Design idea of kindergarten small class 1 teaching plan "Understanding Graphics": It is difficult to teach children to understand plane geometric figures in small class mathematics education, because the process of understanding geometric figures is often too monotonous and it is easy for children to lose interest in learning. Therefore, in this activity, I carried out the game situation from beginning to end to satisfy the children's emotions. First, it attracts children's attention by feeding small animals. The whole activity is from simple to difficult step by step. One is to classify by color and let the children feed the rabbits. Grey rabbits eat grey biscuits, white rabbits eat white biscuits, and then feed them to rabbits according to their shapes. Rabbits with triangular mouths eat triangular biscuits, and rabbits with round mouths eat round biscuits. Finally, it was given by the game.
Activity objectives:
1. Initially try to classify objects according to color and shape.
2. Master the simple classification method in the game situation and be interested in group activities.
Activity preparation:
1, a small white and gray house.
2. White and gray rabbits each have 13.
There are two rabbits made of white and gray boxes, and their mouths are round and triangular respectively.
There are several white and gray circles and triangles operated by children.
There are 25 gray rabbits on the skirt, with triangular and circular patterns.
Activity flow:
I. Introduction of activities
1, children, the teacher invited two small guests today. Let's see who they are. (white and gray rabbits)
Do you see any difference between these two rabbits? (Different colors)
3. Yes, they are different in color. Rabbits are happy to be a guest in our Class 5, but now they are hungry and want to eat cookies. Teacher, there are many biscuits here, including white biscuits and gray biscuits. The white rabbit says it wants to eat white biscuits, and the gray rabbit says it wants to eat gray biscuits. Can you help the teacher feed the rabbit?
Second, children have graphic biscuits and feed them to rabbits according to color.
Third, teacher verification.
1. Just now, the babies all fed the rabbits delicious biscuits. Let's see if we feed them correctly.
2. Rabbits are happy to be full. Let's go out and play with rabbits! (lead the child to jump like a rabbit in front of the seat.
3. "Oh, after playing for so long, we are hungry again. Can you feed me some more cookies? " The teacher took the little gray rabbit: "Look, my mouth is round. I like eating round biscuits best. Will you feed me round biscuits later? " Take the white rabbit for example: "Look, my mouth is triangular. I like triangle cookies best. Will you feed me triangle cookies in the future? "
The child holds a figure in his hand and feeds the rabbit according to the shape of the biscuit.
5. Teacher verification.
Fourth, the game "Send the Rabbit Home"
1. The rabbit is full. Shall we take them home?
Let's find out where the rabbit's home is. There are two houses here, one is white and the other is gray. Which house should the rabbit live in? (At the White House) Yes, I'm going to the White House. Let's take another look. The house is divided into two floors. The first floor is round and the second floor is triangular. Look, what figure (circle) is on the white rabbit skirt? Which floor does it go to? (round floor). Send the rabbit home. (group delivery)
3. The child has a gray bunny with a triangle pattern on the skirt: Which floor should the gray bunny with a triangle pattern on the skirt be sent to? I let all the children send it to see who can send it quickly and accurately.
4. The teacher summed up the way to send the rabbit home. First, look at the color of the rabbit and send it back to the house. Then look at the patterns on the rabbit and send them to the layer with corresponding patterns.
Bonnie thanked our children for not only feeding them cookies, but also finding their home. What should we say?
"Understanding Graphics" Teaching Plan for Kindergarten Small Class 2 [Activity Goal]
1, review and consolidate the understanding of squares, triangles and circles.
2. Cultivate children's enthusiasm for participating in activities and flexibility of thinking.
[Activity preparation]
1, a picture, a paper path (engraved with different shapes and sizes)
2. A white rabbit headdress contains many "magic boxes" with different geometric shapes.
[Teaching process]
First, lead to the theme in the form of stories.
1. Telling stories arouses children's interest. Teacher: Little friend, the little white rabbit called the teacher yesterday. It said to the teacher, "Yesterday, there was a strong wind in the forest, and my house was blown to pieces (whoops …). Can you help me build a new house? " So the teacher built a new house for the white rabbit overnight. Look, children, is this new house beautiful?
2. Show the picture and ask: Teacher: Look, what shape did the teacher build the roof? Master Triangle: What about the house? Small: Square Teacher: What shape is the door? Small: circle guides children to say triangle, square and circle.
Second, review the graphics section: the children are so smart that they all got it right. Today, the teacher and the children reviewed these figures together.
