Length Conservation Kindergarten Teaching Plan 1 (1) Purpose:
1, initially aware of the conservation of length, interested in the conservation of quantity.
2. Encourage children to think positively and develop reverse thinking and divergent thinking in the process of trying and comparing.
3. Cultivate children's scientific quality of serious verification.
(b) Experience preparation: natural surveys will be used.
(3) Teaching plan process:
1, the teacher's demonstration, are they the same length? (conservation of initial perceived length)
Show me two wool of the same length. Are these two pieces of wool the same length? How do you know that? (Show and compare according to children's stories)
② Place one of the lines in an S-shape. Are these two lines the same length now? how do you know (Show and compare according to children's stories), and guide children to understand the conservation of length.
(3) for example. Are these two lines equal in length (excluding the interference of arrows)? how do you know If the child disagrees, use a measuring tool (match or stick) to verify. (Cultivate the habit of children's verification) Facts have proved that sometimes what the eyes see is not accurate, so we should carefully compare and check it.
2. Children's operation further perceives the conservation of length (tool: wool matches)
① Teacher's explanation requirements: Choose a picture and compare the lengths of two lines in the picture. (You can use tools to measure and guide children to choose the right tools according to different lines. )
② Children can choose and operate freely.
③ Ask individual children to demonstrate their own measurement process.
4 summary helps children understand the conservation of length.
3. Match matches (wool) to consolidate the conservation of length.
① Explanation requirements: Use the same number of matchsticks (wool of the same length) to make different lines.
(2) Children can assemble freely and stick matches (wool) on white paper with double-sided tape.
3 children communicate freely.
4. Extension activity: Assemble different linear shapes with the same length with different material combinations (such as the curve of wool and the broken line of matches).
Length Conservation Kindergarten Teaching Plan 2 Activity Content: Length Conservation
Activity objectives:
1. Let the children understand that the length of the object remains the same after the position and shape of the object change.
2. Be able to express the operation process and results in language.
Perceive the conservation of length and be interested in the conservation of quantity.
Activity preparation:
1. Material preparation: The teacher has two plastic pipes with different colors and the same length, and two iron wires with the same length.
2. Children's operation materials: each person has two plastic pipes with different colors and the same length, and two iron wires with the same length.
A square and eight small plastic pipes.
Activity preset:
(1) Try to compare the lengths of two sticks.
1. Show two sticks of different colors placed in parallel. Are these two sticks the same length? how do you know
Teacher's summary: Kid, if you want to know whether the plastic pipes are the same length, whether you put them horizontally or vertically, just align one side of the plastic pipes and compare them. Are they the same length? Yes, they are the same length. 2. The teacher changed the position of the stick, let the children talk, and compare whether the two sticks are the same length.
The teacher concluded: Yes, no matter how you change its position, the length of the plastic pipe is infinite, whether it is placed obliquely, horizontally, vertically or horizontally.
3. The teacher shows two wires with the same length, changes the shape of the wires, and lets the children observe and compare whether the two wires are the same length. And say why?
The teacher concluded: The same length of wire, no matter how you change its shape, its length will not change.
(4) game: take the path.
Make a request:
There are red plastic pipes and blue plastic pipes in the basket. Please draw a red route and a blue route.
The length of the two routes should be the same.
3. The plastic pipe ends of this route should be connected together.
The teacher concluded: "As long as the number of plastic pipes is the same and the length is the same, their length is the same.
The teacher knows that the child still has many ideas and wants to take more routes. Now we go back to class with teaching AIDS and take a different route!
Mathematics activity plan for large classes: classification (bear and elf)
A case study of preschool teachers' teaching competition activities: "hierarchical classification" of large-scale scientific activities (mathematics)
Length Conservation Kindergarten Teaching Plan 3 Activity Objectives:
1. In the experiment and comparison, children are not disturbed by position, shape and thickness, and the perceived length is conserved.
2. Encourage children to think positively and cultivate children's scientific quality of careful verification.
3. Cultivate children's comparative judgment.
4. Let children understand simple mathematical principles.
5. Be able to cooperate with peers and try to record the results.
Activity preparation:
Experience preparation: natural measurement can be used.
Material preparation: teaching AIDS: two equal-length pencils, illustrations, homework paper, paper clips and two umbrellas for daily use.
Learning tools: paper clip, operation paper, marker, self-made milk box container.
