The Formation of Small Class Math Activities 4 Teaching Reflection 1 Small class children have a short time of continuous observation and will not observe something in general. However, the abstract nature of mathematics makes children's development go through a series of continuous stages, and its initial source is some very specific actions. At the same time, children in small classes are lively and naive, full of curiosity about everything, and the "human-like" characteristics of thinking are very obvious. The unintentional nature of their cognitive activities is dominant, while the intentional nature is taking shape. Therefore, in the process of teaching activities, I made full use of the characteristics of small-class children, created a life scene where the little monkey family came to visit, and designed the educational content vividly and novel, so as to attract children's attention and stimulate their interest in exploring the formation of 4 independently. Integrate the goals, contents and requirements of children's mathematics education into various games, so that children can perceive, experience and accumulate knowledge and experience about mathematics from "game actions". Let children actively acquire knowledge through interaction with materials and promote the formation of children's numbers.
The whole activity is from reviewing old knowledge-learning new knowledge-applying new knowledge, and gradually improving children's abilities in all aspects.
The formation of mathematics activities in small classes 4 Teaching reflection 2 Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which easily makes children lose interest in learning. Because the children in this period are young and their logical thinking has not yet developed, I created an operable environment for the children in this activity, which is rich in materials, selective and operable.
Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity and independence have been fully reflected. Through a series of game activities, the preset requirements of the overall goal of the theme have been achieved.
The formation of mathematics activities in small classes 4 Teaching reflection Chapter III "Outline" points out: "Children can feel the quantity of things from life and games, and realize the importance and interest of mathematics". Mathematics comes from life and is applied to life. Perception of the quantitative relationship of things and consistent counting of the number of objects within 4 are important goals for small class children.
In this lesson, I pay attention to starting with perception, combining with my life experience, to perceive the numbers within 4, and let children learn to count their hands and mouths consistently through games, and match the corresponding objects according to the numbers.
In the whole teaching process, I always put students in the position of "subject" and always participated in learning activities as students "organizer, guide and collaborator", which achieved good teaching results. However, there are also some problems, such as insufficient embodiment of layered exercises, too single classroom evaluation method and not vivid and concise classroom language.
In the future classroom teaching, I will pay more attention to students' learning process, so that students can slowly perceive and realize algorithms in the process of participation, let students realize themselves in specific situations, and let students choose the simplest method for them through their own personal experiences, that is, let students learn how to learn and think, so that every student can give full play to his personality and potential in learning activities, gain knowledge in experience and regain confidence in success.
The formation of mathematics activity 4 in small class is a new kind of teaching. In the process of selecting materials, I fully combine the current situation that children are very interested in the relationship between "neighbors", that children have a preliminary understanding of neighbors but have not yet formed the concept of neighbors, and the age characteristics of middle school children whose thinking in images is dominant and abstract logical thinking is budding. It is better to stimulate children to explore actively by telling stories and performing stories, so that children can use them easily.
B. During the activity, I first helped the children review the "neighborhood relation", the arrangement of numbers and the relationship between numbers in the form of games, which laid the foundation for the children to understand the concept of "neighborhood" and the relationship between neighbors, and followed the gradual law of children's mathematics learning from easy to difficult and from simple to complex. In this process, we can understand what an adjacent number is and the relationship between adjacent numbers. In the whole process, let the children be in a state of active exploration and guide them to draw their own conclusions. However, in the process of breaking through the difficulties, although children can complete the practice of related neighbors in the previous game operation, it is difficult for children to understand the seemingly simple content of neighbor relations. In order to let children fully understand the relationship between adjacent numbers in the new teaching process, teachers' guidance is needed.
2. Through observation activities in mathematics teaching:
(1) Through this observation activity, first of all, I learned more mathematics teaching methods, told children stories and performed gamification scenes, and let children participate in the activities through interesting and fun games. It is very necessary for children to understand the abstract logical concept of numbers in concrete things.
(2) In mathematics teaching, teachers should pay attention to the rigor and standardization of language. In the process of organizing teaching activities, teachers' listening ability and adaptability are also particularly important.
(3) Sufficient and colorful mathematical operation materials can stimulate children's desire to explore actively to the maximum extent, which is more conducive to children's mastery of knowledge and the completion of teaching objectives. Let children truly "learn by playing" and "enjoy learning", so as to achieve the purpose of "entertaining and entertaining".
