As an excellent teacher, it is often necessary to compile teaching plans, which are the general organizational program and action plan of teaching activities. So, have you studied lesson plans? The following is the teaching plan of "Understanding the Cylinder" that I carefully arranged for the kindergarten teacher class, hoping to help everyone.

Teaching material analysis, 1, teaching plan of "understanding cylinder" in kindergarten teacher class.

Spheres and cylinders are geometric shapes that children often come into contact with in their lives. Children in large classes basically have the ability to distinguish between typical spheres and cylinders, and can also find objects with similar shapes in life, but they have no clear understanding of the similarities and differences between spheres and cylinders. How to let children discover, understand and express the similarities and differences between spheres and cylinders through direct experience and perception is the focus of this activity. Teachers can guide children to cut people from the direction of object rolling, and encourage children to explore, identify and express in an orderly way.

moving target

1. Understand the main features of spheres and cylinders.

2. Perceive the difference between a sphere and a cylinder, and you can find objects with similar shapes to spheres and cylinders in your life.

3. Willing to communicate with peers and be able to clearly state their findings.

Activities to be prepared

1. Toys per table 1 basket (balls such as table tennis, rubber balls, ocean balls and glass balls, cylindrical building blocks such as bottles and cans, potato chips tubes and tubes, and objects that cannot be rolled).

2. Newspapers, rectangular cardboard, coins of different sizes and some plasticine.

Activity suggestion

1. Let the children observe the toys on the table, explore and communicate freely, and look for objects that can roll.

(1) Guide children to classify toys according to whether they can be rolled.

Requirements: Put items that can be rolled in the basket.

(2) Encourage children to share their findings with each other and verify them through demonstrations.

(3) Guide children to classify rolling objects according to their shapes.

2. Observe the cylinder and sphere, and try to express the main features of sphere and cylinder.

(1) Guide children to touch and rotate, observe the similarities and differences between cylinders and spheres from all directions, and try to express them in simple language.

(2) Guide children to roll spheres and cylinders in different directions, and find and tell their differences.

Summary: the sphere is round no matter which direction it looks from; Smooth feel; You can scroll in any direction. The upper and lower surfaces of the cylinder are round, the size is the same, and the thickness of the upper and lower surfaces is the same: it can be driven hydraulically, but the direction is single.

(3) Encourage children to find out the spheres and cylinders in the surrounding environment and use their characteristics to test.

3. Group operation, try to make spheres and cylinders with various materials.

(1) Children choose homework materials independently according to their interests and carry out activities in groups.

Newspaper group: instruct children to make spheres or cylinders with newspapers, and encourage children to verify paper jams through measurement and comparison. Group: Provide rectangular cardboard with different sizes to guide children to make cylinders.

Coin group: provide a certain number of coins and guide children to turn them into cylinders and spheres. For example, put a coin vertically and turn it quickly to see what it looks like. Put coins of the same size together and see what it will become.

Plaster group: instruct children to make spheres and cylinders with plasticine, and encourage them to verify by observation, touch and hydraulic pressure.

(2) After each group of operations, the children are asked to roll and try to make good spheres and cylinders, with emphasis on guiding children to communicate how to use materials to make the spheres roll more smoothly and make the cylinders as thick as the top and bottom.

The activity goal of lesson plan 2 "Understanding the cylinder" in kindergarten large class;

1, help children consolidate lines and develop their body balance ability.

2. Guide children to know the cylinder.

3. Cultivate children's innovative thinking and the spirit of bold attempts.

4. Guide children to actively interact with materials and experience the fun of mathematics activities.

Activity preparation:

CD, cylindrical building block

Activity flow:

First, the route

1, children listen to songs, please go online in batches.

The teacher reminded the children to pay attention to the key points, open their hands, put their toes on their heels and look forward.

Second, touch it.

1. The children are holding a cylindrical building block. Q: Is this a plane figure or a three-dimensional figure?

2. Children hold cylindrical building blocks in their left hand and touch them with their right index fingers and middle fingers. Q: How many bases does a building block have? What shape is it?