Activity flow:
1. Import activity: Enter the "Line Kingdom"
2. Initial perception: taking different positions as interference factors.
1) shows two equal-length pencils placed in parallel. Are these two pencils the same length? how do you know
2) Position interference: stagger one of the pencils to the left or right. Are these two pencils the same length now?
Is there any way to prove whether they are the same length? Tell the child to come up and operate.
Teacher's summary: Although the placement position of items with the same length has changed, the length remains the same.
3. Initial understanding stage: Different shapes are interference factors.
For example: a straight line and a broken line.
What's the difference between these two lines?
Two lines with different shapes. Are they the same length? Why?
C how do you prove who is long and who is short?
Teacher: We can accurately judge whether they are of the same length by measuring. Teacher Zhang also prepared measuring tools for the children. Who will measure it?
Teachers instruct children to use measurement tools to verify.
Teacher E: What did you find?
Summary: Items with the same length have different shapes, but the length has not changed.
4. Progress and consolidation stage: increase the thickness and the interference factors of children's independent exploration.
Activity reflection:
Before carrying out this length conservation activity, children have already had relevant measurement experience and have a certain foundation for the methods that need to be mastered in measurement. Based on the previous measurement activities and the children's enthusiasm, I asked the children to continue to look for living materials and explore the principle of conservation of length.
The activity is simple: ask questions-introduce the rules of the game-let the children explore freely-sum up the operating experience.
Why create a simple link to operate? I have some ideas.
First, children already have experience in measuring methods, and simple memory and questions can arouse their existing knowledge and experience.
Second, children in large classes have the ability to operate independently and solve problems, so creating situational or game-like activities can give full play to the voluntariness of children in large classes and reflect the subjectivity and initiative in activities.
Third, create a relaxed operating atmosphere for children, leaving enough room for children to think, so that children can find problems and solve problems from the operation. Teachers can also find children's problems through sufficient operating time and give more targeted guidance.
Encyclopedia: length is a measure of one-dimensional space, and it is the distance from point to point. Usually, when measuring the side length of a line segment in two-dimensional space, the one with a large length value is called long, which is neither greater than its value nor wider than the side length. So width is actually a measure of length, so the height of "vertical length" is measured in three-dimensional space.
Length Conservation Kindergarten Teaching Plan 4 Activity Objectives:
Let children experience the conservation of length.
Guide children to actively interact with materials and experience the fun of mathematics activities.
Let children understand simple mathematics.
Focus of activities:
Let children focus on understanding that the length of an object is equal, regardless of color, width, placement, shape and cutting.
Activity preparation:
Related pictures, wool, paper, copper wire fuse, etc. Let children practice the measurements they have learned in advance.
Activity flow:
First of all, use the story of "Little Rabbit Lost" to arouse children's interest.
1. The teacher tells stories while drawing. There is a little rabbit who is very sensible and often helps his mother with her work (showing pictures of mushrooms on his back). The teacher asked, "Look carefully, children, what is it doing for mother?" The children said "picking mushrooms", and the teacher said, "The children said it really well. You see, after a while, the rabbit picked a basket of mushrooms. " The teacher went on to say that on the way home, the rabbit had a good time, picking wild flowers by the roadside (showing pictures of flowers) and chasing flying butterflies (showing pictures of butterflies). Playing and getting lost. I accidentally fell into a radish maze (showing a picture of the radish maze), and the rabbit cried with fear, "I want my mother, I want to go home." At this time, the owner of the radish maze said, "Rabbit, don't be afraid. There are no scary things in the maze, only three roads." You see, one road is grass, one is river and the other is mountain road. No matter which way you take, going out is home. " Now Tutu sees these three roads, and he doesn't know which one is near, so it's easy to go. She wants to ask the children for help. "Would you like to help?" ? (Children say yes) The teacher asked, "How do children know which way is nearest?" ? After the teacher's prompt, several capable children replied that they should measure. ) The teacher said, "You will know when you measure it." .
2. Guide children to measure the length of the three paths in the picture. The teacher showed several measuring tools, such as hard paper strips and small ropes. The teacher calls a child with strong measuring ability on the blackboard, and other children take out the same pictures and measuring tools to measure and record the measurement results. Teachers' itinerant guidance, focusing on reminding. For example, when recording the measured length, the starting point must be aligned, otherwise it is impossible to compare. When you measure the mountain, you should measure it twice and record it twice.