1. Show the "magic box" Teacher: Look, children, the teacher borrowed the magic box from the magician. Today, the teacher will perform magic for the children. You have to look carefully!
2, ask questions from the magic box to change the graphics artist: Ma Libang, change! What figures do you think the teacher came up with? Little: Roundist: what's it like? Small: those without corners turn into squares and triangles in turn. Ask questions.
Third, the game-bedding
1. A child in a big class plays the role of a white rabbit and calls the teacher to thank him and ask him to answer the phone again. The white rabbit said, "Thank you for building a new house for me! When I wanted to thank you just now, there were many mud pits in front of my house, and I accidentally fell down. Teacher, can you help me pave this road again? " Teacher: Children, you all heard what the little white rabbit said. So, let's help the white rabbit pave the way together, shall we?
2. Put out geometric figures with different shapes; Did you see that, children? There are many different shapes here. Please put the circular material into the circular pit, the triangular material into the triangular pit and the square material into the square pit until the pit is completely paved! (explanation and demonstration)
3, children's operation, requiring children to find the corresponding materials according to the shape and size of the pit.
Fourth, finally, let the children jump as rabbits and visit the injured rabbits along the paved road.
Teaching Plan 3 of "Understanding Graphics" in Kindergarten Small Class Activity Objective:
1, can understand the basic characteristics of squares and circles.
2. Experience the fun of the game on the basis of understanding the graphics.
3. Let children know the graphics in a relaxed and happy game.
4. Understand the shapes of some objects in life.
Activity preparation:
Portrait of a robot (consisting of several squares and circles of different sizes); A number of square and round cards; 2 teachers' teaching AIDS. (a square, a circle); Several round and square building blocks.
Activity flow:
First, introduce stories to let children observe and explore the characteristics of graphics.
1, Teacher: Today, the teacher invited a mysterious guest to visit our experimental kindergarten. Do you want to meet the children? (thinking)
2. Show the portrait of the robot and let the children observe it freely.
Second, know the square and the circle.
1. Tell the characteristics of the graphics in the teacher's questions.
The teacher showed the graphic card and asked, Now the teacher is going to do magic. The children watched carefully (taking a square off the robot). Do you want to touch it? Let a child touch on the stage and express his feelings freely.
2. The teacher purposefully guides the children to touch the sides and corners of the square. (Zaza, Sharp) The teacher guides the children to know that this sharp place is called a corner. How many (4) faces are there? (article 4). Therefore, this figure is called "square".
3. Question 1: Hey, kid, let's take a look again. Does this graphic baby have horns? What are his edges and corners like (bare, round)? Let the child touch the graphics card. The teacher concluded that the figure was round.
Third, the game: graphic confrontation
1. Where does the teacher point out the child's name and answer what shape the robot is?
2. Divide cards according to the teacher's instructions, and the teacher will check whether it is correct.
Four, building block classification
5. According to the observation, children say what things in life are round and square.
Encyclopedia: Graphics refer to some spatial shapes that can be divided by contour lines in two-dimensional space. Graphics are a part of space and have no spatial extensibility. They are limited and recognizable shapes.
Small class in kindergarten "Understanding Graphics" Teaching Plan 4 Activity Objective:
1, know the name and shape of the three-dimensional graphics.
2. Exercise observation.
Activity preparation:
Building blocks 1, cuboids, cubes, cylinders, trigrams, spheres.
2. Children bring their own food.
3, drawing system, crayons.
Activity flow:
1, show the building blocks of cuboid, cube, cylinder, triangular prism and sphere, let children observe and know various shapes, know their names, and talk about what food in these shapes looks like.
2. Children take turns to draw a building block and bring a food packaging box with the same shape as the building block to kindergarten.
3. Let's show the food box we brought back and give a brief introduction.
4. Let the children print the food package and the shape of each side on the drawing paper, and then cut it out.
5. Let the children tell the shapes of these plane figures and try to spell them into three-dimensional figures.
6. You can play games with plane graphics and food packaging boxes of various shapes. The teacher showed a food-shaped box and asked the children to find the matching plane figure.
Summarize and share: Let the children talk about how many sides each three-dimensional figure has.
The teaching goal of "understanding graphics" teaching plan 5 in kindergarten small class;
1. By looking, touching and counting one point at a time, you can get a preliminary understanding of cuboids, cubes, cylinders, spheres and their characteristics, and you can know these shapes of objects;
2. Cultivate students' hands-on operation ability and observation ability, initially establish the concept of space and develop students' imagination;
3. Stimulate students' interest in learning and cultivate the consciousness of cooperation, exploration, imagination and innovation through practical activities.
