1 activity goal of "measurement", an excellent math teaching plan for large classes in kindergarten
1, learn the method of using natural objects and end-to-end measurement of objects.
2. Boldly express the measurement results in words and experience the pleasure brought by cooperative measurement.
Key and difficult activities focus: master the method of measuring objects end to end.
Activity difficulty: can cooperate with peers to carry out measurement activities.
Activities to be prepared
A number of building blocks, straws, books, paper strips and other materials of different lengths, a number of record sheets and whiteboard pens, courseware.
Activity process
First, the story scene import, leads to the theme
Teacher: In the story of flying over the Luding Bridge, the Luding Bridge was bombed by the enemy, and our army needed to attack the enemy through the Luding Bridge on the operational route, so the Red Army uncles decided to repair the Luding Bridge.
Question: Uncle Red Army gave the little soldiers a task to help them build a bridge together.
Second, "How long is the front?" The children tried to measure
(1) Encourage children to measure the straight-line distance with natural objects (such as paper strips and cloth bags with the same length).
1, asking children to observe the measuring material and try to use a measuring material;
2. Children try to measure and teachers observe;
3. Encourage other children to share their own measurement methods and results, and guide children to find problems in measurement.
(2) Teachers explain the correct measurement methods to children.
1, read the courseware to understand the main points of measurement: the top should be aligned, the end should be marked, the end should be connected, and the results should be recorded;
2. Teachers summarize and introduce the use of measurement methods and measurement statistics.
(C) children with the correct method to measure again, discuss and exchange summary.
1, let children know the requirements and rules of measurement;
2. Children try to operate and measure;
3. Children communicate and discuss the measurement results;
4. The teacher makes a summary.
Third, the game "How long is the bridge" perceives the relationship between measuring tools and measuring results.
1, teachers show natural measuring objects such as building blocks, straws, books, paper strips and ropes with different lengths, and ask children to measure and record in groups;
2. Divide children into two groups freely, and measure and record the division of labor and cooperation; (Guide children to divide their work: one child is responsible for measuring and the other is responsible for recording; Rules: the top should be aligned, the ends should be marked, the ends should be connected, and the results should be recorded);
3. Communicate and discuss the measurement results to guide children to perceive and discover the relationship between measurement tools and measurement results;
4. Teacher's summary: the measuring tool is long, the measuring times are few, the measuring tool is short, and the measuring times are many.
Fourth, the conclusion part.
The teacher suggested taking the children outdoors to help uncle Red Army measure the bridging tools, and the activity naturally ended.
Activity summary
First, reflect on the design intention of teaching activities.
Measurement is a means to let children know the amount. Children's measurement was originally "visual observation", and the difference of quantity was compared through perception. The guide to the development of children aged 3-6 points out: "Guide children to understand the close relationship between mathematics and people's lives and try to solve practical problems in life. Cultivate children's interest in participating in mathematical activities and stimulate their desire to explore mathematical laws. " At the same time, teachers are advised: "Let children feel the quantitative relationship of things in life and game activities, and experience the importance and interest of mathematics."
In the process of setting, the age development characteristics of large class children are fully considered. The measurement activities of children in large classes are natural measurement, and more are natural objects (such as chopsticks, paper strips, books, straws, etc.). ) as a measuring tool for direct measurement. At the same time, children are very interested in the length of the bridge in the story of "flying over Luding Bridge" in combination with the theme activities of learning the army in class, so we designed this activity in combination with children's interests. During the activity, sufficient operation materials and multimedia teaching methods were prepared for the children, which attracted their attention. Through games, children can constantly experience the fun brought by measurement in the process of independent operation and cooperation in completing tasks. From shallow to deep, explore measurement step by step, gradually help children learn to use natural objects to measure, and experience the fun of mathematics activities in game activities.
Second, the reflection on the activity goal.
