Reflections on Math Teaching in Kindergarten Class One 1 On Friday morning, I learned "equal division" in math activities. By operating, exploring, observing and comparing the division methods, I guided children to learn to think from different angles and directions in their study and exploration, and solved simple math problems through observation, comparison, analogy and migration, thus cultivating children's interest in math activities.
At the beginning of the activity, I asked the children to share a rope equally, which immediately attracted the children and everyone was eager to try. I asked the child to divide it and let him verify whether the two ropes are the same length. The teacher commented. In this way, let children know what dichotomy is and how to verify it.
In learning activities, based on the principle of taking children as the main body, I also provide operating materials for children. Each material has a round piece of paper for children to operate, explore, find and solve problems by themselves. Teachers act as good supporters, collaborators and guides in operating activities. Through operation and exploration, the children found out the division of circle bisection and established the concept of bisection. Next, improve the knowledge that children have mastered, explore various methods of rectangular division, and combine with children's books to further understand and understand the concept of division.
At the end of the activity, I provided many practical items for the children, such as drinks and apples. Let children know that many things in life can be divided into two, combine what they have learned with life and do practical operations in life. Through the practice of cutting food and dividing drinks, the children expanded their knowledge of dividing into two parts and stimulated their interest in dividing into two parts. During the operation, the children experienced the joy of success.
Reflection on Mathematics Teaching in Kindergarten Large Class 2 Yesterday, the children in my class learned 5 compositions, so I will talk about my own experience in teaching 5 compositions.
I just joined this class, and I heard that the children in this class don't have a good grasp of the concept of logarithm, so I reviewed it and got to know about the children's situation. I found that some children don't even know the numbers 3, 4 and 5, let alone that number. I contacted my parents in time and hoped that their parents would cooperate with our work.
Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life. In this activity, the operation material I selected comes from snowflakes that are common in life. When children divide snowflakes, their abilities in all aspects have been improved, and more importantly, their learning has become easy and interesting. I think hands-on operation can stimulate children's interest in learning. Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life.
When teaching the composition of 5, I asked the children to take five snowflakes at a time, and then divided the small snowflakes into two parts and put them on the homework list, and each time they got a different share. After grading, check whether there is repetition or omission, and finally record the grading results, and then talk about your own achievements and share them. Through this interesting physical operation, children naturally understand the composition of 5. Then I asked the children to observe and discuss together, find out the rules and talk about how to remember the composition of numbers faster. While affirming the children's thoughts, I further guided the children to discuss which method is better, simpler and easier to remember, and find out the best one. In this kind of hands-on operation, children not only mastered 5 compositions, but also exercised their language expression and thinking ability and cultivated their innovative consciousness.
Children are lively and like to operate by hands, so in teaching, I will guide children to practice, move their mouths and use their brains to cultivate their mathematical ability and stimulate their interest in learning mathematics.
Reflections on Mathematics Teaching in Kindergarten Large Classes Part III Mathematics games are of great significance to cultivate children's practical and mental abilities, mobilize all kinds of senses to participate in learning activities, stimulate children's interest in learning, give full play to children's physical and mental potential, and accomplish learning tasks in a time-saving and efficient manner. At the same time, by infiltrating ideological and moral education into games, children can also cultivate good study habits and psychological quality, so that intellectual quality and non-intellectual quality can develop synchronously and harmoniously.
When designing math games and arranging classroom activities, we should pay attention to guiding children to practice in "playing" middle school and "playing", develop their talents in "playing" and increase their courage in "playing". Specifically, we should pay attention to the following aspects: the game should be novel, diverse and interesting, so as to effectively stimulate students' internal drive and let them study actively and happily. If I am teaching a big class. 6? When I do division, addition and subtraction, I show little monkeys and animals to arouse children's interest, and then use nursery rhymes; The little monkey climbed the apple tree. One apple, two apples, three apples counted to eight apples and swallowed them. Uh |! Apple pudding, apple pie, I like all kinds of fruits. Point out that what we are going to learn today is the division and combination of 6. While the children are interested, I set up a scene in the new teaching session to stimulate the children's interest. The children whispered: the box is screaming! It can make each child's thoughts highly concentrated, and then the teacher conjures up the operation item "Apple" by magic, so that the children can operate the opening and closing of 6 by themselves. Then learn the addition and subtraction of 6 with the method of oral application questions. In this way, every child learns very seriously and has a multiplier effect; When reviewing and consolidating, I used a game I don't usually play-"Pick Love" game: show me a love tree, which is full of love cards, and the back of the card is an addition and subtraction test within 6. After picking love with music, give him the correct love card. . This has greatly improved children's interest. Then there are boxing games: for example, review the opening and closing of 6, the teacher and children play boxing games together, I give "2", the children give "4", and the combination of 2 and 4 is 6, and the children find friends to play boxing games.
Really let children learn through play, practice through fun and learn through fun. Every child is eager to participate, consciously abide by the rules of the game, and strive to complete the learning tasks in the game correctly and quickly, which improves the learning efficiency and cultivates children's good study habits and organizational discipline.