Emphasis and difficulty in teaching: initially understand the objects and figures of cuboids, cubes, cylinders and spheres, and initially establish the concept of space.
Teaching process:
First, create situations and introduce new lessons.
The courseware shows the character Tinker Bell and tells the students that it will accompany us to study in this class and bring us gifts. Ask the students to classify the gifts that Tinker Bell brings.
Second, the initial perception, the formation of representation, and the initial establishment of the concept of space.
1, split object
Ask the children to score one point in groups, and the teacher will also participate.
Student report
The teacher gave an evaluation.
Teacher: Let's see how the Ding Xiao Party is divided. (Courseware presentation)-Did you share the same with him?
2. Reveal the concept (show the courseware)
Son, in order to distinguish them, who will give them a nice and memorable name?
The teacher took out the article and asked, what's its name?
Students name according to their own understanding and explain the reasons.
Teacher: (1), please take a ball from the table (put it in the box);
(2) Please hold a cube high;
(3) Please pick up a gas cylinder;
Please take out a cuboid.
3, preliminary perception, the formation of representation
Everyone got it right. Pay attention. Please take a closer look at the cuboid in your hand and touch it again. Tell the group what you saw and touched.
Health report
Let the students perceive that a cuboid has six planes.
We already know what a cuboid looks like. Please observe carefully, touch the cube, cylinder and ball, and tell the group how you feel. (Touch and chat while living)
The children behaved well. The teacher wants you to relax. Do you want to play? Listen, please take out a cylinder and a cuboid from the box, put them flat on the table, and then gently push them with your hands, please stop! Excuse me: What did you find?
Student report, teacher summary.
4. Initially establish the concept of space.
Teacher: Children, the cuboids, cylinders and spheres we saw just now are all dressed in flowered clothes. Do you still know them if you remove their floral coats?
The teacher began to take off his coat and the students observed and expressed their opinions.
In fact, the way they take off their flowered clothes is their corresponding geometric figures. (Show Courseware) The teacher shows the courseware while talking, and sticks the graphics on the blackboard.
Third, contact with real life, such as talking about the four shapes of objects.
Teacher: Actually, there are many objects like these four shapes in our daily life. Who can tell us?
Students illustrate with examples.
Four. activity
(1), game
Let the students touch the things in the big bag and tell everyone how they feel. The children below guess what it is, and if they are right, they will be rewarded.
A teacher is a student. Let the teacher touch the following students if they have problems.
(2) Count them
The children behaved well. The teacher told you a little secret about Tinker Bell-in fact, we made Tinker Bell. It has cuboids, cubes, cylinders and spheres that we know today. Please look around and count how many there are. (Show courseware)
(3) hitchhiking (Tinker Bell background music)
Children, jingle bells are leaving. Do you want to give him a present? Let the children build things in their groups. What do you want? How to take it? Discuss it first, and then start working with your clever talent and dexterous hands!
After the completion, the students will report, and the best one will be rewarded. )
Verb (abbreviation of verb) abstract
Teacher: What kind of objects and their figures have children learned?
Answer: cuboid, cube, cylinder, sphere.
Teaching reflection: The content of Space and Graphics mainly involves objects in the real world, and students have been exposed to objects of various shapes since childhood. Therefore, they have more experience in the perception of shape. After primary school, with the improvement of students' thinking ability, it is necessary to further abstract this perceptual experience, form several simple concepts and develop a preliminary concept of space.
This lesson is the first time that students are exposed to the concept of geometry. My goal is to let students know cuboids, cubes, cylinders and spheres, know their names, perceive their characteristics and know them through observation and operation. Let the students have a look, touch, think and talk, and further consolidate the characteristics of various objects in play. Unfortunately, the classroom discipline is not good enough, and more intensive management training is needed.
The design idea of "Understanding Graphics" teaching plan 6 in kindergarten small class: It is difficult to teach children to understand plane geometric graphics in small class mathematics education, because the process of understanding geometric graphics is often too monotonous and it is easy for children to lose interest in learning. Therefore, in this activity, I carried out the game situation from beginning to end to satisfy the children's emotions. First of all, rabbits, beautiful houses, bumpy paths and the performance of the protagonist rabbits attract young children; Secondly, the game of paving the way allows children to experience the wonderful feeling of helping others; Finally, imitate all kinds of animals and jump to the banquet to experience the fun of the game.
