Design intention: This activity is the third research class of small class teaching and research group. Because the first and second seminars are perfect, the third seminar will completely break the previous model and be redesigned. In the first research class and the second research class, the teacher will explain collectively first, knowing as much, knowing as much, knowing less, and then the children will operate. In the third section, the research class was changed to let children operate first. They experienced the same amount in their own operations, more or less. At this time, the teacher will guide the children to know the same amount, more quantity and less quantity. In addition, considering that children are in the initial stage of mathematics learning, the characteristics of learning can not be separated from concrete and rich life experience, and the choice and operation of mathematics activities organized by us can not be separated from real life, and the teaching demonstration materials and operation materials are combined with life. The Guiding Outline of Kindergarten Education (Trial) points out that children's life should be close, and children's interests should be selected, and emphasizes that kindergarten mathematics education must return to life and closely connect with children's life reality in order to fully mobilize children's learning initiative. In this activity, the application of materials fully considered these characteristics of children.

Activity feeling and reflection:

First, from the topic of interest, pay attention to the relationship between mathematics and life.

Cognitive psychology and constructivism believe that when children's learning materials are familiar and interesting, they will take the initiative to try and create by using existing knowledge, experience and cognitive methods. It is the nature of every child to like small animals. In this activity, I set up an educational scene with small animals as guests and introduced: "Many guests and teachers came today, and small animals also came as guests." Make children interested in visiting small animals. In addition, let children feel that mathematics is around them through games, promote their enthusiasm for participation and desire to explore, and gain personal experience.

Second, flexible handling of teaching materials, according to the characteristics of children.

Starting from children's experience and existing knowledge, create a situation that helps children actively learn, explore, cooperate and communicate, so that children can learn easily at different levels. At the beginning of the activity, the teacher asked the children to queue up for rabbits, then gave them radishes, and asked the children to compare the quantitative relationship between them one by one. Directly manipulating pictures and asking simple questions quickly attracted the attention of most children. "Does every rabbit have a radish to eat?" The children soon understood that "there are as many rabbits as radishes". Then the number of monkeys and peaches is still one-to-one. "Does every little monkey have peaches?" Who has more monkeys and more peaches? Who is less? "Children have a strong interest and it is not difficult to operate by themselves. Children will soon find that there are more monkeys than peaches, and the teacher can encourage them to answer. Then ask some children to demonstrate the teaching AIDS on the blackboard, and still compare the number of chickens and bugs one by one. On the basis of the previous operation, children can easily understand the relationship between chickens and bugs. Through in-depth cooperation and communication, break through difficulties and make children easy to understand and accept.

Third, pay attention to learning methods and let children learn actively in operation.

Teachers strive to create a relaxed and democratic learning atmosphere for children and guide them to actively participate in mathematics activities.

At the beginning of the activity, the teacher arranged for the children to operate independently, let them explore independently in the operation, and perceive the relationship between the two groups of animals and food by queuing and feeding themselves. In the operation activities, some game situations are created, and the materials are turned into interesting activities by hands and brains, so that children can actively participate in learning activities and operate repeatedly without being bored, which improves the interest and effect of learning.

The whole activity embodies a harmonious relationship between teachers and children, with children as the main body and teachers as the leading factor. Most children can actively participate in learning and achieve the predetermined teaching goals. However, there are also some shortcomings in the activity: the last extension of the activity, "peaches are sent to monkeys in the classroom", the teacher did not consider the details of the game in advance, for example, there was no red flag in the team of little monkeys, and the children did not know which monkey it was sent from; Before letting the children operate, the teacher should demonstrate how to send peaches to the monkeys on the wall. The children are at a loss, and this link has not achieved the expected goal. The whole teaching activity seems a bit anticlimactic.