Design background
The application of educational methods should be appropriate, flexible and diverse; Fully embody the principle that children are the main body of the educational process, and pay attention to the interaction between teachers and students and the interaction between students. In the past, our teacher paid attention to how to instill knowledge into children, ignoring their interests, cognitive rules and development level. Children are just containers to accept knowledge, just follow the teacher's ideas and lack their own thinking. Therefore, the development of children's thinking is limited. The learning sequence number is 1- 10. I will first create a suitable educational environment for my children, and mobilize their initiative and enthusiasm for learning through the game scene of shopping. In the activity, children participate in the activity as roles. When they buy what they need from different color shelves, please ask the children to guess from which grid they buy according to the color characteristics of the grid, and different results will be obtained from different directions. When everyone has an argument, I will guide children to think, let them master ordinal knowledge flexibly in the process of finding reasons, and cultivate their thinking logic.
moving target
1, cultivate children's comparative judgment ability.
2. Develop children's logical thinking ability.
3. Develop visual perception and judgment.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Important and difficult
Numbers range from 1 and ordinal number 1 to 10.
2. Guide children to participate in shopping as roles.
Activities to be prepared
Small supermarket shelves.
Activity process
(1) Free exploration:
1. Create an educational environment for small shelves in supermarkets and guide children to participate in shopping as roles.
Teacher: Today, let's play supermarket games. What do you want to buy?
Yang: Free to discuss what to buy.
Children take part in activities.
2. Let individual children tell you what color plaid they bought, and let other children guess what plaid they bought.
You 1: bought it in the red box. It is a doll. Please guess which box it is in.
Young 2: the second grid.
Teenager 3: the ninth grid.
Children argue.
Teacher: Enlightening question "Why are there different answers?"
(2) communication and discussion:
1, Teacher: Why do you get different conclusions when you buy the same thing?
Young 1: I count from left to right. Young man 2: I count from right to left.
Teacher: Think about it. Is there any other way? Think again, son.
Young 1: The teacher can count from top to bottom, whether the shelf is high or low.
Young 2: You can count from bottom to top.
2. Teacher: Guide children to find that ordinal numbers can be counted from different directions, and the conclusions drawn from different directions will be different. 3. Children communicate in groups.
4. Group communication: Individual children tell the order of what they buy. Please guess what color plaid they bought.
(3) game integration:
1, divide the children into two groups, put different items back on the two shelves in turn according to the teacher's requirements, and compare which group puts them quickly and accurately.
2. Check whether the other party is placed correctly. If it is misplaced, please correct it yourself.
Teaching reflection
Letting children learn to learn is one of the basic goals of world education in the 2 1 century. Teachers are inevitably required to change their roles and ways, act as helpers for children, and guide children to learn independently. Therefore, we should pay attention to guiding and inspiring children in teaching activities and shift the focus of education from "what to teach and learn" to "how to learn". Now, I have adopted the learning method of creating a learning environment for children, guiding them to actively explore and find answers in contradictions. I found that children can actively participate and think positively. Because what they learn is obtained by themselves through practice and thinking, children can understand and master it quickly. At the same time, it also stimulates the active participation of children's brains, which is conducive to the development of children's brain functions.