Fully prepared before the activity, there are not only various teaching AIDS, but also various operating materials for children to operate and master. This paper analyzes and reflects on the activities from three aspects: teachers' teaching, children's learning and teachers' strategies.
First, the language is concise and conforms to children's thinking.
At the beginning of the activity, the teacher's story about waiting in line to eat chickens and insects aroused the children's interest. Do you think there are as many chickens as worms? (One-on-one display of teaching AIDS) Most children can quickly tell who is more and who is less. "How did you see that?" The children can only answer that this is two and this is three. Then the teacher made a summary to let the children know the one-to-one correspondence method. The theoretical summary doesn't seem to be understood by children, so the language description is changed. The game of "cats eat fish" can better help children understand the one-to-one correspondence. Only one small fish was not eaten by the kitten, so there were more small fish in the second row than in the first row.
Second, the operating materials should serve the objectives effectively.
In order to further let children master the one-to-one method, a variety of materials, such as snowflakes, radishes, building blocks and so on. , are prepared on the table before the event. Because the materials are too miscellaneous, it affects the order of operation activities, making it difficult for children to start, and it is not convenient for children to put more items. Attention is focused on the problem of taking and putting materials. Reflection after the activity can provide children with two kinds of materials, which are not many kinds and practical, so as to achieve the purpose of placing one by one and comparing one by one.
In the activity, children are full of interest, can compare with each other one by one, and can say "who has more, who has less, who has as much."
Third, pay attention to individual guidance.
In the activity, we can see that some children with weak ability can't start or imitate their peers directly, so teachers should pay close attention to children's learning and give timely guidance so that every child can learn something.