Intuitive math games can build a bridge between children's "concrete thinking" and "mathematical knowledge of abstract concepts", help children understand and master concepts, rules and other knowledge, and guide children to transition from concrete thinking to abstract thinking. Vividly performing games such as "Composition of Numbers", "Division and Combination of Numbers", "Digital Songs", "Finding Neighbors", "Finding Friends", "Sending Letters" and "Striving to Be an Excellent Salesman" all rely on children's performance actions and common sense of life to understand mathematics knowledge. For example, the children's song "2" is like a duckling with a small round head, a long inclined neck and a straight tail. "This paper vividly describes the font and writing essentials of the number" 2 ". These games pave the way for future research on related application problems.
It is necessary to stimulate children's interest in learning mathematics through various forms of activities. Only through hands-on operation can children gradually experience abstract mathematical concepts and activate their thinking. Teachers should provide appropriate teaching AIDS to stimulate children's interest in mathematics. If the teaching aid is novel and intuitive, it can make children have a strong curiosity and pay close attention. For another example, teachers should provide children with operational teaching AIDS, so that children can play, think, find and solve problems, and children will be interested. Therefore, it is necessary to constantly update teaching AIDS and provide every child with the opportunity to fully feel mathematics and participate in learning.
In short, in the process of children's mathematics education, we should contact children's life experience as much as possible, create problem scenarios for thinking and operation, make abstract mathematical concepts concrete and interesting, use the "people-oriented" educational concept, fully consider children's learning characteristics and physiological characteristics, and use their educational enthusiasm and emotion to infect and drive children's desire to learn mathematics, thus generating their desire for mathematics.
Interest. Let children enjoy themselves in the ocean of mathematics and make mathematics a fun and interesting game.
Reflection on Mathematics Teaching in Kindergarten Large Classes 4 When chatting with children, I always hear children say, "Teacher, look, how tall this tree is." "Teacher, when I grow up, I didn't wear much clothes before." ""Teacher, the playground of primary school is bigger than that of our kindergarten. "Wait a minute. Whenever this happens, I can't help asking: Is there any way to know how high and how big they are? The children's answers are varied. Useful rulers, ropes, sticks, and some children came up with a measurable reflection. All these show that children have a certain interest and understanding of measurement. Therefore, the math activity "measuring distance" in large classes is just in line with children's interests and age characteristics, helping children try to measure the surrounding objects with tools and further understand the application of measurement in life.
Because what we need to measure in activities is the table we use every day, which is very close to life, so children are particularly happy and enthusiastic when measuring. In the process of operation, because there are gaps in children's abilities, there are right and wrong, so in the process of activities, children are given many opportunities to communicate and try. When you find a problem, give your child a chance to solve it. Allow them to make mistakes and try other methods. Whenever children encounter difficulties, I will let them find their own way first and try boldly.
In the activity, although I have been thinking about how to speak the language more carefully and completely for a long time before, there are still some ambiguities in the real class. Because of this, the child's operation method is not very accurate, which leads to the failure to achieve the first activity goal. Therefore, in mathematics activities, we must try our best to be comprehensive in words, so as to prevent some children from taking advantage of loopholes or catching your loopholes. Don't just consider your own teaching steps and ignore your oral ability.
Every teacher has told us that it is easy for us to improvise when encountering unexpected events in interaction, but when you really encounter such "unexpected events", maybe you are not as "flexible" as you thought. So in any case, we must be fully prepared.
Reflection on Mathematics Teaching in Large Classes in Kindergarten Part 5 Children in large classes may be difficult, but children in middle classes may be more difficult. However, since it appears in the textbook of kindergarten middle class, it shows that children of this age can still understand it, so I decided to choose the lesson "My Neighbors and Friends" for today's activity. In order to teach this lesson well and let the children learn this knowledge, I made careful design and preparation, and found many problems as soon as the activity was over. In order to improve my teaching level, I have to reflect on this activity:
First, with the help of stories, stimulate children's interest in learning mathematics
In this activity, I tried to break the traditional teaching mode and organically combine children's math activities with stories. In the design process, I fully combined children's love for animals, so that children can solve the problems in the story naturally and easily, and provide opportunities for children to explore actively.
Second, adjust the teaching order and decompose the knowledge difficulties.
In the process of reading the textbook, I found that the arrangement of learning the adjacent number in the textbook is to know the number 1 more than the original number, then know the number 1 less than the original number, and finally get that the number 1 more than the original number or less 1 is its adjacent number. I think this kind of teaching is not conducive to children to master the knowledge of adjacent numbers. The focus of this lesson should be to learn to find adjacent numbers first, and then to understand the relationship between adjacent numbers, so that children will be more acceptable.
Thirdly, the game-based teaching process promotes children's mastery of knowledge.
