1. Material selection is life-oriented, interesting and experiential. Children nowadays are mostly only children. They pay more attention to themselves and less attention to the similarities and differences between other children around them and themselves. At the same time, one of the theme goals of the big class theme activity "myself" is to let children find themselves different from others. Finally, it combines the core experience of "classification" in large categories, the diversity of classification and different classification methods between the same group of objects. Teacher Chen Weijun designed the math activity "Guess what's the difference" for the big class. Guess what's different is a very interesting game activity, which makes children participate in the whole activity as activity materials and makes such an activity more interesting. It is also a teaching activity that can meet the thinking level and activity ability of large class children. At the same time, it also conforms to the instruction of the new syllabus: knowledge in the field of science should be "situational, procedural, life and experience" In today's activities, Mr. Chen Weijun always lets the game run through the whole process and let the children actively participate. In the end, he was still wanting more.
2. The activity objectives are clear and implemented at different levels.
This activity challenges children's thinking. The first goal of the activity proposed by Teacher Wei Jun is to "discover many differences and similarities between people, classify them from different angles, and try to explain the reasons". This is an activity requirement for children from the perspective of learning experience or cognitive experience. Through the design of three links, the teacher implements the goal layer by layer: let a child say a certain difference and a certain judgment standard first, and then let the child show it as required. If the hair is short and long, how to divide it? Through your own personal participation, let the children know that they can be divided according to their hair. Secondly, without telling the children the standard, the teacher asked some children to make it, that is, to present a result, and then let the children guess what the rules are or what the classification standard is, which is obviously full of thinking challenges for children. Children need to find out this standard, and then clearly express it, for example, the difference between wearing a garden dress and wearing a garden dress. Finally, the teacher asked the children's groups to work together, make a standard, make it according to this standard, and then let another group of children guess. This link highlights children's dominant position and embodies the process of children's active learning.
2. Multi-objective integration to promote children's all-round development.
In the process of children playing, they not only gain the experience of mathematical classification, but also gain the experience of learning to abide by the rules of the game and language expression. There are many problems in the activity, some of which are not math problems, but need to be solved by children. For example, one group of children were classified according to the "height" standard, and another group of children immediately adjusted to the "braid" standard in order not to violate the rules of the game, which reflected a great value of this activity, that is, paying attention to the cultivation of children's problem-solving ability. In addition, according to the thinking level of large class children, that is, large class children have been able to confirm a certain purpose with their peers, and then try to do something around this purpose. In today's activity, the second goal put forward by the teacher is to "learn to discuss and cooperate in the process of participating in the game". The teacher skillfully designed the game situation of "Guess what's the difference" so that children can learn to discuss and cooperate in the game. All these increase the value of today's mathematics activities.
3. Movable operating materials are simple, practical and effective.
Usually in the classification activities of kindergartens, teachers will take time out and prepare a lot of teaching AIDS. But today, the teacher didn't do it. She just prepared two hula hoops and two elephant toys for integral. These are common and readily available materials in kindergartens. Teachers make full use of each child's physical (external and carried) natural characteristics (clothing, height, gender and other differences) to organize activities. This is an idea that we should vigorously advocate, that is, teaching design does not lie in how difficult the content link is and how complicated the activity operation materials are, but should first accurately grasp the children's cognitive development level, core experience in the field and core experience in the theme, and then adopt the simplest way to let children fully participate, reflecting the practicality and effectiveness of the activity materials and teaching forms.
4. Teacher-child interaction is positive and effective. Teacher Chen Weijun can make a positive and effective response to the children's answers, and in this process, he can sum up the children's operational behaviors in time ("People can see the differences with their eyes, and some of them can't be seen at the same time, so they need to think and look for them"), thus constantly promoting activities and making use of children ("Red circle, green circle and standing circle are different, three, two and one).