The target is: 1. Learn to measure objects with natural objects in an end-to-end way; 2. Boldly express the measurement results in words and experience the pleasure brought by cooperative measurement. During the activity, the teacher collected a variety of measuring tools: different lengths of paper strips, ribbons, books, straws, chopsticks and other objects were measured on the "battle route" and the bridge respectively, and cooperated with peers to measure. Teachers explain children's practical operation through multimedia courseware and video demonstration, and teachers and children constantly verify and summarize. Teachers encourage children to express the measurement results boldly, and the design of activity links is from shallow to deep, step by step. The whole activity was completed in a relaxed and happy atmosphere, and this goal was gradually realized in the teacher's preset.
Third, the process of reflection.
In this teaching activity, we have made many teaching attempts. After each trial teaching, we discuss the problems in the activities together and correct them. In the first trial teaching, we found that the video explanation of the measurement method was not clear enough, which led to the children not knowing how to mark it in the measurement; The child's use record sheet is not clear enough, and the materials are not fully prepared. In the second trial teaching, we made corrections and found new problems:
The teacher did not demonstrate the operation when explaining the measurement, which led to the children's unclear measurement of the bridge deck during the measurement. At the same time, the teacher did not explain the use of the record sheet in peer cooperation measurement, which led to the fact that most children's record measurement results were wrong. In the process of trial teaching again and again, we discussed the revision and finally presented a perfect game activity design.
This time, our activity design has a process of children playing, exploring, experiencing, trying, cooperating and being independent. The whole activity process is arranged reasonably, interlocking, step by step, from shallow to deep, first creating stories to stimulate children's interest. Followed by children's exploration, teachers' demonstration and children's cooperative games, the results of measurement times were found in the measurement verification again and again.
1, the teacher flexibly grasps the children's interest in learning. Connect the length of the bridge with the measurement in the story "Flying over the Luding Bridge" that children are interested in. In this process, children actively cooperate and participate in the measurement game interaction. Then the teacher showed the ribbon and asked the children to measure their uncle's "battle route" with a straight line. The teacher observed and asked the children to share their measurement results. After the children shared it, the teacher showed a video explaining the measurement method and the children watched it. The teacher guided the children to discover the measurement method.
2. Teachers create scenarios to demonstrate the correct measurement methods and recording methods.
The teacher creates a plot to let the children measure the route for the uncle of the Red Army. The children can freely choose the route and measure the battle route, and record the measurement results. The teacher verified the children's measurement results, and most children can measure the length of the route with ribbons.
3. The children's group cooperative game How Long is the Bridge focuses on children's individual education and social development. In this game, teachers add measuring tools, such as paper, chopsticks and books, and children discuss and cooperate with their partners to measure bridges. In the activities, children have strong listening and expressing skills, as well as strong operational skills. When the children first used the note, they quickly measured the length of the "bridge" and recorded it. In "task assignment", children discuss the division of labor with each other. One is responsible for measuring and the other is responsible for recording. They can all cooperate to measure the length of the bridge deck, or they can tell their teachers and peers the measurement method. At the same time, the teacher also verified the children's measurement results and made a summary: the longer the measuring tool, the less the number of measurements;
The shorter the measuring tool, the more measuring times. Let children perceive the interest in measurement. In this link, the children completed the "task" easily and happily. The children are very interested in this game. I'm curious too.
Fourth, shortcomings.
Although this activity was successfully completed, there are still some shortcomings. 1, the teacher didn't mark the starting point at the left end of the "bridge" to let the children know that they should measure from left to right in turn.
2. In the process of measurement, children were not reminded to pay attention to the measurement posture. Don't lie on the ground. Attention should be paid to guiding children to develop good behavior habits.
V. Improvement measures and re-education experience
In view of the above problems, we should correct them in future activities. Make full preparations before the activity and discuss with your peers. Find out the problems existing in the activities and improve them. At the same time, we should seriously study the advanced concept of "development and guidance of children aged 3-6" as a theoretical guide to clarify the characteristics and laws of children's physical and mental development at all ages. The development goals that children in all fields should achieve, clarify the characteristics of scientific fields, and master the essentials of scientific activities. Organic implementation of education and teaching wit, and constantly improve the quality of game activities. At the same time, after the activity, the teacher can also lead the children to choose suitable objects to measure outdoors, and apply the measurement methods they have learned to their lives, trying to solve some problems in their lives.
