Teaching plan of mathematical natural measurement in kindergarten teacher class 1 activity purpose: 1. I like to take part in surveying activities and solve problems with the knowledge of natural surveying.
2. Choose tools independently, measure the length of objects, get a preliminary understanding of the relationship between measuring tools and measurement results, and learn the correct measurement methods.
3. Stimulate children's spirit of inquiry, and develop children's abilities of observation, comparison and judgment in hands-on activities.
Activity preparation: 1, measuring tools of different lengths, chalk.
2. Story pictures
3. Recording paper and pen
Activity flow: (1) Create problem scenarios and introduce them in the form of stories. Question: When Blue Cat and Naughty Boy argue, how to measure the length of the roof of a car?
Children discussion
(b) Children try to measure objects with their own tools.
Guide children to compare and observe the measured results and compare them with their peers. What did you find?
(3) Discuss 1 and compare the measured results.
Guide children to find the relationship between measurement results and tools.
2. Discuss the measurement method.
Find the starting point; Measure along the edge line, and do not deviate from the edge line; end to end
3. Summary: Different lengths of measuring tools lead to different results.
(4) Children independently measure 1, and put forward measurement requirements: choose tools, find the starting point when measuring, mark with strokes, measure along the border, and connect the first place.
2, children's operation.
3. Discussion and summary:
(1) What tool did you use to measure it? What was the result?
(2) Who also uses this tool? Is the result the same?
(3) What else did you measure? What was the result? Does anyone measure like him? What about your results?
(v) Extended activities 1. Discussion: What else can be used as a measuring tool?
2. Which parts of our body can also be used as measuring tools?
3, children's games: long jump
Teaching plan 2 of mathematical natural measurement in kindergarten large class activity goal:
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 activities, we should not only design links according to the characteristics of children's activities, but also fully consider the purpose, feasibility and handling of small details of each link. 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.
Teaching plan 3 kindergarten large class mathematics natural survey activity goal
1, learn natural measurement and 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.
3. Partners can cooperate with each other and communicate boldly.
4. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
5. Guide children to be interested in numbers.
Activities to be prepared
Measuring tools (all kinds of long sticks, rulers, ropes, cartons, etc. ), pen, recording paper, blackboard, box, mark.
Activity process
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. 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
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.
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?
Teaching plan 4 kindergarten large class mathematics natural survey activity goal
1. Learn the correct measurement method and make a simple record.
2. Stimulate children's desire to explore actively through hands-on activities.
3. Explore the relationship between measuring tool length and measurement results.
Important and difficult
Activity focus: master the correct measurement method and be able to measure objects.
Activity difficulty
Understand the relationship between measuring tool length and measurement results.
Activities to be prepared
1. Experience preparation: Parents and children * * * collect some natural objects to be measured, such as pencils and straws, and initially know how to measure objects with natural objects in life.
2. knowledge preparation: know the length and width of the object; And recorded experience.
3. Material preparation: 10 records; 2 people a piece of chalk; Pencils, straws, watercolor pens and other measuring materials.
Activity process
(A) the introduction of questions to guide children to say a variety of measuring tools to stimulate children's interest.
Teacher: Today, the teacher has a task to make a new blackboard. Let me measure the old blackboard first. Oh, no, what should I do without a ruler? Do you have any good ideas? What can be used to measure the old blackboard?
(2) Introduce measuring tools and record forms.
(3) First experience: children use chopsticks to measure the items in the activity room.
1. Illustrate the correct measurement method with a chart. (The teacher measures the blackboard in the right way while explaining)
(1) Measure in the right way: start from the starting point and measure along the edge. The first measurement should be marked at the tail, which is the starting point of the second measurement.
(2) The measuring tool shall be measured along the edge;
(3) Record the number of times in the measurement record.
(4) Put forward the operation requirements: use the correct method to measure and make records; Two people cooperate, one person measures and one person records, taking turns; Keep quiet and orderly when operating.
2. Children operate freely, and teachers observe children's measurements and records.
(1) The key instruction is that children must connect the quantities at one time, with no blank spaces and no overlapping.
(2) Remind children to record the measurement results correctly. (If the length of the measured object is not an integer multiple of the measuring tool, it should be recorded according to the specific situation. )
3. The teacher asks questions, and the children communicate freely: What object to measure? How did you measure it? Why do you get different results when measuring with the same tool?
4. The teacher summarized the correct measurement methods.
Summary: start from the starting point and measure along the edge. The first measurement should be marked at the tail, which is the beginning of the second measurement.
(d) Second experience: children use different tools to measure again and feel the relationship between measuring tools and measuring results.
1. Requirements: Measure with the correct method and with different tools.
2. Children can operate freely, and the teacher encourages children to try to measure the same item with more than two tools.
3. Discussion: Why do the same items in the record form have different measurement results?
4. Teachers and children are the same as summing up: different tools, different results, long tools and fewer times; Short tools, many times.
(5) Activity extension: Invite guests and teachers to measure other things in the classroom together and feel the different measurement results brought by measuring tools with different lengths again.
