Kindergarten Mathematics Lecture Notes 1 1, Design Intention
The "Outline" clearly points out that the content of education should be "close to children's lives and choose things and problems that children are interested in, which will help expand children's experience horizons". Kindergarten mathematics education is not for pure education, but an education characterized by children's life, which requires us to base ourselves on children's life reality and closely connect with children's life to carry out education. Like the children who get up after a nap in my class, children often take the wrong shoes and socks and wear them backwards. According to the age characteristics of small class children, I designed a math activity "Finding Friends" with shoes, socks and insoles as active materials to guide children to pay attention to the different shapes, sizes and colors of objects in their original life experience and match them. The concept of mathematics is naturally infiltrated into the game to achieve the goal of "playing and teaching middle school".
Second, state the goal of the activity.
Activity goals play a guiding role in activities. According to the age characteristics and actual situation of the children in this class, the goals of emotion and ability are established, including exploration and cognition and operation. The specific objectives are:
1, understand the goal:
(1), initially formed the concept of "double", knowing that there are two pairs.
(2) Match shoes, socks and insoles according to their shapes, colors and sizes.
2. Ability goal: develop children's observation, memory, creativity and imagination.
3. Emotional goal: to experience the joy of playing games with teachers and peers; Feel the fun of adapting children's songs initially, thus stimulating children's thirst for knowledge.
Third, talk about activity preparation.
"Outline" points out: "Science education should be closely linked with children's real life, and make use of things and phenomena around us as the objects of scientific inquiry." Activity preparation serves the goal of activity, and children develop through the interaction of environment and materials. Activity preparation must adapt to the objectives, abilities, interests and needs of the activity subject. Therefore, I have prepared my children not only materially, but also knowledge and experience. As for the materials used by children, I chose shoes, socks and insoles that children are familiar with. These items make children in small classes feel intimate, willing to operate, and confident to cooperate with teachers to explore. Therefore, I prepared shoes, socks, insoles, a shoe rack, some clips and a teddy bear for the children. The purpose of teddy bear is to design activities with plots according to the age characteristics of small class children, which is easy to arouse children's active participation, naturally change the activity location and connect the next activity link. Knowledge preparation is the children's song "socks song" that has been learned.
Fourth, talk about teaching methods and key points.
(1) This is a mathematical matching activity, which organically integrates the adaptation of children's songs into the language field, but the teaching is still based on matching game education. Therefore, the whole teaching activity focuses on children's understanding, forming the concept of "double" and correctly matching shoes, socks and insoles. Because mathematical knowledge is abstract and strict logic; Children's attention should not last too long and be easily distracted; Interested in life and things around you. I choose to use games to stimulate children's interest in learning and curiosity. In Finding Friends, I take children as the main body, and use operation method, game method and guided discovery method to stimulate children's enthusiasm for learning, so that children can devote themselves to activities and give them free space to show in the game.
(2) study law
Children are the masters of learning. Taking children as the main body, creating conditions for children to participate in inquiry activities not only improves children's inquiry ability, but also enables them to acquire learning skills and stimulate their interest in learning. The methods used in this activity are:
1. Operation method: refers to children's hands-on operation and inquiry learning in the process of interacting with materials. The "Outline" points out that teachers should provide rich materials while enabling children to explore in a variety of senses and ways. The operation of this activity is to let children pair shoes, socks and insoles, and let children form the concept of "double" by watching, comparing and putting them away.
2. Communication mode: the peers communicate with each other and discuss problems. In the process of communication, children can not only develop their language skills, but also share their experiences with their peers, so as to truly reflect the "student-student interaction" pointed out in the outline.
Five, said the activity process
(A) With the introduction of displaying socks and guiding children to observe, the initial perception is that there are two "doubles".
1, who is here? How many? Let's count.
2. Review the children's song "Socks Song" to guide children to discuss and summarize.
Discussion: Are they good friends? Where is it the same?
Summary: Two socks with the same color, pattern and size are also called a pair of socks. They are good friends.
Introduce children's familiar socks from the beginning, regard socks as children's good friends, arouse children's interest, be willing to perceive, understand and actively respond to teachers' questions, and actively communicate and discuss with peers. Discussion is a very necessary link for children to learn from each other's experiences. This way of learning from each other will make children accept other people's views and achieve the purpose of learning. To guide children to review nursery rhymes, one is to consolidate the existing learning experience, and the other is to pave the way for guiding children to contact nursery rhymes later.
(B) Show shoes, guide children to observe and re-perceive the concept of "double"
1, who is this? How many pairs of shoes are there? What can two say? Are they good friends? Why?
Summary: Two shoes with the same color, pattern and size are also called a pair of shoes. They are good friends.
