"Understanding the seriousness" teaching objectives1;
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.
The teaching goal of "understanding seriousness" teaching plan 2;
1, initially understand the weight of the goods, and understand that the goods are light and heavy.
2, through observation and inspection, operation to understand and distinguish the weight of goods, and can bravely say in words: xx is light, xx is heavy.
3. Learn to organize hands-on teaching materials and keep the desktop clean and tidy.
Teaching preparation:
1, experience preparation: children feel that life is too heavy.
2, material preparation:
Teaching tools: two toy trucks and a toy balance. Items: large plasticine, small plasticine, cotton, building blocks, marbles.
Learning tools: children use one book and one pen; Each group has a balance and a basket of items (paper balls, building blocks, iron sheets, snowflake cotton, building blocks, marbles, etc. ).
Teaching process:
First of all, take a look and find out the weight of the goods.
Show two identical trucks, big plasticine and small plasticine on them, and inspire children to observe and guess: the truck is carrying a commodity. What's the difference between them? Which is heavier? Which is lighter?
Please come up and weigh it. Say it again: Which product is heavier? Which product is light?
Put a ball of cotton and a marble in the car, let the children touch and weigh, and accurately understand the weight of cotton and marbles.
Second, observe and check the changes in the balance to recognize the weight of the goods.
Show the balance and tell the children that the balance is a tool to consider the weight of two items. Then, put the building blocks and marbles on both sides of the balance, let the children observe and see the change of the balance, and say: What happened to the balance? What does the tilted side of the balance mean? What does the double-sided sinking of the balance mean? You can also let children talk about which is heavy and which is light, and then demonstrate and verify it on the balance device, thus helping children to accurately understand the weight of items.
Show the big plasticine and building blocks, let the children guess which is heavier and which is lighter, then ask the kindergarten teacher to come up and put the plasticine and building blocks on both sides of the scale, and then take the children to understand the weight of the cognitive items.
Third, children's hands-on teaching:
Look at the picture to distinguish between light and heavy: inspire children to observe, look at the scene and say: what is on the picture? Think about it: which is heavier? Which is lighter? How do you understand it? Please circle the heavy items.
Distinguish the weight: let the children play with two items in the basket at a time, weigh them or weigh them on the balance to understand the weight of the two items, and say: xx is light, xx is heavy.
Fourth, teaching comments:
Show P9 of Children's Book, and ask individual children to bravely tell which is lighter and which is heavier.
Encourage children to bravely say which two things they have played at the same time, which is heavier? Which is lighter? Improve children's interest in hands-on teaching.
"Understanding the Severity" Teaching Plan 3 Activity Target
1, initially perceive the weight of the object and know whether the object is light or heavy.
2. Perceive and distinguish the weight of objects through observation and hands-on operation, and boldly tell them in words: ×× light, ×××× heavy.
3. Learn to organize homework materials and keep the desktop clean and tidy.
Activities to be prepared
1, experience preparation: children feel that daily life is too heavy.
2, material preparation:
Teaching AIDS: two toy trucks and a toy balance. Physical objects: large plasticine, small plasticine, cotton, building blocks, glass balls.
Learning tools: children use a book and a pen; Each group has a balance and a basket of objects (paper balls, building blocks, iron sheets, snowflake cotton, building blocks, glass balls, etc. ).
Activity process
First look at the balance and feel the weight of the goods.
Show two identical big trucks with big plasticine and small plasticine, and guide children to observe and guess: what is transported on the trucks is a kind of goods. What's the difference between them? Which is heavier? Which is lighter?
Please come up and weigh it, and then say, which goods are heavy? Which goods are lighter?
Put a ball of cotton and a glass ball in the car, let the children touch and weigh, and correctly perceive the weight of cotton and glass ball.
Second, observe the change of the balance and know the weight of the object.
Show the balance and tell the children that the balance is a tool to measure the weight of two objects. Then, put building blocks and glass balls on both sides of the balance, let the children observe the changes of the balance and say, What has happened to the balance? What does the tilted side of the balance mean? What does the double-sided sinking of the balance mean? You can also let children talk about who is heavier and who is lighter, and then demonstrate and verify on the balance device, thus helping children to correctly understand the weight of objects.
Show the big plasticine and building blocks, let the children guess who is heavier and lighter, then let the children come up and put the plasticine and building blocks on both sides of the scale to guide them to further perceive the weight of the object.
Third, children's operation activities:
Look at the picture and tell the difference: guide the children to observe the picture and say: What's on the picture? Think about it: which is heavier? Which is lighter? how do you know Please circle the heavy objects.
Distinguish the weight: let children play with the objects in two baskets at a time, weigh them or weigh them on the balance, feel the weight of the two objects, and say: ×× light, ××× heavy.
Four. Activity evaluation:
Show P9 of Children's Book, and ask individual children to say who is light and who is heavy.
Encourage children to talk boldly about which two things they have played at the same time, which is more important? Which is lighter? Improve children's interest in operating activities.
"Understanding Severity" Teaching Plan 4 Activity Requirements:
Know and compare the thickness of an object, and know that the comparison of thickness is relative.
Activity preparation:
Four kinds of objects with different thicknesses (sticks, toothpicks, crayons and watercolor pens) used by teachers are marked as materials for children (seven kinds of objects with different thicknesses are strong, five kinds of objects with medium ability are not thick, and three kinds of objects with different thicknesses are poor ability) (toothpicks, sticks, crayons, markers and watercolor pens).
Activity flow:
First, know the thickness.