Excellent teaching plan of mathematics in kindergarten large class "Measurement" 2 teaching material analysis
Learning natural measurement can not only deepen children's understanding of various objects, but also make children feel the application of measurement in life. Natural investigation is a practical activity that children are interested in. Guide children to find out what kind of measuring tools are suitable for each measuring object, and explore the relationship between the selection of measuring tools and measuring objects. Activities should cultivate children's enthusiasm and initiative in learning and further stimulate children's exploration spirit.
moving target
1. Master the methods of natural measurement and understand the application of measurement in life.
2. According to the different characteristics of the measured object, choose the appropriate tools for measurement.
3. Willing to cooperate and communicate with peers, and willing to use measurement to solve problems in life.
Activities to be prepared
Building blocks, sticks, pencils, bear pictures
Activity suggestion
1. Show pictures of big bears, create situations and stimulate children's interest.
Problem: Bear made a toy cupboard as long as a table, but he can't. How can we help him?
2. Guide children to discuss measuring tools and measuring length.
(1) Guide children to discuss the methods of measuring the length of toy cabinets and encourage them to try different methods.
(2) Ask individual children to demonstrate and remind other children to observe.
(3) Demonstrate the correct measurement method.
(4) Let the children touch up and record their own mental journey.
3. Encourage children to use different tools for measurement.
(1) Guide children to read "I Grow Up" P28, choose two different tools to measure the length of the book, and record the times of measurement in the table.
Question: We just measured the same table. Why is the result different?
(2) Please ask all children to choose two identical tools to measure books.
(3) Guide children to observe and discuss: Why are the measurement times and results of the same object different?
Summary: the measuring tool is long and the measuring times are few; The measuring tools are short and the measuring times are many.
(4) Guide children to measure things of interest in life with natural measurement methods.
Excellent teaching plan "Measurement" in kindergarten large class 3 Activity goal:
1, can master the correct measurement method.
2. Know that the length of the measuring tool is related to the measurement result. The longer (or larger) the measuring tool, the less the number of measurements, and the shorter (or smaller) the measuring tool, the more the number of measurements.
Activity preparation:
Measuring tools (all kinds of long sticks, rulers, ropes, cartons, etc. ), pen, recording paper, blackboard, box, mark.
Activity flow:
1, lead-in: divide the children into five groups for running competition.
Teacher: Do you know how far you just ran? Is there a way to know? (measurement)
2. Put forward measurement requirements: There are many materials here. Each group should discuss and choose a material to measure, and record the measuring tools and results and give them to the teacher.
3. When a child tries to measure for the first time, the teacher observes whether the child's measurement method is correct and guides the child to cooperate with his peers.
4. Ask two groups of children whose measurement methods are right or wrong to demonstrate and discuss which method is more accurate. "come; Ever since. Qu; Teacher; Teaching. Case; The teacher explained the correct measurement method (the end of the first measurement is the beginning of the second measurement, followed by the measurement). If the children's measurements are correct, please ask a child to demonstrate and the teacher will explain.
5. Let children reflect on whether this set of measurement methods is correct, and make a second measurement to verify the results of the first measurement.
6. Please choose a child from each group to introduce the measurement results of this group.
7. Ask questions to make children think: Why are the measurement results different? (because the measuring tools used are different, some are long and some are short. The longer (or larger) the measuring tool, the less times it is measured, and the shorter (or smaller) the measuring tool, the more times it is measured.
8. Game: Looking for treasure. Try to measure it for the third time.
The child drew a map marked with the location of the treasure from the touch box, and measured it according to the map to find the treasure.
9. Conclusion: Today we learned to measure with various tools, and we also know that the measurement results are related to the size and length of the measuring tools. Besides the measuring tools used now, what else can be used for measurement? Will the children try it back?