The Formation of Small Class Mathematics Activities 4 Teaching Reflection Chapter VI In this lesson, I established and understood the meaning of numbers and symbols in a relaxed game through full physical operation according to children's thinking characteristics and learning rules, and helped children really master the concept of numbers.
In the activity, I chose a small box, an apple picture and a small pocket, which children are familiar with and like to play with. This can not only make children exercise the flexibility of small hand muscles in activities, but also integrate the collocation exercises of several things in mathematics into them, making mathematics activities more interesting. Interesting games stimulate children's desire to participate in activities and have fun in operation.
The formation of small class mathematics activities 4 Teaching reflection Chapter 7 This lesson is based on the fact that children have been divided and combined within 4. How to make children understand the meaning of addition is really not easy. Therefore, in teaching, according to the teaching focus of this class, I establish situational teaching as the main line and game activities as the auxiliary form, leading children to understand the meaning of addition in the situation, master the algorithm in the game, and correctly calculate the' addition' of 4. Establish the following links in teaching:
The first link: review the old knowledge. The division and combination of 4 is the knowledge base for children to learn this lesson. So before class, I created a situation by clapping games, that is, reviewing the division and combination of 4 to stimulate children's interest in learning. I use cartoon pictures as prizes to arouse children's desire to learn, which is in line with their age characteristics. It laid a good foundation for the orderly development of classroom teaching.
The second link: create situations and explore new knowledge. I organize teaching at two levels. The first level is to know addition and understand meaning. Because rabbits and ducklings are the most familiar animals for children, I created a theme situation with rabbits and ducklings to guide children to observe independently and describe the meaning in their own words. In teaching, I found that when the original 1 rabbit is combined with three new rabbits, children can realize that there are four rabbits. Then sum up the formula of addition, and teach children to read the formula, so as to further deepen children's understanding that "to combine the two parts" requires addition calculation. The creation of theme map not only fully mobilized children's interest in independent exploration, but also further cultivated children's language expression ability and enriched children's understanding of addition. I initially realized that addition can solve the problem. The second level is to guide inquiry and master methods. I created the situation again, showed two sets of pictures, and guided the children to observe and exchange the information obtained. I realized that to combine two ducklings and two ducklings into four ducklings, it is necessary to use addition calculation. Through the exploration of the algorithm, we can grasp that 2 plus 2 is the combination method of 2 plus 2 in communication, and further establish the meaning of addition.
The third link: practical application to consolidate the understanding of addition. In order to arouse children's interest in learning, I created a "messenger" game. Not only help children skillfully calculate the addition within 4, but also realize the connection between mathematics and life, so that children can enjoy the happiness and value of mathematics success.
In this class, I mobilized children's learning enthusiasm, and paid special attention to cultivating children's ability to express pictures and meanings. Therefore, children have a good understanding of the meaning of addition when speaking. Classroom teaching is solid and effective, lively and lively, and children learn easily and happily.
The Formation of Small Class Mathematics Activities 4 Teaching Reflection 8 Comprehension Number 4 is a kindergarten-based teaching and research activity class. Before preparing lessons, I think more about children's listening and attention. How to design can let children play middle school, enjoy learning and achieve the teaching effect. Therefore, I grasp the characteristics of children who are active and like small animals, and design more animal pictures, food cards and games to assist teaching. I feel good in class, but I still feel that there are many problems in communication with teachers after class. First of all, the activity link lacks courseware. If courseware is used for teaching, the exhibition of pictures will be more vivid and interesting. In my hurry, the blackboard was a little messy, and the children looked at the pictures I showed in a confused way. The children are distracted, and they can't understand my thoughts well. Secondly, children are active by nature and lack integrity in the interaction of children's operations. They can only take care of individuals without wearing masks.
Finally, in the fourth link of the third link, at the junction of old and new knowledge, children are not given enough time and lack of guidance in language, which makes them in a fragmented state in operation and has no better room for thinking development and improvement. Fortunately, teachers and experienced teachers have affirmed the design, language expression and induction, teacher-student interaction and children's interaction. If I take this lesson again, I will re-clarify my teaching ideas and re-improve my reflection, summary and teacher's suggestions.