1. Let the children wear wooden beads with the things in the box. Question: What did you find while playing with wooden beads? Toothpicks, sticks, crayons, etc. Don't go in) 2. Looking for the original, why? Because sticks, toothpicks are thin and crayons are thick. Summary: It turns out that things are thick and thin.
Second, compare the thickness to show the stick. Teacher: Just now we played the game of wearing wooden beads. Some things went in, some things didn't, and the stick just went in. Is it thick or thin?
(1) If the answer is thin, take out a toothpick and compare it with your child. (2) If the answer is thick, show the child a crayon and compare whether the pen is thick or thin.
Draw a conclusion:
You can't compare the thickness of a thing. You need two things to compare with rent and color.
Third, the use of objects with different thicknesses Sorter: There are things in your box that are thick and thin, and we will help them arrange them 1. Children operate any row 2. Question (1) How do you arrange it? (From coarse to fine, from fine to coarse) (2) How do you arrange it?
3, teachers and students * * * with the summary (1) first find the thinnest, then find the thickest, and the remaining two are lined up in turn.
(2) First find the thinnest one from the box and put it in the first place, then find the thinnest one from the box and put it in the second place, and queue up in this way repeatedly. 4. Let the children compare the two methods.
"Understanding Severity" Teaching Plan 5 Activity Goal
Guide children to learn to distinguish the weight of objects and sort them to understand the relativity of the weight of objects.
Activities to be prepared
1, three items with obviously different weights (preferably the same size), such as brick (half or one third), wood block and foam plastic block; Three kinds of articles packed in bags with obviously different weights (preferably bags with the same color and size) can be filled with small stones, beans, rice (rice with shells) or other articles respectively; Weigh a balance (you can make a hand-held balance with chopsticks and rope).
2, every two children a plate of pebbles, a plate of buttons, a plate of wood (the same number), a scale (homemade, don't).
3, supporting children's book "Mathematics".
Activity process
1, compare two different light and heavy items.
(1) The teacher showed the bricks and building blocks and asked: Which is heavier? Which one is light? How can we know? (Holding in hand) Ask two or three children to come up and compare, tell everyone the weight, and choose the heavy one for the teacher. The teacher showed the block of wood and the block of foam again and asked, which is heavier? Which one is light? Ask two or three children to compare, tell everyone the weight, and choose the lighter one for the teacher.
(2) The teacher asked the children to find out which items are heavier and which items are lighter in the activity room, and also to review what items with different weights have been encountered in life.
2. Compare three items with different weights.
(1) The teacher shows three bags of items with different weights. Let the children guess: which of the three bags is the heaviest? Which bag is heavier? Which bag is the lightest? Ask two or three children to come up and weigh the comparison and tell you the result of the comparison. The teacher shows the balance, explains how to see the weight with the balance, and then weighs the above three items with the balance to verify the weight for the children. Let the children think about it and talk about how to determine the weight of each package when comparing three packages at the same time. After the children's discussion, the teacher concluded that three packages of articles with different weights can be said to be the lightest, heavier and heaviest. Then ask a child to come up, make a comparison, and line up the three bags from light to heavy, and other children will judge.
(2) Children in pairs weigh small stones, buttons, blocks of wood by hand or by scales. First, find out the items with different weights, and then queue up according to the weight. Teachers will tour to guide.
(3) The teacher took out the heavier and lightest bags and showed them to the children on the balance. Question: Which bag is heavier? Which bag is light? After the children decided, the teacher took the lightest bag, took out the heaviest bag, put it on the balance and compared it with the heavier one, asking: which bag is heavier? Which bag is light? After the child decides, the teacher will take away the heaviest bag and show the comparison between the heavier bag and the lightest bag, thus guiding the child to find that the heavier bag may be lighter (or heavier) than another bag, and the lighter bag may be heavier (or lighter) than another bag. Therefore, the weight of an item depends on who it is compared with.
Step 3: Practice
The teacher instructed the children to do the exercises on page 24 of the children's book.
"Understanding Severity" Teaching Plan 6 Activity Objective:
1, initially perceive the weight of the object and know whether the object is light or heavy.
2. Through observation and hands-on operation, we can perceive and distinguish the weight of objects, and we can boldly tell them in words that xxx is light and xxx is heavy.
3. Learn to organize homework materials and keep the desktop clean and tidy.
Activity preparation:
1, teaching aid: a toy balance. Physical objects: plasticine, cotton, building blocks, glass balls.
2, school tools, children's operation data.
Activity flow:
1, group activities.
(1) Observe the object and feel the weight.
Show the size of plasticine and guide children to observe and guess: what is this? What is the difference? Which is heavier and which is lighter? Please come up and weigh, touch and correctly feel the weight of cotton and glass balls.
(2) Observe the change of the balance and know the weight of the object.
Show the balance and tell the children that the balance is a tool to measure the weight of two objects. Then, put plasticine of different sizes on both sides of the balance. Let the children observe the change of the balance and say: What is the change of the balance? What does the tilted side of the balance mean? What does the sinking side of the balance mean? You can also let children talk about who is heavy and who is light first, and then demonstrate and verify on the balance device, thus helping children to correctly understand the weight of objects.
Show cotton and building blocks for children to compare.
2. Operational activities.
(1) Guide the children to observe the pictures and tell them what is in the pictures. Think about it: which is heavier? Which is lighter? How did you know? Please circle the heavy animals.
(2) Observe the scales and fruits and think. Even one side of the balance is heavy and the other side is light, and the weight is the same.
(3) The bear and the mouse will be weighed. Think about who is important and who is light. Please circle the heavy animals.
3. The teacher makes a summary.