Activity reflection:
It is difficult for children to understand the concept of sum and the meaning of measurement. Only by using what they see in their daily life and letting them operate and do it themselves can they truly appreciate the fun of measurement. Children are more interested in participating in this activity, but the record of the measurement results is not good. Although children are happy and participate in activities, their hands-on ability is not strong enough. In the future mathematics teaching, we should exercise children's practical ability more.
Reflections on the "Measure" 4 Activity of Excellent Mathematics Teaching Plan in Kindergarten's Big Class
There are two difficulties in this content. For the difficulty of understanding the relativity of object weight, the design first prompts the problem through classification activities, so that light objects are produced from the original heavy objects, and heavy objects are produced from light objects. At the same time, ask questions to make children think and answer. Secondly, arrange sorting activities to let children further perceive, experience and help understand.
The second difficulty is to understand the relationship between the size and weight of an object. Children always think that existing objects are heavy and small objects are light. Therefore, the design allows children to correct their original ideas in the process of guessing mistakes through games, and form the correct concept that the size and weight of objects are not necessarily proportional.
moving target
1, learn to measure the weight of an object with a balance.
2. Understand that the weight of objects is relative.
You should know that the size of an object is not necessarily proportional to its weight.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Experience the life of mathematics and the fun of mathematics games.
Important and difficult activities
1, key point: understand the relativity of object weight.
2. Difficulties: Understand that the size of an object is not necessarily proportional to its weight.
Activities to be prepared
1, materials: sorting boxes, scales, building blocks, marbles, snowflakes and other items.
2. Environmental creation: placing all kinds of measuring objects and rulers in the math area.
Activity process
Classification-> Discussion-> Classification-> Games-> Sorting
1. Accumulate perceptual experience about the weight of special objects through classification activities.
(1) provides scales and various items in the math area. Articles are put in boxes, and two articles are put in each box.
(2) children are required to classify the items by weight, that is, put the items in each box into the boxes marked with weight.
2. The method of determining the discrimination weight is discussed.
(1) Show two things and ask: How do I know which of these two things is heavier and which is lighter?
(2) Show two things with little difference in weight, and discuss which method is better to weigh by hand or by balance.
3. Understand the relativity of object weight through classification activities.
(1) Each child takes two items, weighs them with a balance and puts them in the corresponding sorting boxes.
(2) Take out two items from the box marked heavy or light and ask: Are these two items heavy? Then put it on the balance and let the children think and answer the reasons.
4. Through the game, I understand that big things are not necessarily heavy, and small things are not necessarily light.
Show objects of different sizes and let the children guess which is light and which is heavy. Then use the balance to verify it. Put the cotton in the big box and the iron in the small box.
5. Further understand the relativity of object weight through sorting activities.
Ask the children to sort three or more objects by weight in the math area and make a record.
Excellent teaching plan "Measurement" for kindergarten large classes;
1. Encourage children to choose their own measuring tools to measure the surrounding objects, and find the relationship between measuring tools and measurement results through exploration and comparison.
2. Understand the application of measurement in life and stimulate children's interest in measurement.
3. Willing to cooperate and communicate with peers to solve problems.
4. Let the children judge the quantity correctly.
5. Experience the life of mathematics and the fun of mathematics games.
Activity preparation:
1, the child has preliminary measurement experience.
2. Rulers, ropes, soft rulers, straws, sticks, short building blocks, pencils, chopsticks, paper clips, boxes, books and other items.
3. Record sheet, watercolor pen and magnetic board.
Activity flow:
I. Introduction: Presentation of the mandate
Today, children come to be "little surveyors". They use three different tools to measure the same edge and record the measurement results.
Second, exploration: grouping measurement and recording.
1. Children can freely negotiate and choose the right measuring tool to measure the same edge of an object.
2. The teacher visits and observes, listens and understands the situation of children's measurement.
3. Encourage children to measure with different tools and record the measurement results.
Third, sharing: the process and results of dissemination measurement
1. Stick the measurement records of each group of children on the magnetic board, and the children will communicate while watching and discuss the measurement process and results.