3. Compare the measurement results and send the rabbit home. The teacher asked, "Have the children finished measuring? Which road is near? " (Most children replied, "The measurement is fun, and the three roads are equally close." The teacher re-compared the length records of the three paths on the blackboard and said, "The paths are all the same, but which one is the best?" There is water in the river, so climb the mountain. Which way do you think the rabbit should go? " (The children loudly say "walk on the grass". Some children said, "Walking on the grass can make rabbits eat grass when they are hungry." The teacher said, "Then let's tell the rabbit loudly" and "Walk on the grass". Rabbit said happily, "Thank you, children, goodbye!" " "
Second, the teacher summarizes the measurement content
1, the teacher asked and the children answered. What color is the grass? The teacher asked, "What color is this river?" (Children answer blue). "Have you just measured the grass as long as the river?" Children just have to answer. ) The teacher demonstrated that the note posted on the blackboard is (1), and the objects are equal in length, regardless of color. The teacher asked, "children, look at this grass and this river." Which is wide and which is narrow? " The children replied that the grass is wide and the river is narrow. The teacher asked, "Have the lengths of grass and river changed?" (The children didn't answer) The teacher showed the note and pasted it on the blackboard, because (2) the length of the objects is equal, regardless of the width.
2. The teacher asked and the children answered. "What color is this mountain?" (The children replied that it was yellow) "How many times have you measured the mountain?" (The children answered twice. When doing this operation, the teacher focused on prompting and guiding the relationship between cutting position and conservation.) "The results of the two measurements, do you compare it with grass and river?" ? The children replied that they were the same length. The teacher shows that the paper sticks to the blackboard because (3) the objects are of the same length, regardless of their cutting and placement positions.
Third, display teaching AIDS and continue to experience the conservation of length.
1, the teacher shows a teaching aid, a copper wire and a fuse for the children to observe. (color, thickness, alignment length) Let the children answer in the form of questions.
2. The teacher demonstrates how to transform copper wires and fuses with the same length into various shapes, and in the process of transformation, from easy to difficult to inspire children's thinking, such as 6 changing quickly to 8, 6 changing quickly to B, 1 changing quickly to 7 and then changing quickly to 2. Copper wire and fuse alternately change various shapes, and after the change, they are aligned for children to observe whether they are still the same length. The teacher shows the paper and sticks it on the blackboard (4). The objects have the same length, but the shape changes but the length remains the same.
3. Children try to change various shapes themselves and experience the conservation of length. Instruct children to align and compare two pieces of wool with the same length, and change various shapes alternately after determining the same length. Then divide 10 plastic rods with the same length into two equal parts and put them in different shapes. In the process of children's hands-on transformation, teachers tour to guide and prompt the key and difficult points. For example, after the transformation, they will be prompted to align and compare two wool yarns to see if they have changed. Align and compare two sticks with the same length and number to see if they are the same length.
Children exchange experiences and appreciate each other nearby.
Fourthly, summarize the key points of length conservation in the form of nursery rhymes. Teachers and children recite children's songs together with actions.
Invariant song
I'm not afraid to change the same length, the same color, the same width, the same shape, the same placement and the same cutting. No matter how you change, I will not change.
Verb (short for verb) activity is over.
Activity reflection:
On the whole, this activity begins with a story and ends with a nursery rhyme. Math activities are combined with language forms, so children feel fresh, participate enthusiastically and accept cognition better. But there are still many shortcomings:
(1) Some children have weak hands-on ability and have errors in measurement records. For these children, they should be counseled separately afterwards, and don't let them misunderstand the concept.
(2) I didn't grasp the rhythm of this math activity. Because there are many activities, I always dare not say in my heart. The first one is fast, but it's a little tight. When children do it by themselves, the pace is a bit slow because of their individual differences. However, the activity discipline is a bit loose and chaotic, and the activity time is a bit overtime.
(3) After sending the rabbit home, summarize the measurement results immediately. This transition is a bit sudden, and it should be more natural in language cohesion.
In short, in the future work, under the guidance of the instructor, through training, with the help of teachers and colleagues, I will constantly update my teaching concept, learn from others with an open mind and learn from each other's strengths. In order to teach children well, I will continue to work hard and accept the challenges of the new situation.