composition of the number of people examined
1, Question 1: Students fill in the books themselves and then communicate.
Question 2:
(1) Physical projection: 46 contains () tens and () ones.
Is 46 close to 50 or 40? What about 44?
(2) Students fill in the books themselves.
(3) Collective communication.
3. Question 3: Fill in the figures.
(1) Displays the clock face: each large square on the clock face has 5 small squares. How many squares are there in a circle?
(2) Methods of exchanging numbers, counting and filling in the blanks.
Third, check the size of the comparison figures.
Fill it out by yourself, and then exchange your ideas.
Fourth, solve simple practical problems.
1, Question 4: Which car is more suitable for them?
There are 38 people in our class going for a spring outing.
The first car, the second car and the third car.
Fifty seats, forty seats, thirty seats.
Question 5: There are 20 apples in a basket. Guess how many strawberries are there in the basket?
3. Question 6: Grandpa is over 65 and under 70. Can you guess how old grandpa is? There is a person in your family who is younger than grandpa. who is it?
4. Question 7
Teacher: Shall we play games?
Rules of the game: I write a two-digit number on paper and let a child guess. I can use language hints, such as too big, too small, much bigger and much smaller.
Understand the activity background of the seventh lesson in kindergarten;
This activity refers to a math activity in a small kindergarten class. Because small class children's thinking is still in the transition stage from intuitive actions to concrete images, their understanding of things is often realized through their own personal activities. The feature of this activity is that two bears, one big and one small, are guests all the time, and the activity is very interesting. Activities focus on the operability of children, so that children can easily and naturally master the activities from the aspects of understanding, dressing and giving toys.
Design intent:
This activity can let children know the difference between big and small, and the thinking of small class children is concrete. In the process of learning, we should pay attention to the obvious characteristics of things. But the knowledge of the object is a bit too monotonous and abstract. Therefore, the outline points out that the choice of educational content should not only be close to children's lives, but also make them interested. Designing this activity can make children participate boldly.
Activity objectives:
1. Know and distinguish the size of objects through games.
2. Be able to take the initiative to participate and experience the fun of mathematics activities.
3. Know the size mark.
Activity preparation:
A picture of a big bear, a picture of clothes, trousers and shoes, some toys, two baskets and a picture of size marks.
Activity flow:
First, introduce and lead out the big bear.
The teacher showed a picture of a big bear.
Teacher: Today, the teacher invited two lovely baby bears. Will the children say hello to them? Hello, baby bear! )
Second, the game: dress up as a big bear (know the size, initially learn to distinguish the size of objects in similar items)
1. Baby Bear introduces himself (the teacher's voice changes when introducing)
Teacher: Do the children want to know the names of these two baby bears? Let's listen to it.
② Show pictures of baby bear and baby bear respectively.
Teacher: Hi! Hello everyone! My name is Da Da, because my head is big and my body is big.
Teacher: Hi! Hello everyone! My name is Xiaoxiao because my head is small and my body is small.
Teacher: Do children know these two baby bears now? What are their names? Show the pictures separately and ask the children to answer their names.
2. Help people dress up, big or small.
(1) Get dressed and know how to compare sizes.
Teacher: Today, the teacher prepared two clothes of various sizes. The children told the teacher, which color is bigger and which color is smaller?
Teacher: Now let's dress baby bear. What color should we wear? What color should Xiaoxiao wear? (Put the pictures on the baby bear separately)
Put on pants and shoes and let the children feel "big" and "small" through comparison.
Similarly, let children distinguish the size of trousers and shoes, and then stick the correct choice on the big and small ones.
Third, the game: gifts are suitable for all ages.
1. Do you know the size mark?
Teacher: Look, children, everyone has a house number. Its body is like this. Its name is Daguan (the teacher shows pictures to the children and learns to deepen the impression). Xiao Jia has a house number. Its body is like this. Its name is Xiao Mark.
2. Give children random toys and play games.
Teacher: Today, the teacher has prepared some toys for the children, big toys and small toys. The children will see which toys are for the big ones and which toys are for the small ones (the teacher finds a big toy and a small toy for the children to choose from, and then puts the big toys in the basket with big marks and the small toys in the basket with small marks).
(2) After the teacher demonstrates, give the children toys at will, and let the children give the toys in their hands to various sizes.
(3) After the game, check with your child whether it is delivered correctly.
Fourth, the activity is over and summarized.
Teacher: Today, the children met and played games with them. Are the children happy? Let's call it a day, please say goodbye to novels of all sizes.
Activity reflection:
In this activity, each link has clear thinking and smooth connection. Children learn to distinguish sizes in the game, and the classroom atmosphere is active, and children actively participate. In the game session, the selected toys should be of the same type, which is convenient for children to distinguish. At the same time, in the process of dressing, children should first distinguish between clothes, where they are the same and where they are different, and then say which one to give to the big one and which to give to the small one, so that children's thinking can be carried out step by step.