3. The child answers the teacher's summary

The bottom of the building block is round, like a pillar.

Third, look for it

Let the children find it. Is there anything cylindrical in our classroom?

Glue stick, tube ...

Four. Activity summary

A cylinder has an upper bottom and a lower bottom, both of which are round, like a column.

Activity expansion:

Tell the children to go home and see what looks like a cylinder at home. Come to kindergarten the next day and tell the teacher.

Activity reflection:

Let children know the cylinder, first let children know that the cylinder is a three-dimensional figure, which is different from the plane circle. Then let the children know the composition of the cylinder by touching it and get a preliminary understanding of the cylinder. It has two circular bottoms, like a pillar, which can stand up. Let children just look at this building block, and they will feel bored. Let children find something similar to a cylinder, which will stimulate their interest in learning and deepen their understanding of the cylinder.

Encyclopedia: A cylinder is a geometric body formed by taking the straight line on one side of a rectangle as the rotation axis and the other three sides rotating around the rotation axis once. It has two parallel circular bottoms with the same size and 1 curved sides. Its lateral spread is rectangular.

Name of activity 3 of "Understanding Cylinder" teaching plan for kindergarten big class:

"Understanding spheres and cylinders" field: Science and art teaching class: large class teacher: Shuang Meng activity goal: 1. Germinate an interest in exploring geometric shapes. 2. Sphere and cylinder can be distinguished by observation and comparison. 3. Understand the different characteristics of spheres and cylinders.

Difficult analysis:

Key points:

Learn about spheres and cylinders.

Difficulty: Distinguish between a sphere and a cylinder.

Activity preparation: a number of circular pieces of paper and spherical objects (table tennis, balls, basketball); Each group of spherical and cylindrical building blocks has a basket; One stick for each person; Cylindrical potato chip box, lulu box, battery, etc.

Activity flow:

Primary import

Show round pieces of paper and spherical objects to stimulate children's interest.

Teacher: "The teacher has prepared a lot of things for the children today. Let's play together. " . Give children enough time to operate freely. )

Second expansion

1. Understand the sphere.

(1) Feel the characteristics of the sphere in operation activities.

Operation 1: Guide children to rotate round paper and table tennis (or other spheres) respectively, and perceive the difference between them through observation.

Operation 2: Guide children to touch the surface of table tennis and feel the characteristics of the ball.

⑵ Summarize the characteristics of the sphere on the basis of operation.

Q: "What did you find? How does it feel? "

Summary: It can scroll in all directions. No matter how it rotates, it looks round. The surface feels bulging, round and smooth everywhere. Objects like this are spheres.

(3) Connecting with reality, let children talk about what they have played, eaten and seen in their daily life like a sphere.

2. Know the cylinder.

⑴ Show cylindrical learning tools and compare children's operations.

Teacher: "What shape is this? Let the children play, touch, roll and compare. Tell them what you found! "

⑵ Summarize the characteristics of the cylinder on the basis of operation.

Q: "What did you find? How does he feel? Can you scroll in all directions? Are the upper and lower circles the same size? "

Summary: The top and bottom are as thick as each other, and both ends are round'. The top and bottom two circles are as big and flat, and all around them are as smooth as circles, like pillars. We call it a cylinder.

(3) Experience development.

Let the children find out which things are cylinders in the basket and guide them to understand that these objects are cylinders despite their different sizes and heights.

(2) Inspire children to tell what else is shaped like a cylinder in daily life.

3. Game activity: "Catch pigs"

Game: Spheres and cylinders are made into "pig" shapes. Children can drive away the "piggy" freely with a wooden stick and realize that the cylinder can only roll in two opposite directions.

Three ends

1. Teacher evaluation activities.

2. Extension: Place various spheres and cylinders in the area, let children explore freely, and continue to consolidate their understanding of spheres and cylinders in daily life.