2. Guide children to adapt "Song of Socks" into "Song of Shoes"
The design of this link is the same as the guidance of the first link. Teachers and students can once again perceive the collocation of shoes, once again help individual children to have a further understanding of collocation and deepen their understanding of the shape, size and color of objects. But on the basis of the original, appropriately increase the difficulty and guide the children to find out the similarities between them: they are the same pair of two, and the song of socks is adapted into the song of shoes, which combines mathematics and language for the first time. Try to tap children's creativity and imagination. (3) Let the class teacher dress up as a bear to arrange the scene, let the children help pack the shoes and socks, guide the children to make a preliminary pairing, and guide the teachers to patrol.
Proposed rule:
(1) Two good friends want the same color, the same pattern and the same size.
(2) Put pairs of shoes (socks) on the shoe rack (clamped on the rope) and arrange them neatly.
In this session, I set up the scene of "helping bear clean up the room". First, designing such a plot is easy to cause children's active participation, which can naturally guide children to change their activity places and move from outside the teaching room to indoors, without causing children's distraction and loss of interest in activities. The second is to let children consolidate what they have learned in hands-on operation. It is pointed out in the outline that we should try our best to create conditions for children to actually participate in exploration activities and let them feel the process and methods of scientific exploration. In the process of children's operation, I found that some children did not grasp the difficulties, so I guided them to communicate with each other, help each other, share the process and results of exploration, and cultivate children's initial sense of cooperation and ability. Children repeatedly feel and experience breaking through difficulties during the game.
(4) Thank the children in a bear tone, invite the bear and the children to visit the insole wall and guide the children to match insoles.
1 (in the voice of a bear) What is this? Does it have good friends? Will they be the same?
Summary: Insole also has good friends. The color, pattern and size are the same, also called a pair.
2. Guide children to adapt "Song of Shoes" into "Song of Insoles"
In order to make the activity more complete and interesting, I designed the game of "inviting bears to pad insoles together", which once again successfully led the children to change the teaching place from indoor to outdoor, while maintaining the enthusiasm of small class children to participate in the game, thus pushing the whole activity to a climax.
(5) Extended activities:
Guide children to know not to throw things around in a bear tone, and take the initiative to help their mothers or teachers clean up.
This link is mainly to guide children to carry out moral education, take the initiative to help others, do their own thing well, and strengthen children's good life and study habits.
The above is my design idea for the math activity "Matching-Finding Friends". In the activities, I have always wanted to show that children should be the main body, and teachers should give full play to children's autonomy by creating a relaxed and free exploration space for children, so that children can actively use their knowledge and experience to develop their cognitive structure in activities of direct observation, direct operation and concrete performance, and teachers are no longer simple commanders or playmates confused with children. Instead, lead partners and constantly coordinate and cooperate with children. The whole activity is organized, standardized and orderly, which is also suitable for personality development, rather than random and disorderly actions. In this interactive learning state between teachers and students, children become independent builders and winners. The completion of the activity can get twice the result with half the effort.
Manuscripts of kindergarten mathematics lectures 21. Oral teaching materials
The formation of "8" is a mathematical education activity in the middle class last semester, and it is a concept class in several classes. Perception of the number and correspondence of objects is the basis of children's learning mathematics, which is closely related to children's life. The "Outline" points out: "Guide children to be interested in the phenomena of numbers and quantities in the surrounding environment and construct a preliminary concept of numbers." Therefore, the formation of number plays an important role in the mathematics education of kindergarten middle class. The formation of 8 is also an activity connecting the preceding with the following, which is based on children's understanding of the formation of numbers within 7 and the relationship between numbers, that is, greater than 1 less than 1. They have already had a preliminary understanding of logarithms and their life experience. In the activity, it not only consolidated the knowledge of number composition that children had mastered before, but also laid the foundation for learning the composition of 9 and 10 in the future.
Second, say the goal.
The thinking characteristics of middle school students are concreteness and visualization, and they perceive things around them through concrete hearing and vision. According to this feature, combined with the requirements in the "Guidelines for Early Childhood Education": "Feel the quantitative relationship of things from life and games, and realize the importance and interest of mathematics." I set the following activity goals:
1, willing to participate and interested in math activities.
2. Knowing that 7 plus 1 is 8, you can read the number 8.
3. Understand the actual meaning of 8, and know that the number 8 can replace anything with the number 8, and you can count it correctly regardless of the placement and location of the items.
Third, talk about the key points and difficulties in teaching.
The focus of this activity is to understand the practical meaning of 8, knowing that the number 8 can replace anything with the quantity of 8.
The difficulty lies in understanding the relationship between 7 and 8, with more 1 and less 1.
Fourth, say preparation.
The guiding points of the "Outline" in the scientific field point out that rich and operable materials should be provided to provide conditions for every child to explore in various senses and ways. According to this requirement, I have prepared the following teaching AIDS around the teaching objectives:
1, 8 pictures of magnetic teaching AIDS such as small animals and fruits,No. 1-8 pictures of magnetic teaching AIDS.
There are 8 items in the classroom, such as 8 boxes of watercolor pens.
3, a number of universal chess, tambourine.
