Teaching plan includes brief analysis of teaching materials and students' analysis, teaching purpose, important and difficult points, teaching preparation, teaching process and exercise design. So how to write the teaching plan of preschool mathematics education? The following is the pre-school math education teaching plan I compiled for you. I hope you like it!

Teaching plan for preschool mathematics education (selected articles 1) teaching material analysis:

10 is a special number, which is both the result and the unit of counting. In calculation, 10 is used to carry and abdicate, so it is an important content for children to know numbers and the basis for carrying addition within 20.

This class has a wide range of knowledge and large capacity. In the face of children who are tired of being quiet and active, I try to create a pleasant and exquisite classroom environment for students, stimulate their enthusiasm and initiative, and make them acquire new knowledge in a happy and harmonious classroom atmosphere.

Teaching objectives:

1, know and master the number of 10; Acknowledge10; Understand the numerical order within 10; Will compare the size of numbers within 10.

2. In the process of understanding and feeling 10, initially establish a sense of numbers, and develop initial observation ability, hands-on operation ability, divergent thinking ability and language expression ability.

3. Have a preliminary understanding of "10", feel the connection between mathematics and life, and have confidence in learning mathematics well.

Teaching focus:

Through practical exploration, cooperation and communication, let students know and write 10 independently and master the numerical order within 10.

Teaching difficulties:

Count 10 sticks tied into a bundle, with the idea that 10 is ten.

Teaching preparation:

Multimedia courseware, learning toolbox, star of wisdom

Teaching process:

I. Introduction and main points review

1. Show the courseware and guide the children into the situation.

Little Red Riding Hood meets a wolf. Answer the neighbor number question.

2. Count grandma's house number: 1-9.

Second, adapt to the situation and learn new knowledge.

1, Teacher: Grandma has 9 children waiting to play with Little Red Riding Hood!

A preliminary understanding of 9 is followed by 10.

2. Show the ruler and intuitively feel the sequence relationship of numbers in 10.

3. Show motorcycles and bicycles respectively and compare their sizes.

4. Decomposition of Situational Teaching 10.

5. The composition of10 allows children to practice swinging.

6. the "twenties" game.

The teacher says a number, the students say a number, and two numbers make up 10.

Two people at the same table play games, count and stretch out their fingers. The hand index of the two students adds up to 10.

Third, exploration and discovery, writing and expression.

What is the difference between the numbers 1 and 10 and the numbers 0 ~ 9?

2. Who can tell me how you will remember it? (Students try to speak first, and then the teacher summarizes)

3. Practice writing in Tian Zi Gerry 10, and post it in the "Works Column".

4. Say a sentence with "10".

Fourth, be familiar with the questions and consolidate the exercises.

1, fill in the blanks

2. Relationship

Step 3: Painting

5. Teachers and children play games and feel happy.

1. operation: bind the rod.

Teacher: We went through the cave and came to Pepper's house. Brother Chili asked us to bundle 10 into a bundle. Please cooperate at the same table. Then tell the students that we usually bundle 10 into a bundle, which is a ten. Ask the child to hold up the "bundle" and say, 10. One yuan is ten.

2. Game: "Find a friend"

The teacher took out a digital card and said, "This is 1. Who is my good friend? "

The child with the card that can make up 10 quickly said, "I am 9, I am your good friend."

Pre-school Mathematics Education Teaching Plan (Part II) Activity Objectives:

1, learn the formation of 6 in game activities, know the number 6, and understand the practical significance of 6.

2. Stimulate learning interest and cultivate children's operation and thinking ability.

Teaching emphasis: Teaching difficulties in understanding the number 6: Understanding the actual meaning of the number 6 Activity content: Prepare 1, 6 cards of radish, green vegetables and mushrooms, and 1-6 digital cards.

2, radish pictures (three times the number of children), with various graphics; In addition, prepare some graphics with the same shape as those posted on the radish.

3, rabbit puzzle (half of the number of children), the reverse side is divided into 6 squares, write the number 1-6, cut it open. The plan of the same size is also divided into corresponding 6 grids, 1-6 points.

Activity flow:

1, pull out carrots, vegetables and mushrooms (learn the number of 6 and know the number of 6) (1) rhythm: teachers and young students dress up as rabbits and dance to the music.

(2) What do you (rabbit) like to eat?

(3) Preparing food for winter: pulling carrots, vegetables and picking mushrooms.

(4) Count: How many radishes, vegetables and mushrooms are there? Display the number 6 and read it out.

2. Divide the radish: learn the formation and counting of 6.

Eat too little radish. Please divide each radish into six parts.

The teacher demonstrated pasting six numbers on a radish. Stick 5 red circles first, and then stick 1 green circle. Five circles plus 1 circle is six circles, and radish is divided into six parts.

Children's operation: find a figure and stick it on the radish.

3, spelling rabbits: review the number 1-6, the number within 6.

The teacher introduced the game: show the puzzle board, which is divided into six squares, and each square is painted with dots. Let's count them together. Show 6 puzzles, (count them and recognize the number 1-6 at the back) and ask Tutu to stick 6 puzzles to the corresponding positions on the bottom board.