Kindergarten class activity goal "understanding cylinder" teaching plan 4

1, through touching, measuring, rolling, comparing and other activities, we can know the sphere and cylinder and distinguish their similarities and differences.

2, improve the ability of observation, comparison, imagination, analysis, synthesis and hands-on ability.

3. Develop interest in exploration and develop creativity and thinking ability.

4. Actively participate in mathematics activities and experience the fun in mathematics activities.

5. Stimulate children's interest in learning.

Activities to be prepared

1, prepare various balls. Such as ball, basketball, football, table tennis, glass ball, shot put, plastic ball, etc.

2. Prepare some cylindrical toys. Such as building blocks, plastic products, sticks, unused pencils, kaleidoscopes, etc.

3. Video about spheres and cylinders.

Activity process

First, ask the children to guess a riddle.

Fat, round, untenable, unstable, either side will roll. (sphere)

Teacher's summary: Many balls, although different in color, size and play, are all the same in shape. No matter which direction you look at them, they are round. They are always unstable and rolling on the ground. This is a ball.

2. Let the children measure an unused pencil, stick, kaleidoscope, etc. Look at the size of the circles at both ends and the distance between the two circles with lines, rulers and small hands, and tell them what they found.

Third, the teacher summed up: when measuring, there are two circles with the same size at both ends, and the vertical distance between the two circles is the same; When scrolling, you can only scroll in two opposite directions; Arranged vertically, it looks like a pillar. This is a cylinder.

Ask the children to take two toys (a ball and a cylindrical toy) and roll on the ground in the same way to see if they are different and can stop and stand firm.

Five, guide children to try to overlap two spheres and two cylinders, and observe the phenomenon.

Sixth, the teacher summed up: the sphere can roll in all directions, and the cylinder can only roll in two opposite directions; There are no planes on the sphere and they cannot overlap. There are two equal planes at both ends of a cylinder, which can overlap.

Seven, let children think about it, in kindergarten, home or other public places, what are the spheres? What is a cylinder? Talk about their names and functions respectively.

End of activity

Watch the video of spheres and cylinders.

Teaching reflection

Children are naturally curious and have a strong desire to explore and learn about things around them. The new syllabus emphasizes that science education should be closely linked with children's real life, and the things and phenomena around them should be taken as the objects of scientific inquiry. In daily life, children have actually come into contact with many spherical toys, such as rubber balls, corner balls, table tennis and so on, and are very interested in them. However, for children, it is difficult for them to fully understand three-dimensional graphics from the perspective of geometry, and they often confuse plane geometry with three-dimensional. So I designed this activity, so that children can feel the characteristics of the sphere through personal experience, experiment and operation, and gain scientific experience about the sphere. Stimulate children's interest in exploration and cultivate children's habit of caring about things around them.

Children in large classes have a strong desire to explore. They can communicate with their peers and adults in language and express their knowledge and feelings in their favorite way. Therefore, in order to meet the needs of children's cognitive, ability and emotional development. I confirm the objectives of the above activities.

From the design of this activity to the practice of this activity, I have a more thorough understanding of the design of teaching materials, and there are still many things to learn in the scientific field. In the future, I will read more textbooks, deeply understand the textbooks, walk into excellent teachers' classrooms, learn more new teaching concepts and methods, constantly reflect in practice and constantly improve in reflection.

Through after-class reflection, I found the following shortcomings:

1. When using the prepared materials to explore the difference between a circle and a ball, my purpose is to let children find their own way to distinguish the two, but in teaching, I ignored this point. Let the children tell directly by rolling, watching and touching. Therefore, there is a gap in the cultivation of children's learning methods. If, in the activity, children can find their own way, which not only develops their thinking ability but also achieves the purpose of the activity.

2. When I named my child to tell the difference between a circle and a sphere, I was too anxious. I didn't give my child enough time to talk, didn't take into account some activities of my child, and gave my child too little room for language organization and development.