Verb (abbreviation of verb) oral teaching method and learning method
The new syllabus puts forward that "children's science education is scientific enlightenment education, and it is important to stimulate children's cognitive interest". In order to improve children's interest in learning, I designed a situational teaching method that runs through the whole activity with "going to an animal concert" as the main line, interspersed with teaching methods such as guiding observation, appreciation and encouragement, situational teaching method and intuitive demonstration method to attract children's attention, fully mobilize their learning enthusiasm and make them willing to participate in activities.
In the whole activity, I regard children as the main body of learning, and through games, operations, observation and other ways, let children mobilize the participation of various senses and master knowledge in a relaxed and happy atmosphere.
Six, the teaching process theory:
This activity is aimed at middle-class children. According to the age characteristics and thinking characteristics of the children in the middle class, combined with the teaching objectives of this activity, I created a game scene in the activity to mobilize children to use all kinds of senses to start work, use their brains and explore problems, so that children can master knowledge in a relaxed and safe atmosphere. Activities are mainly divided into the following procedures:
(1) Introduce stories to stimulate interest.
Listening to stories is one of children's favorite activities, especially stories about animals. At the beginning of the activity, in order to catch the children's attention at once and attract them to actively participate in the activity, I designed an animal story lead: The forest is very lively recently, why? Because the animal kingdom is going to hold a concert, the scene must be spectacular. Let's go and have a look! Look! The animals came out. Please applaud the animals. (Using this story-like guidance, you can attract children's attention at once, and clap your hands to welcome small animals and review the formation of 7)
(B) the creation of scenarios, the formation of learning 8
This is the focus and difficulty of this activity. In order to help children better understand the formation of "8", I still designed the situation of small animals participating in the performance from the interests of children. Because the thinking characteristics of middle school students are concrete and vivid, I mainly use teaching methods such as guided observation and intuitive demonstration to guide children to learn new knowledge easily and naturally in situations.
1, to help children understand "7 plus 1 equals 8" by visually demonstrating the process of teaching aid from 7 rabbits to 8 rabbits.
(The teacher shows pictures of rabbits) Look, who appeared first? How many rabbits are there? What are numbers in mathematics? Wait for me.-Yo! Here comes another rabbit. How many rabbits are there now? What is the number? There were seven rabbits, and one came and became eight, so we can say "7 plus 1 is 8" (children tell us).
2. Let children eat carrots for rabbits, and guide children to observe the relationship between numbers 7 and 8, and understand the law of 1 more 1 less between 7 and 8.
The rabbit wants to eat carrots. Shall we send carrots to rabbits? (Ask the children to send pictures of carrots to the rabbits one by one) Count, how many carrots are there? (7) What's the number? Are there more rabbits or carrots? How much more? How much is missing? (Guide children to say that 7 is 1 if it is less than 8 and 1 if it is greater than 7) How to become the same? Let's give out another carrot (7 plus 1 yes 8)
3. Ask the little monkey to perform for everyone in the same way, and repeat the above process to send fruit, so that children can consolidate their understanding of the formation of 8.
4. Change the arrangement and position of rabbits and monkeys, so that children can eliminate the interference of correct points.
Rabbits will perform for you. They can change the formation by knocking and jumping (the teacher arranged the rabbits in a circle). Look, what shape are they arranged in? How many rabbits are there? The teacher will arrange the children in another way to count the total. )
Little monkeys also want to change their formation like rabbits. Who can come up and help them form a new formation? Here, children are asked to form a formation, which not only mobilizes the enthusiasm of children, but also expands their thinking. ) Count the number of little monkeys together.
5, know the number 8, know that 8 can represent any object with a total of 8.
How many rabbits and monkeys are performing for you today? We can use the number "8". What does "8" look like to children? What else can 8 stand for? Let's see what's in our classroom. The number is 8 (here, let the children find the object with the number 8 themselves, let the children get out of the situation just now and verify and apply what they have learned in practice)
(3) Mobilize children's multi-sensory participation to further consolidate understanding.
After children have a certain understanding of the formation of 8, I have designed a variety of ways to mobilize children's sensory participation, which can not only arouse their enthusiasm for learning, but also keep their interest high, and at the same time, let them further perceive the formation and practical significance of 8 through listening, watching and speaking.
The little animals have finished their performance. They want to have a rest and play an interesting game with their children.
1, I heard the total number.
The teacher beat the drum and the children listened carefully to it.
Step 2 listen and act
Teachers do actions and ask children to do the same number of actions: clap their hands, stamp their feet, etc. (Here, you can also let some children ring the bell and the rest do the action, which can further arouse the enthusiasm of children to participate.)
3. Look at the pronunciation of numbers
Please look at the digital card and make the same number of sounds as the digital card, such as barking like a kitten and barking like a puppy.
(d) Operate learning tools to further internalize knowledge.
Because children's thinking characteristics are concrete and vivid, operation is a better means to solve the contradiction between concrete thinking and knowledge abstraction in children's images. So in the last part of the activity, I arranged for my children to operate the school tools themselves, so that they could practice and consolidate their knowledge in practice and further internalize their knowledge.
The children did a good job and the animals sent us toys. Please take out the universal chess cards with the same number of cards!