First of all, talk about textbooks.
1, design intent
In the countryside, the beans in the field grow up slowly, and children have a strong curiosity about these changes around them. I seized this opportunity and designed this mathematical exploration activity with beans, so that children can observe and explore independently, express freely and experience happiness and success in the process of guessing beans, peeling beans, counting beans, arranging beans and stringing beans.
2. Content analysis
The "Outline" emphasizes the need to follow children's physical and mental laws and learning characteristics, and points out that "we should closely connect with real life and make use of things and phenomena around us". "Doudou Le" is a math activity for kindergarten classes in the next semester. This activity requires children to perceive numbers within 5 and rank them according to the size of objects. Children in small classes are lively and playful next semester, and are willing to learn all kinds of knowledge in play. They have a fragmentary understanding of the concepts of logarithm and sorting, are also interested in counting and sorting, and are full of curiosity about things around them. Therefore, I chose and designed the "Doudou Le" activity, so that children can explore and learn independently in relaxed and happy activities.
3. Analysis of children's current situation
Through the study and life in kindergarten for half a year, I came into contact with the simple AB arrangement in some activities. This activity requires children to perceive numbers within 5 and be innovative in ranking. Because small-class children's thinking is still in the transition stage from intuitive actions to concrete images, in daily education and teaching activities, I find that small-class children like counting and arranging, but the accuracy is not high, and they often play unconsciously. Therefore, in this math activity, I try to make use of natural resources to make children fall in love with learning in life.
4. Activity objectives:
Activity goal is the starting point and destination of teaching activities and plays a guiding role. According to the requirements of "Kindergarten Education Guidance Outline" in the field of mathematics, combined with the age characteristics of children in this class, we should pay attention to cultivating children's interest in learning and the principle of teaching students in accordance with their aptitude. According to the above analysis of teaching materials, combined with the cognitive characteristics of small class children, the following teaching objectives are determined:
(1) Perceive numbers within 5 in guessing, ranking and string, and sort them according to the size of objects.
(2) In the activity, develop children's thinking and hands-on operation ability, and experience the fun of learning.
5. Highlights and difficulties of the activity:
According to the goal and the level of children's cognitive understanding, my focus is: perception of numbers within 5. The difficulty of this activity lies in the creative classification of objects according to their size.
Because there are both cognitive requirements and ability requirements in the activity goals, we pay special attention to the development of children's attitudes and emotions. Because the new "Outline" puts forward the goal of "being able to feel the amount of things from life", beans are used as the main material to arouse the enthusiasm of children to participate in activities by setting up a situation to help cat mothers, thus solving key points and breaking through difficulties.
6. Activity preparation:
Activity preparation is to serve specific activities. At the same time, children develop through the interaction of environment and materials. Activity preparation must adapt to the objectives, abilities, interests and needs of the activity subjects. So I prepared the following materials: broad beans, peas, toothpicks, boxes, four chickens, pictures of mother cat selling beans, and plates with beans.
This kind of inquiry activity, which supports children's learning and guides them to carry out with "living teaching materials" in nature, conforms to the requirement of "choosing things and problems close to life that children are interested in, which is helpful to expand their experience and vision" in the outline, and integrates mathematics with life well.
Second, oral teaching methods
The teaching object of this activity is small class children. They are young, playful, active and easily distracted. According to this feature, in order to seize their interest and fully stimulate their curiosity. I use the following methods to teach, so that children can learn in a relaxed and pleasant atmosphere and give full play to their enthusiasm and participation in learning.
1, operation method: it is the basic method for children to construct knowledge. The so-called operation method refers to children's hands-on operation and exploration and learning in the process of interacting with materials. In this activity, I arranged for the children to peel and arrange beans independently. The main purpose of the operation is to let the children perceive the numbers and improve the experience, and then make a simple observation and find that these beans are of different sizes, and guide the children to sort them.
2. Situational teaching method: In the teaching process, taking into account the characteristics of small class children vulnerable to situational infection, the plot of "helping mother cat to insert beans" was purposefully created to arouse children's interest. Let children integrate into the situation of doing things, stimulate children's interest in counting, let children actively observe and use their brains, and achieve the development of personality and quality.
3. Exchange and discussion: Appropriate questions help to activate children's thinking, inspire learning, help children acquire new knowledge, develop intelligence and cultivate language ability. In the process of peeling and arranging beans, I asked children and good friends to talk about how many beans are in each pod. In the process of arranging beans, I observed the size, fully let the children express their views, and further feel the fun of participating in activities.
Third, theoretical study.
1. Operation method: The operation of this activity is to let children finish peeling, arranging and stringing beans independently. An education expert once figuratively said, "children's learning is to forget after listening, remember after reading, and understand after doing." This sentence well illustrates the characteristics of children's thinking and learning: direct action thinking is better than concrete image thinking, even better than abstract logical thinking. Therefore, creating opportunities for direct perception, personal experience and hands-on operation is the quickest and most convenient way to help children acquire knowledge. This activity is based on this concept, allowing children to operate freely in a relaxed atmosphere.
2. Situational experience method: According to the age characteristics of small class children, I adopted the method of creating situations, so that every child can have practical experience and get a sense of happiness, relaxation and accomplishment through the plot. I easily mastered the counting and sorting in the plot. In repeated observation and communication, it is necessary to create situations for children, so that children can approach success step by step with their own efforts, thus cultivating the habit of children like helping others and solving problems by themselves.
3. Communication mode: the peers communicate with each other and discuss problems. In the process of communication, children can not only develop their language skills, but also share their experiences with their peers, so as to truly reflect the "student-student interaction" pointed out in the outline.
Fourth, talk about the teaching process
The "Outline" puts forward: "In teaching activities, we should fully reflect children's dominant position, give play to teachers' leading role, respect each child's ideas, practices and statements, and mobilize their initiative, observation, operability and communication". I am mainly divided into three parts:
(1) guess
1. Guess how many bean babies will live in this pod? Vivid language stimulates children's interest and initially perceives quantity.
2. Each child takes out the pods under the stool and guesses with good friends to provide conditions for children to communicate with each other.
3. Then verify the results. I played a game of feeding chickens.
(2) Pat
Here, let the children observe the beans first to find out the different sizes, which naturally leads to the queue of bean babies, and then let the children queue up interestingly. On this basis, let the children play freely, creatively queue up for the bean babies, let the children experience the fun of life and cultivate their innovative consciousness.
(3) Brochette
This link is the promotion of the first two links.
1. This part purposefully created the plot of "helping mother cat insert beans" to arouse children's interest. String beans at will according to children's wishes, cultivate interest and give play to children's initiative.
2. Let the children send the string of beans to Mother Bear's shop. Here, children are required to insert them according to the number of points.
Finally, let the children take the inserted beans to the street to sell, so that the children have a sense of accomplishment.
Life is colorful, vivid and real. I make full use of the educational materials in my life to provide a space for my children to learn music. This activity fully embodies the life of education. Teachers respect children's world, walk into children's life, take beans as the main line, guide children to guess beans, row beans and string beans, so that children can fully experience the joy of games, harvest and exploration. In the activities, children constantly perceive, operate, count and sort out, paying attention to the development of children's subjectivity and the formation of children's continuous learning intention. Children change passive learning into active learning, so that children can become the real masters of activities, so that their interests can be stimulated and their potentials can be developed.