Article 1 Teaching objectives:
1, can compare the number of objects by counting or one-to-one correspondence, and can correctly express the comparison results.
2, contact the actual life, know the corresponding relationship of some special objects.
3. Improve students' practical ability and oral expression ability.
4. Cultivate students' good quality of caring for each other.
Teaching focus:
Compare the number of objects by counting or one-to-one correspondence.
Teaching difficulties:
Solve some special problems in life through one-to-one correspondence.
Teaching preparation:
Student: Various comparison objects (pencils and pencil boxes, bottles and caps, Chinese books and math books).
Teacher: Some gloves.
Teaching process:
First, create a scene.
Introduce a topic
Teacher: On Sunday morning, our friends made an appointment to go to the park to play bumper cars. They came to the venue of bumper cars (showing the theme map)
Q: Please look at the pictures carefully and tell me what problems they will encounter. how do you know
Health: communicate after observing the theme map.
(Not enough cars: 6 children, only 5 cars; There are already four children in the car, and one carriage is empty, but there are two children running behind; ……)
Teacher: Just now, some children learned that there are fewer cars than people by counting, and some children used a child to match a car.
We know there are fewer cars than people. This method is called one-to-one correspondence.
Q: We often encounter similar problems when we go out in our lives. What would you do if you met them?
Health: (omitted)
Teacher: Today we are going to compare the number of objects by counting or one-to-one correspondence.
Blackboard writing: comparison
Ask questions with story scenes, educate students in ideological and moral education through the process of solving problems, and directly point out the content to be learned in this class, so that students can make it clear.
Second, practice.
Empirical method
Teacher: There are pencils and pencil cases, bottles and lids, Chinese books and math books on your desks. Please sit at the same table now.
Compare which objects are more and which objects are less?
Student: Compare at the same table.
Teacher: Please report the comparison results.
(three sentences are required: which two objects are compared? In what way? What was the result of the game? )
Students: communication (teachers guide students' language organization)
Q: Have you all compared the number of objects? Who can tell me how to compare the number of objects?
Health: communication
The second phase of curriculum reform advocates cooperative learning, so that students can understand knowledge and methods through experience. The students already know the teacher.
On the basis of comparing the number of objects, let the students work together at the same table to compare the number of objects, so that students can feel better.
Comparative methods of experience and perception. On the basis of students' experience, further cultivate students' oral expression ability, so that students' hands, brains and mouths can be developed and improved at the same time.
Third, consolidate the practice.
Method application
Teacher: Just now, our children began to compare the number of objects in different ways. Next, the teacher wants you to use the methods you learned today to solve the difficulties for your friends in the book. Would you like to?
Health: Yes.
1, P20 Question 2 (left)
Q: Who is in the photo? What is she going to compete with?
Health: Very small. Which is more pudding or plate, which is less?
Teacher: Please compare and tell your deskmate the method and result of your comparison.
Health: Make a comparison.
feedback
Note: If students use the one-to-one correspondence method, it is one-to-one correspondence (connected by lines).
2.P20 Question 2 (Right)
Q: Who is the owner of this photo? What is he doing?
Health: It's Tintin. He is comparing bottles and corks, which is more and which is less?
Teacher: Please compare yourself.
Health: communication
3. P20 Question 3 Students: After completing the comparison independently, exchange the results in the group.
Classroom communication
Summary: It's amazing that you solved the difficulties for your friends with the skills you learned today.
It is a process from intuition to abstraction, from hands-on operation comparison to picture comparison. Therefore, the teacher created a difficult scene for his friend to consolidate the comparative method. Its purpose is to consolidate the comparative method in the process of solving difficulties, and at the same time, it can inspire students to dare to challenge difficulties and establish confidence in themselves.
Fourth, connect with reality.
Expansion and improvement
1. Show pictures of 7 gloves and 4 children.
Q: Look who's here. The teacher is going to give them gloves. Please see if the gloves prepared by the teacher are enough.
Student: Discuss in groups of four.
How to divide it on the blackboard? (Note: 1 person is assigned a pair of gloves, and attention should be paid to the matching of left and right hands.)
Q: Is the division of children on the blackboard reasonable? Why?
Health: Free communication (everyone has two hands, one child has two gloves, one left and one right gloves).
2. Contact the reality of life
Q: What other objects in life have a 2 1 like gloves?
Health: For example.
3. Summary
What did we learn in this class today? What method can be used to compare objects? What else do you know?
Mathematics learning is to solve practical problems in life, but there are often many special problems in life. So while thinking about solving problems, we should solve the reality of life. For some special problems, we should comprehensively consider and flexibly use knowledge to solve problems, which truly embodies the combination of mathematics and life.
Chapter II Teaching Objectives:
[Knowledge objective]:
1, initially know the meaning of "as much", "more" and "less", and compare the number of objects in pairs (one-to-one correspondence).
2. The result of "comparison" can be reasonable, that is, more, less, as much, more and less.
[Ability objective]:
1. Compare the number of objects in different ways.
2, according to the actual situation, flexible use of "one-to-one correspondence" method for comparison.
3. Cultivate students' observation ability and language expression ability.
[Emotional goal]: Stimulate the interest in learning mathematics, and feel that the corresponding comparison method is around, and there is mathematics everywhere in life.
Teaching emphasis: compare the number of objects in pairs.
Teaching difficulties: flexible use of corresponding methods according to the actual situation in life.
Teaching process:
First, make up stories, ask questions and solve problems.
1, Xiyangyang and his friends came to study with us today. Are you happy? The lambs got a message that the children had gone to the playground, and we also went to see what they were playing.