2. Guide children to analyze and record the results and talk about why there are different results. And in the analysis and comparison, we get different experiences of measuring the same edge with different measuring tools.
Game: question and answer game to inspire children to measure again.
1. What tool is used to measure the long side of the blackboard at least (or at most)? Why? Have a try.
2. There are three tools with different lengths to measure the length of the activity room. Which tool measures the fastest? Why? Have a try.
Without these tools, how can we measure the length of the activity room? Have a try.
The expansion of verb (verb's abbreviation);
Encourage children to try again and explore the use of various tools to measure height and distance.
Activity reflection:
Because the selected teaching content-natural investigation is a mathematical activity that children are interested in, and it is also a highly operational activity; Moreover, I have prepared enough materials for young children, and I can make it available to everyone. Therefore, the children are very active and enthusiastic in the activities, and everyone is very involved in the exploration activities. Many children who usually don't like hands-on are also active in this activity. Children have been able to master more accurate measurement methods through many free exploration activities; In the measurement, children's ability has also been developed, especially their hands-on ability and exploration ability.
The first link
Appropriate behavior: In the first step, let children make exploratory measurement and discussion according to their own measurement experience, let children speak their own practices and ideas, and play a role in learning from each other. The demonstration of individual children and teachers gives children a preliminary understanding of the correct measurement methods.
Disadvantages:
1, there are many children, but the space is limited. Choosing the height of the chair to measure will block the children's sight and bring inconvenience to their activities.
2. When I demonstrated the correct measurement method, I chose the same measurement object as the children-the chair. Because the space is blocked, the children behind and next to me can't see clearly.
Question:
1, how to choose children's exploration objects and what guidance teachers should give are all very important, but I lack full consideration in this link.
2. Does the teacher have to choose the same measurement object as the child to demonstrate and explain? How to choose to better consider each child's vision?
Countermeasures:
1, children can choose the edge of the chair backrest as the measurement object, which will not only make the children's activity space not too narrow, but also facilitate their exploration.
2. It is worth thinking about: Can you draw a straight line on the blackboard and demonstrate it in a clear way?
The second link
Appropriate behavior: I fully consider the practical operation characteristics of the children in this class, and adopt the methods of "releasing and collecting" and "releasing and collecting again" to teach, so that the children can abide by the rules and study better; The organization of teachers is also relatively easy.
Disadvantages: many small links are designed, and a lot of materials are put in. Children want to try everything, and the operation time is not enough.
Question:
1. Each small link is designed for one goal-continue to learn a variety of natural measurement methods, and find that different measuring objects are suitable for different measuring instruments during the activity. So, can you combine the first small link with the second small link to give children more time to operate?
2. Will it be too difficult? Because it is not easy for children to master the correct measurement method, what's more, after they initially feel the measurement method, they will immediately step into the second goal-trying to let children find out for themselves that different measuring objects are suitable for different measuring instruments. The choice of measuring tools is related to the measuring object. Will the process be too fast?
Countermeasures:
1. Consider dividing this teaching content into three classes, focusing on "learning a variety of natural investigation methods". The second link is to let children learn and consolidate the correct measurement methods through free exploration and operation. Of course, we can consciously guide children to measure objects with round edges in activities and learn different measurement methods.
2. Put the goal of "trying to let children find different measuring objects suitable for different measuring instruments, and the choice of measuring tools is related to the measuring objects" in the second class. In this way, children will not study so hard, the operation time will be easier, and they can break through difficulties more effectively.
Overall feeling: When designing an activity link, we should not only design the link according to the characteristics of children's activities, but also fully consider the purpose and feasibility of each link and the handling of every small detail. Their professional level is also very important, and the setting of questions, random observation and the grasp of guiding words all need further training.
Encyclopedia: measurement is to describe observed phenomena with data according to certain laws, that is, to describe things quantitatively. Measurement is the quantization process of non-quantized objects.