Activity objectives:
1. Preliminary understanding of rectangle, triangle and circle
2. Cultivate children's enthusiasm for participating in activities and flexibility of thinking.
Activity difficulty:
Activity preparation:
1. Colored three-dimensional houses and paper paths (with different shapes and sizes engraved on them)
2. Rabbit headdress 1
Activity flow:
First, in the form of situational performance leads to the theme
1. Show the white rabbit headdress.
Hello, I'm a rabbit! This is my new house this year. Do you like it?
Second, show the pictures one by one and ask questions.
What graphic shape do you think my house has? What is the chart like?
What's a rectangle like?
How many sides and angles does a triangle have?
Does a circle have angles?
Third, the game-bedding
1. I'm going to hold a party in my new house and invite many good friends to my home. Would you like to come?
But little rabbit is puzzled, because there are pits of various shapes in front of his house. Who can think of a good way to keep the white rabbit from falling down on the road? (pit filling)
Let's pave the road together. Please put the circular material into the circular pit, the triangular material into the triangular pit, and the rectangular material into the square pit ... until all the pits are filled (demonstrate while talking).
3. Children's operation. Ask the children to find the corresponding materials according to the shape and size of the pit.
Fourth, the conclusion part.
Let the children dress up as all kinds of small animals and jump along this paved road to the big white rabbit's house for a banquet.
Comments: Small class mathematics education is difficult to teach children to know plane geometry. The reason is that the cognitive process of geometric figures is often too monotonous, which easily makes children lose interest in learning. Therefore, in this activity, we use the game plot all the time to satisfy the children's emotions. First of all, beautiful houses, bumpy paths and the performance of the leading rabbit attract young children; Secondly, the game of paving the way allows children to experience the wonderful feeling of helping others; Finally, the game of "hide and seek" filled the children with interest and pushed the whole activity to a climax.
In the preparation of movable materials, we use blow-molded paper as a path, dig out some geometric figures of different sizes as pits on it, and use these geometric figures as paving materials. This not only consolidates children's understanding of geometric figures, but also facilitates children to find and correct mistakes. The content of graphic conversion selects several simple parts of graphic conversion to suit the understanding level of small class children. The practice of this content is encountered when completing the task of "paving the way"
At first, the children in our class distinguished the colors of the graphics very well. However, in the following activities of perceiving shapes, many children mix shapes with colors and are confused about the shapes of graphics.
Children in our class can clearly distinguish between a circle and a triangle, but it is difficult to distinguish between a square and a rectangle. Later, I explained them one by one, and they seemed to understand. It may be because children in small classes have just entered the park for more than two months, and some behavior habits have not yet been cultivated. Coupled with the characteristics of children's poor self-control ability and easy attention transfer, they have a strong curiosity about the materials for playing games. As a result, some children took part in the activities with operating materials, which affected the effect of the activities. Later, I thought it was my lack of material and thoughtlessness. As for the atmosphere in the whole teaching process, it is still active, but the design of activities needs to be improved.
Although there are some unsatisfactory things about this teaching activity, I have improved myself to a certain extent through exploration and study before and after this activity, and I will grow better with more exercise.
Teaching Content of Teaching Plan 7 of "Understanding Graphics" in Kindergarten Small Class
Textbooks 34, 35, do it, exercise 8, topic 1, 2.
Teaching objectives
1. Through operation and observation, students can learn about cuboids, cubes, cylinders and spheres. Know their names; Will know these objects and graphics, and initially perceive the characteristics of various graphics.
2. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space.
3. Stimulate learning interest through student activities and cultivate students' awareness of cooperation, exploration and innovation.
Emphasis and difficulty in teaching
Understand the objects and figures of cuboids, cubes, cylinders and spheres, and establish the concept of space.
Prepare teaching AIDS and learning tools
Several bags of objects of various shapes, graphic cards and courseware.
teaching process
I. Questioning passion:
Students, the teacher introduces a child to you. Do you want to know who he is? Please listen to what he said. Can you help Beibei?
Design intent
The introduction of this lesson begins with students' love of making friends, which arouses students' suspense, stimulates students' interest in learning and creates a good and relaxed learning atmosphere. )
Second, the operation perception:
Divide one point and reveal the concept.
(1) Grouping activities. Ask the students to put objects with the same shape together, and the teacher will patrol.