(Showing the theme: Playing bumper cars)
2. Can you look at the picture and say something? (See photo caption)
3. Look carefully, is the car enough? how do you know
(One car with one person, one child misses the train)
(Teacher posts bumper cars and children, one for each person) (corresponding connection)
Now please compare the car with people (show the topic "Comparison"), and then tell me what is the result of your comparison?
(1) Language training according to grades: () Less than (), less than (vehicle).
(The teacher will post and paste the corresponding pictures according to the students' answers.)
(2) We can say the result of comparison. What else can we say?
There are more people in () than in (). (Teacher's board, paste pictures)
5. compare a child's method with a car, and also dictate the results of the comparison. However, a child is not happy. Why? (No bus ride)
then what He wants to play with everyone. Can you help him think of a solution? (one more car) (teacher post)
Now let the children compare the car with people again. What was the result?
There are as many cars as people. (as much)
6. We will compare them one by one and say three sentences according to the comparison results (students review orally).
Second, finger practice
The lamb told us that Xiao Pang's birthday was coming, so we quickly moved our fingers to help. (Music, students do finger exercises)
Third, consolidate actions and deepen understanding.
1, cupcake
Who is competing with whom?
Students and teachers work together (describe the methods of comparison and tell the results of comparison)
2. Xiao Dingding divided the straw
Students say who is better than who, thinking about the results in their minds and talking about the results with their deskmates.
3. Do it independently (pants and clothes, children and balls)
Contact yourself, talk about the results of the comparison, and finally the teacher and the child give feedback together.
Fourth, class summary.
What did we learn today? What did you get?
Article 3 Teaching objectives:
Cognitive goal
The number of 1. objects will be compared by pairing (one-to-one correspondence).
2. Understand the meanings of "more", "less" and "as much".
Ability goal: You can orally compare the results in standard language, such as "who is more than who", "who is less than who" and "as much".
Emotional goal: let students enjoy the joy of learning and share the joy of success in the process of learning.
Teaching process:
Interaction 1 (reciting children's songs)
Ding, the class begins. I am the best when the book is placed at the corner of the table and people sit up straight and listen carefully. Learn mathematics happily, and learn-count-learn happily.
The first stage: create a problem situation and make a preliminary perception.
Teacher: The National Day is coming, and friends will decorate the campus with flowers.
Display: flowerpot map 265438+ Century Education Network: 265438+ Century Education Network
Teacher: Who has more flowers and flowerpots? Do you have any good methods to help Mix compare with Xiao Ya?
Blackboard writing: comparison
Possible ways for students: Count, plant a flower in a flowerpot and compare (that is, in pairs).
Media presentation: one-to-one correspondence
Teacher: This one-to-one comparison method is called "one-to-one correspondence"
Writing on the blackboard: communication
Teacher: What is the result of the comparison? Can you tell me in your own words?
Encourage students to compare the results in their own words from different aspects, such as: fewer flowers, more flowerpots, fewer flowers than flowerpots, more flowerpots than flowers.
The second stage: create a scene, participate in the operation, and learn to express.
Teacher: Teacher Zhang also prepared a fountain pen as a prize for National Day activities, but she was confused by careless chubby. Teacher Zhang wants to invite you to have a look together. Who has more than a pen cover in your hand?
(Students compare their own hands-on operations, get different results and report)
The creation of scenes stimulates students' interest in actively participating in learning activities, and actively and consciously tries to compare activities. In the process of preliminary feeling comparison, because pens and caps always appear in pairs in daily life, students will consciously or unconsciously use this pairing method when comparing the number of scattered pens and caps, thus initially perceiving the presentation of the "one-to-one correspondence" comparison method in life.
Teacher: What is the result of the comparison? 2 1 Century Education Network: 2 1 Century Education Network
Describe the results of the comparison. Encourage students to say the same result in different words.
form
1, personal report-normative expression
2. Supplementary statement-describe the comparison results from different angles.
3. Talk to each other at the same table-strengthen expression, so that every student has the opportunity to express himself.
The third stage: practice in the situation, use methods and express skillfully.
Teacher: Please turn to page 20.
The student turned over and said, turn over, 20 pages.
Ask students to repeat the requirements in the form of passwords and help them learn to listen and complete the requirements.
Teacher: He Ding is also preparing for the National Day. Look what they are doing.
Compare and say according to the content of each picture, and practice expressing the comparison results with different words.
Form: Talk to each other at the same table and report separately.
Teacher: Great!
Teachers' summative praise gives students affirmation and makes them feel successful.
Interaction 2: Relax (let go)
According to the age characteristics of students, they will feel tired just after 35 minutes of classes in kindergarten. Arranging relaxation after the new learning stage can not only adjust students' learning mood and eliminate fatigue, but also allow students to continue their studies in a relaxed state.
Interaction 3: Q&A (Receiving)
123 (sit up straight), small eyes (see the teacher), small ears (listen quietly), (learn math happily)
The fourth stage: game activities
1. Grab a chair
Show three pictures (the number of chairs versus the number of people, three situations)
Teacher: The children want to play a game of grabbing chairs. Which picture is suitable for them? Why?
Test your memory.
Show four pictures and give the students two minutes to observe and remember. Ask questions out of order. A picture, who is more and who is less.
The setting of this game not only combines the requirements of memory, observation and language expression, but also greatly stimulates students' interest in learning. When the teaching is finished under the background of the game, students are immersed in the joy of the game, and the corresponding comparative method is precipitated in students' thinking.