Activity summary
In this activity, the children initially mastered measuring the length of objects with different measuring objects, mastered the correct measuring methods and made records. During the activity, some children didn't have a record of correctly mastering the measurement method. When children were free to operate, teachers intervened and guided them in time. When children perceive the relationship between different measuring tools and measurement results, they can make full use of different measuring tools to measure objects and make records. Children are more interested in this link. After mastering the measurement method, children are more independent and active in choosing measurement tools freely. In the summary session, children initially perceive the influence of measurement tools on measurement results by recording forms. During the whole activity, children can take the initiative to learn and explore independently.
Teaching plan for natural investigation of mathematics in kindergarten large class 5 Purpose:
1, like to participate in surveying activities, willing to use the knowledge of natural surveying to solve the problems encountered.
2. Choose tools independently, measure the length of objects, get a preliminary understanding of the relationship between measuring tools and measurement results, and learn the correct measurement methods.
3. Stimulate children's spirit of inquiry, and develop children's abilities of observation, comparison and judgment in hands-on activities.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.
Activity preparation:
1, measuring tools and chalk of different lengths
2. Story pictures
3. Recording paper and pen
Activity flow:
(A) the creation of problem situations
Introduce a story and ask a question: How to measure the roof length of a car when Blue Cat and Naughty Boy argue?
Children discussion
(B) Children try activities
Children choose their own tools to measure an object.
Guide children to compare and observe the measured results and compare them with their peers. What did you find?
(3) Discussion
1, compare the measurement results.
Guide children to find the relationship between measurement results and tools.
2. Discuss the measurement method.
Find the starting point; Measure along the edge line, and do not deviate from the edge line; end to end
3. Summary: Different lengths of measuring tools lead to different results.
(d) Independent measurement of children
1, put forward the requirements of measurement: choose tools, find the starting point when measuring, mark with strokes, measure along the border and connect the first place.
2, children's operation.
3. Discussion and summary:
(1) What tool did you use to measure it? What was the result?
(2) Who also uses this tool? Is the result the same?
(3) What else did you measure? What was the result? Does anyone measure like him? What about your results?
(5) Extended activities
1, Discussion: What else can be used as a measuring tool?
2. Which parts of our body can also be used as measuring tools?
3. Children's game: long jump.
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.
Teaching plan 6 kindergarten large class mathematics natural survey activity goal
1. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
2. Improve the ability of logical reasoning and form a good habit of doing things in an orderly way.
Activity analysis
The classroom discussion activities of Nature Survey mainly focus on what kind of teaching strategies teachers adopt, how to give full play to teachers' "leading" and children's "main role", and how children in large classes respond to the content of mathematics and their interest in learning.
We know that natural measurement refers to the use of common natural objects around us, such as paper clips, footsteps, chalk and so on. As a measuring tool for direct measurement, this is only the measurement of common tools around us, not the measurement of standard tools such as straightedge and straightedge. It includes measuring the length, height, thickness and weight of an object.
Children's learning of mathematical knowledge and mastery of skills need to be practiced many times before they can get it. Children's interest in mathematics activities and the cultivation of good study habits also need to be cultivated in colorful activities. I designed the activity of "natural measurement" (this activity is based on the measurement of object length), trying to let each child explore the method of natural measurement in his own operation process, thus fully embodying that children are the main body of learning, and teachers act as supporters, guides and organizers in this activity.
Activity flow:
(1) Import activities.
1. Organize children's games: My plane is about to fly, and I am familiar with the place names all over the country (freely standing on the outline of China map).
2, combined with visual inspection, compare who is far from Beijing in each city.
(2) learning natural measurement.
1. In the name of "Geological Surveyor", please ask the children to try to measure with color straws.
2. Children communicate their own measurement methods and guide them to discuss the correct measurement methods: when measuring, the measuring tool should be aimed at the starting point, and the other end of the measuring tool should be marked with chalk or hands. When measuring for the second time, the measurement should be started from the mark.
3, combined with the table 1, the teacher explained the method of recording.
4. The two children choose the measuring line to measure together, and the teacher observes and gives timely guidance.
5. Ask some children to talk about the measurement results.
(3) Experience the relationship between measuring tool length and measurement results.
1, the teacher asked: "The teacher also has two measuring tools, bamboo sticks and building blocks. Can you measure the route with these two materials? See what secrets you find? " (At the same time, let the children guess how to use Form 2. )
2. The child will operate again and form a record for the teacher to guide.
3. The children exchange the calculation results and present the results on the blackboard.
(4) Extension of activities:
Show me wool and explain how to measure it with wool. -Straightening the rope requires cooperation; Show operating data such as chopsticks (not just finished testing)-learn new recording methods.
Activity reflection:
1, pay attention to the cooperation between children. Through the cooperative measurement of children, the effect of classroom teaching can be effectively improved, which not only conforms to the age characteristics of large class children, but also ensures the complementarity and cooperation of children's mutual learning.
2. Pay attention to the integration of various fields. The study of the theme activity "I love my motherland" can be organically combined with mathematics activities. On the one hand, let children know the corresponding positions of major regions on the map, on the other hand, they can clearly measure the distance between cities (the design of the map is basically completed in proportion, and the selected cities are typical).