"Outline" points out: "Children can feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics". Numbers come from life and are used in life. Knowing numbers and understanding their meanings is to lay a good foundation for studying science in the future. Because some children know 1 2 and can understand its meaning. So, I designed this kind: small food store. Pay attention to perception, from concrete to abstract, from easy to difficult, through colorful games throughout the whole process.
II: Activity objectives
"Outline" points out: guide children to be interested in logarithm and other phenomena. Construct a preliminary concept of number. Therefore, I have set the following teaching objectives:
1 | Know the number 1, 2,3, and perceive its meaning.
2. Experience the fun of playing the same game and like our class.
3. Toys that can pack games. Familiar with class routines.
Third, teaching methods:
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 the "small food store", children come to be customers. I use the methods of operation, games and guided discovery to stimulate children's enthusiasm for learning and let them learn actively.
Four: 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." Therefore, among the materials prepared for the activity, I chose dried raisins, small sugar granules, peanuts, biscuits and other small foods that children often like to eat as teaching AIDS. Small baskets and pieces of paper used by children meet the safety and hygiene requirements. In addition, guide children to observe and think about the use of teaching AIDS, and gradually transition from concrete image to abstract direction.
Verb (abbreviation of verb) activity flow:
(a), the beginning:
The Outline points out: "Mathematics learning is rooted in children's life and experience, and mathematics is discovered and learned through exploration." In order to arouse children's interest in learning, let
The children are very active in the scene. I created the form of opening a food store to arouse children's interest in participating in activities. "What store does Teletubbies open?" Then let the children talk about what's in Teletubbies' shop.
(2), the basic part:
In this part, a series of game scenes such as "buying vegetables" and "eating vegetables" are used in the series teaching process to stimulate children's enthusiasm for learning and know the numbers 1, 2, 3. Secondly, considering the characteristics of small class children's understanding of numbers, it is not easy to understand its meaning. I will focus on the matching of numbers and things, guide children to understand numbers and reduce the difficulty of children's learning. At the same time, through the form of recognition, help children understand and consolidate their understanding and understanding of 1, 2,3. When understanding 1, 2, 3, according to the thinking characteristics of small class children, gradually guide children's thinking to develop in multiple dimensions.
In the activity of "eating food", children are asked to match the numbers with the objects. Please tell the children what you bought. Some children say "two raisins", some say "two red sweets" and some say "two triangle cookies". On this basis, the teacher concluded that the child's expression was affirmed from the color and shape, and a child was encouraged to choose from the color and shape. Develop children's thinking. In this process, the teacher asks the children to tell your good friends what they bought, and they can share the food with them.
According to the requirements of "shopping", different levels of arrangements were made for each child to participate in activities according to different requirements. Let every child develop, which embodies the educational principle of "facing all and teaching students according to their aptitude".
(3), the end:
The final game of the activity is "card operation", which aims to help the region.
Demonstrate exercises in the activity. I prepared a set of physical cards, digital cards and glue sticks for my children, which deepened their understanding of the meaning of numbers in the process of pasting. It is a combination of collective teaching activities and self-study regional activities to provide children with more opportunities for individual practice.
Afterwards. I ask children to put away their toys, put things back in their original places and develop good living habits.
The above is my design idea for the math activity "Small Food Store". In activities, I always want to show that children are the masters of learning, and teachers are only the supporters and guides of activities and the creators of the environment. What we have to do is to provide more sufficient and favorable space for children's all-round development.