2) Group report.
Q: How to divide it? Why do you want to divide it like this? Students' possible answers can be divided into several groups: one group is a long square; One group is square; One group is straight, like a pillar; One group is a ball.
Design intent
Students sort out each group of articles and let them experience the process of understanding the characteristics of various articles. )
(3) Show courseware to reveal concepts. Courseware shows pictures of different sizes, shapes and colors, reveals the concepts of cuboid, cube, cylinder and sphere, and names blackboards randomly.
(4) Read the graphic names together.
(5) Chessboard problem: understanding three-dimensional graphics
Design intent
Three-dimensional graphic recognition from physical objects to graphic names is the focus of this lesson. Using the function of multimedia visual teaching to show the abstract process is helpful for students to understand the generation of knowledge and solve the key points of this lesson. )
Third, form the appearance and initially establish the concept of space.
1. Show real cuboids, cubes, cylinders and spheres for students to identify.
2. Students take out four different shapes of objects according to the teacher's requirements.
3, personal experience, perceptual characteristics.
(1) Students choose a favorite object as a good friend, touch objects such as cuboids, cubes, cylinders and spheres with their hands, and then exchange their feelings and discoveries in groups.
(2) Students may say: Cuboid: It is rectangular with a flat surface. Cube: It is square and has a plane. Cylinder: it is straight, with the same thickness from top to bottom and flat ends. Ball: It's round. (If students say that a cuboid or cube has six faces, the teacher should affirm it, but students are not required to say it. )
4. Students list the objects they have seen in daily life, such as cuboids, cubes, cylinders and spheres.
5. Courseware shows three-dimensional graphics in life.
Design intent
Further consolidate the knowledge learned, understand the close relationship between mathematics and life, arouse the interest of all students, and push the classroom atmosphere to a climax.
Fourth, the game "see who can be sure".
1, Teachers play games with life (demonstration).
2. Team games. One person in each group says the name of the object, and the other students touch it as required to see who can touch it accurately.
Design intent
The game is an activity that everyone likes, which can easily stimulate students' enthusiasm for participation and deepen their experience of various shapes and objects through various senses.
Verb (abbreviation of verb) consolidation exercise (page 37 1 and 2 questions).
Design intent
Give each student a chance to practice and deepen their understanding of three-dimensional graphics in the process of counting. Cultivate students' serious and careful study habits. )
Sixth, the experience characteristics of group activities
1. Let the students take out the cuboids and cylinders and put them on the table to play, or take part in dribbling games. Let the students find that the cylinder will "rotate" and the ball can roll at will.
2, group communication, report.
Design intent
Group cooperation not only provides students with sufficient operation opportunities, but also gradually experiences the characteristics of various three-dimensional graphics, arouses all students' interest in learning, and pushes the classroom atmosphere to a climax again. )
Seven. Summary:
1. What good friends did we meet today? Did you write down all their faces?
2. Guess.
Blackboard writing:
cuboid
Cylindrical ball
The Design Intention of Teaching Plan 8 of "Understanding Graphics" in Kindergarten Small Class;
Many objects in life are spliced by various shapes, thus forming rich shapes and patterns. Now we should start with the most basic graphics to deepen children's impressions and memories.
Goal:
1, learn to classify according to the characteristics of shapes.
2. Consolidate the understanding of the characteristics of circle, square, triangle and rectangle.
Prepare; There is a card with a circle, a triangle, a square and a rectangle, nine small boxes, each with a set of graphics cards and a small plate.
Activity flow:
1, the teacher uses magic to show the graphics card, please observe it.
It looks special. What is it like? Have you ever seen a triangle?
(Same as above, introduce circle and square in turn)
Let the children look at the card on their chairs and tell them what shape it is. What color?
Teacher: There are many graphic babies on your chair. Please tell the child next to you what color it is. What shape is it?
Teacher: Have you introduced them all? Xx, please introduce the graphic baby! (Ask a few children to introduce their own graphics)
3. The game paves the way for rabbits.
Teacher: 555555, who is crying? It turns out that the rabbit is very sad. (Let a child ask) Shall we pave the way for it together?
Child: OK.
Step 4 end
Teacher: Well, that's great! Little rabbit is so happy. Let's dance with the rabbit.
Line up with the teacher according to the pictures on the children themselves.
(Music starts, rabbit dance ends)
(1) What's the difference between mathematical thinking training and Olympic Mathematics?
1, different definitions
Mathematical thinking tr