Understand the teaching plan of kindergartens of all sizes.
A set of animal cards for children and children's operation materials (please be large, medium and small).
Second, the activity objectives
1, let children learn to arrange objects by size, from small to large, from big to small.
2. Experience the fun of math activities in the game.
Third, teaching focuses on difficulties.
Key points and difficulties: I can initially learn to arrange objects according to their size.
One for each person.
Fourth, the activity process
(A) Lead to the topic
1. Today, the teacher invited a small guest. Do any of you know who they are? Please bring the children out.
Now the teacher invites them out. who is it? They are brothers and sisters of the big class and the middle class, and the last two are brothers and sisters of the small class and the small class. When guests come, let's ask them to sit down first. Then who is the oldest here? Who is the youngest? Teacher, there are many oranges here. Please share it with some children and see which one is the best.
They will be the guests of our class, and they will also be the guests of Little Frog's family. Then they're leaving. Let's look at them again.
Just now, some small animals called to visit our class. We invited them out. They are a group of cows. What did you see them find? They line up, from the smallest to the largest, right? First of all, they are thirsty. Teacher, there is milk here. What did you say?/Sorry?
(2) Children's operation and teacher's guidance.
Baby Niu left and a group of small animals came, but I won't tell you who they are now. Please move the little chair back slightly to see who it is. The little animal said, we are very capable, why not give them a delicious meal?
1, encourage children to operate boldly and praise children who operate well.
2. Help some children who have poor understanding or can't operate.
Understand the teaching objectives of teaching plan 9 in kindergartens of all sizes;
Knowledge and skills:
Understand the meaning of size through familiar things and your own experience, feel the weight of objects, and distinguish which object is light and which one is heavy according to your own life experience and the picture represented by a balance.
Process and method:
Guide students to participate in learning activities and experience and feel the size and weight of objects.
Emotions, attitudes and values;
Make students feel preliminary mathematical thinking and simple reasoning in the process of using life experience to solve problems.
Teaching process:
First, the creation of situations
Show two scenes and ask: Who is older? Who is younger? Who is lighter and who is heavier?
Look at the pictures and communicate with the class.
By observing the scene map, let students understand the meaning of size and let them realize that there is mathematics everywhere in life.
Second, exploration and experience.
1. The teacher took out 1 apple and 1 badminton and asked: Who is lighter? Who is heavy?
2. Let the students weigh it with their hands and feel the weight.
The teacher took out a can of small drinks and a big bread.
(1) Guess who is lighter? Who is heavy?
(2) Put the drink and bread on the balance.
(3) Let the students weigh it by hand.
4. Show two balance charts.
Ask questions:
(1) What did you find? The two ends of the balance are the same height. What does this mean?
Which is lighter, pineapple or pear? Which is heavier?
(3) Put a pineapple and a pear on the balance for verification.
Students discuss and communicate.
The students take turns to weigh apples and badminton by hand.
Students guess.
Students observe carefully and know that drinks are heavy and bread is light.
The students take turns to weigh the drinks and bread.
Students observe the pictures and exchange opinions.
Students try to reason and express their views.
How about students carefully observe the two ends of the balance? Discussion: What do you mean? Try simple reasoning verification.
Regarding the light and heavy content, students have relatively few original life experiences. Let the students guess and weigh, and then take a look at this process on the scale, paying full attention to the students' personal experience, creating a favorable space for students to fully express their thoughts and feelings.
By guiding students to observe, ask questions and communicate, students' simple reasoning ability is cultivated.
Third, practice and application
Complete the content of "practice".
Question 1: Show the fruit map and ask: Which is the biggest, watermelon, pineapple or orange? Which is the smallest?
Question 2: Show the balance chart: Question: Which is heavier, a pair of shoes or two books? Which is heavier, shoes or books? Please mark the heavy ones in your favorite way.
Question 3: Show two balance charts and ask: Who is the heaviest, soap, toothpaste or shampoo? Who is the lightest? Please color the heaviest one red and the lightest one yellow.
Question 4: Show two pictures and ask: How do you compare the things in the pictures? The teacher encourages students to think from different angles.
Look at the picture and answer the questions.
The whole class communicates.
Students mark the books.
Group discussion, class communication.
The students colored the books.
Group discussion, class communication.
Cultivate students' ability to observe, think and solve problems.
Let students mark in their favorite way, which fully embodies the autonomy of learning.
The two pictures in this topic reflect the same thing. After guiding the students to understand the topic, the teacher asked the students to discuss in groups, and then the whole class communicated, which fully reflected the idea that students were the masters of the classroom.
Encouraging students to think and compare from different angles not only consolidates what they have learned, but also cultivates students' divergent thinking.