Reflections on children s operation and teachers tour guidance;

Pre-school mathematics education teaching plan (Part III) Teaching objective: 1, to make students know1-2; 2. Understand the quantity they represent; 3. Will use fingers to represent1-2; 4. Can write 1 and 2; Teaching emphasis and difficulty: writing 1 and 2 teaching preparation: courseware, stickers, digital cards 1-2, teaching time of countable objects: learning 1-2 for 20 minutes, writing 1 and 2 15 minutes, and 5 minutes interactive teaching process. Do you know that numbers have a special name? (Arabic numerals) Where have you seen numbers? Teacher: From today on, we will learn these numbers, not only reading but also writing. Let's see who learns numbers well!

Second, the new prize 1. Teacher: Please hold out your finger. Do you know which finger stands for 1 Which finger do you think is the most comfortable? Then we can use the index finger to represent 1. Who can write 1, that's even worse. (Name) 2. Read it all at once, by name.

3. 1 What does it look like? (1 Write like a pencil) (Show courseware) 4. (Show the courseware) Let's count. 5. Teacher: How many ducklings are there? (Show the courseware) Lead out 2 Who can write 2? (Name) (Read it all at once) 6. Teacher: What is it like? (Like a duckling swimming in the water) How to express it with your fingers?

Third, consolidate the exercise 1, please point out the numbers with your fingers.

Please use dots to represent numbers.

Please be born with numbers.

4. Please write 1 and 2.

Four, homework write 1 and 20 each.

Teaching reflection: most children begin to understand the rules slowly in class, which basically puts an end to wandering around. 1 and 2 are mostly well written. Four or five people are slow, and two or three people can't write. The important thing is to cultivate habits and then start teaching slowly.

Pre-school mathematics education teaching plan (selected 4) Teaching objective: 1, to make students know 3-4; 2. Understand the quantity they represent; 3, will use fingers to represent 3-5; 4. Can write 3, 4, 5.

Teaching emphases and difficulties: Writing 3, 4 and 5.

Teaching preparation: courseware, stickers, digital cards 3, 4, 5, countable objects. Teaching time: 3-5, 20 minutes of study, 3, 4, 5 15 minutes of writing, 5 minutes of interactive teaching process: 1. Review 1 and ask the students to point out 1 and 2 with their fingers.

Please use dots to represent 1 and 2.

3. Please use objects to represent 1 and 2.

Please recite the digital nursery rhymes.

5. Please write 1 and 2.

Second, the newly awarded 1, what is this number? Lead out 3 (show courseware). How many ducklings are there? What do you mean, dot? Who will show it with their fingers? 3 Like what? (3 Listening to sounds like ears) (Showing courseware) Who can write 3? How many ears are there?

2. What is the teacher's finger? Lead out 4. Represented by dots. How many ears are there? How many ears do you have? Somebody help me count four pieces of chalk. Who can count the other four objects? How to write? Like what? (4 Like a red flag fluttering in the wind) (Show courseware) Count the red flags.

3. Lead out 5. How to express 5? Who would use dots to express it? Want to know how to write? (Showing the courseware) Like what? (5) Like a hook to buy food) Third, consolidate exercises 1. Please point out these figures with your finger.

Please use dots to represent numbers.

Please be born with numbers.

Please write 3, 4 and 5.

Four, homework write 3, 4, 5, a total of 8 lines.

Teaching reflection: Some children can't write 3 and 5 well, and some children like to express 5 with their previous gestures. It's not impossible, just to make it more convenient to use the hand index in the future, students are required to indicate 5 with their thumbs.

Pre-school mathematics education teaching plan (selected part 5) teaching goal: 1, so that students can understand 6,7; 2. Understand the quantity they represent; 3, will use fingers to represent 6, 7; 4. Can write 6 and 7.

Teaching emphases and difficulties: Writing 6 and 7.

Teaching preparation: courseware, stickers, digital cards 6, 7, countable objects Teaching time: 20 minutes for learning 6-7, 5 minutes for writing 6, 7 15, and 5 minutes for interactive teaching process: 1. Review 1. Please indicate 1-5 with your finger.

2. Please click 1-5.

3. Observation points represent numbers.

Please recite the digital nursery rhymes.

5. Look at the picture and fill in the numbers.

6. Fill in the order. 2. Newly awarded 1. What's this number? Lead out 6 (show courseware). What do you mean, dot? Who will show it with their fingers? 6 Like what? (6 whistling loudly) (showing courseware) Who can write 6? How many whistles are there?

2. What is the teacher's finger? Resulting in 7. Represented by dots. How many whistles are there? Who can count seven other objects? How to write? Like what? (7 Cut the grass like a sickle) (Show the courseware) Count the sickles.

Third, consolidate the exercise 1, please point out the numbers with your fingers.

Please use dots to represent numbers.

Please be born with numbers.

Please write 6 and 7.

Fourth, the homework is written in 8 rows, 6 and 7.

Teaching reflection: students can basically write, but "7" a few students will learn to write backwards.