In order to create a relaxed learning environment for children, I have prepared a lot of activity materials, but all kinds of materials have not played their role to the greatest extent. For example, let children distinguish the difference between a circle and a ball by touching, watching and rolling. Some children just watch, roll and touch very little. In particular, a small table tennis ball is prepared, and the characteristics of the sphere can be quickly mastered by grasping it with fists. I failed to remind the children in time.

4. Let children talk about spherical objects in life, with the purpose of making children feel that mathematics is around, mobilizing their life experience in life, and cultivating their thinking, speaking, observing and comparing abilities. There is not enough time for children in this link, so I am in a hurry.

5. I found that some children are not active enough to participate in activities, and they can only complete some activities with teachers and children, lacking creativity. In addition, some children operate too slowly.

In the whole process of children's exploration, discovery, perception, experience and development, as a teacher, I deeply realize that our role should be the organizer and leader of children's learning activities, and we should pay more attention to children's learning process and evaluation, encourage children to make new discoveries again and again, and fully experience the happiness of success.

The goal of "knowing the cylinder" in large class activities in kindergarten;

1。 Germinate an interest in exploring geometric shapes.

2。 Spheres and cylinders can be distinguished by observation and comparison.

3。 Cultivate children's ability to think, solve and react quickly.

4。 Children can take the initiative to answer questions and enhance their oral expression ability.

5。 Cultivate children's brave and lively character.

Highlights and difficulties of the activity:

Key points: Understand spheres and cylinders.

Difficulty: Distinguish between a sphere and a cylinder.

Activity preparation:

Several circular pieces of paper and spherical objects (table tennis, rubber balls and basketball); Each group of spherical and cylindrical building blocks has a basket; One stick for each person; Cylindrical potato chip box, lulu box, battery, etc.

Activity flow:

Primary import

Show round pieces of paper and spherical objects to stimulate children's interest.

Teacher: "The teacher has prepared a lot of things for the children today. Let's play together. " . Give children enough time to operate freely. )

Second expansion

1。 Understand the sphere.

(1) Feel the characteristics of the sphere in operation activities.

Operation 1: Guide children to rotate round paper and table tennis (or other spheres) respectively, and perceive the difference between them through observation.

Operation 2: Guide children to touch the surface of table tennis and feel the characteristics of the ball.

⑵ Summarize the characteristics of the sphere on the basis of operation.

Q: "What did you find? How does it feel? "

Summary: It can scroll in all directions. No matter how it rotates, it looks round. The surface feels bulging, round and smooth everywhere. Objects like this are spheres.

(3) Connecting with reality, let children talk about what they have played, eaten and seen in their daily life like a sphere.

2。 Know the cylinder.

⑴ Show cylindrical learning tools and compare children's operations.

Teacher: "What shape is this? Let the children play, touch, roll and compare. Tell them what you found! "

⑵ Summarize the characteristics of the cylinder on the basis of operation.

Q: "What did you find? How does he feel? Can you scroll in all directions? Are the upper and lower circles the same size? "

Summary: it is as thick as the top and bottom, round at both ends, as flat as the top and bottom circles, and round and smooth around, like a pillar. We call it a cylinder.

(3) Experience expansion.

Let the children find out which things are cylinders in the basket and guide them to understand that these objects are cylinders despite their different sizes and heights.

(2) Inspire children to tell what else is shaped like a cylinder in daily life.

3。 Game activities: "Catch pigs"

Play: Sphere and cylinder are made into "pig" shape. Children can drive away the "piggy" freely with a wooden stick and realize that the cylinder can only roll in two opposite directions.

Three ends

1。 Teacher evaluation activities.

2。 Extension: Put all kinds of spheres and cylinders in the area, let children explore freely, and continue to consolidate their understanding of spheres and cylinders in daily life.

Activity reflection:

In the process of finding, doing and speaking, the purpose is to make children feel that mathematics is at hand, mobilize their life experience in life, and cultivate their thinking ability, speaking ability, observation ability and comparison ability. Judging from the results of children's operation, children's understanding of the sphere is relatively in place, and only a few children have made a little mistake.