Although some children can't blurt out a certain number of neighbors because of individual differences, they will definitely use the learning method of one lesson and then find out the answer slowly. After a class, I gained a lot. What impresses me most is that as a kindergarten teacher, I should be diligent in thinking and choose good teaching methods. In mathematics teaching, teachers should pay attention to the rigor and standardization of language. In the process of organizing teaching activities, teachers' listening ability and adaptability are also particularly important. Let children really learn while playing, so as to achieve the teaching effect.
Before the activity, under the guidance of all the mathematics teaching and research members, the "magic machine" activity was designed, and the goal of this activity was determined: to find and compare the changes in size, quantity and shape of things. After the goal was set, we prepared a series of activities. We use the magic machine sent by children's favorite cartoon character "Tinker Bell Cat" to guide the activities.
During the activity, the children observed and discussed collectively. In the interesting spell "Jingle Spell Change, Follow My Instructions" and the visualization of PPT, the children successfully compared the differences before and after the change, and invited several children to answer correctly. Children can quickly judge the magic possessed by magic machines, that is, they can change things of different sizes, shapes and quantities. Such as: from small to large (size change), from circle to square (shape change), from less to more (quantity change). So that the activities can achieve their goals smoothly, but for the children in large classes, although the activities are interesting, they still need to be challenging.
Therefore, in the last operation link, I provided an operation list with different difficulties, allowing children to choose their own tasks and operate independently according to different difficulties. Children can complete all the tasks and say the instructions and results one by one.
From this perspective, the difficulty of children's challenges needs to be improved. For example, in the process of explanation, it is not necessary to explain the three characteristics of size, shape and quantity clearly, and leave room for imagination and thinking for children; The operation orders provided should be distributed in groups, so that children can choose to walk; One star is a simple operation, with the size or shape as the instruction, two stars with the coexistence of size, shape and quantity as the instruction, and three stars combined with two magic machines to provide two or more instructions for children to think and operate forward or backward. This gives children the opportunity to imagine and challenge. Without challenges, activities will not appear.
The purpose of this lesson is to let children know the clock, distinguish the hour hand and the minute hand, understand the arrangement law of numbers on the clock face, initially understand the operation law of the hour hand and the minute hand, and understand the whole hour and half hour. In order to improve children's interest in learning, I use courseware teaching, so that children can grasp the teaching purpose more intuitively and actively while maintaining their interest. Throughout the class, the children studied actively, the classroom atmosphere was warm, and knowledge acquisition and emotional experience were synchronized.
I guided the topic by visiting a watch shop, showing clocks of different shapes, sizes and colors, and guiding children to fully observe what these clocks have in common. The children found out at once, and the atmosphere in the classroom suddenly rose.
Then, I guide the children to observe and know the number 1- 12 on the clock face first, focusing on the positions of the four numbers 12, 3, 6 and 9. Understand the arrangement law of 12 numbers, and know that these numbers go clockwise. Then let the children know the hour hand and the minute hand, let the children look at the difference between the two hands carefully, and distinguish the hour hand and the minute hand according to the length and thickness of the hands. And through the physical demonstration, let the children know the operating relationship between the hour hand and the minute hand. Two hands go in one direction, which is called clockwise. The minute hand turns once, and the hour hand turns once. Through the demonstration, the children can see clearly and have a strong interest.
In the process of understanding the hour, I showed the 12 small clock in the courseware, so that children could find out where the hour hand and minute hand are through observation. Then I will show my children some clocks and watches on the hour to consolidate their understanding of the hour. Then I asked them to take out their school tool "Penguin Clock" to listen to the teacher's time, and they dialed hours. Because of the actual operation, most children have a good grasp of this link.
The difficulty of the activity lies in knowing a little. How can children easily master the difficulty?
I used the contrast method: let the children observe the hour clock and 1: 30 clock respectively. Most children strike the hour, and some children strike the hour at 1: 30, so I asked him to say,' How do you know?' Finally, I will guide the children to summarize themselves: at 1: 30, the clock always points to 6, and the clock points to the middle of the two numbers. As for the difficulty of when, I explained with the help of the physical clock while setting the clock: if the hour hand is between 4 and 5, does the number 4 passed by the hour hand reach the number 5, so it should be 4: 30 instead of 5: 30 now. When they show the courseware again and let them have a look and talk about what time it is, they find that most children have mastered it. Then let the children look at the digital time, dial the school tools themselves, and help them consolidate for half an hour.
The whole activity is from shallow to deep, step by step, game-oriented, with children's operation as the means, so that children can start with perception, with multimedia and physical teaching tools as the media, and give children a clear and accurate concept. Children are always the main body in the activities, and the principles of activities are followed in the activities, and the methods of discovery and games are comprehensively used, so that children can promote active learning through operational activities and verbal activities.
Reflection on Mathematics Teaching in Class 8 of Kindergarten In children's life, if they want to buy a cup of milk, a cake and a toy, they must be exposed to RMB. In the "self-service bank", I added and revised lesson plans, so that children can correctly understand the denomination of some currencies, understand the common sense of shopping with money, and know how to spend reasonably. At the same time, I guide children to have interest and desire to explore the phenomena, characteristics and changing laws of common things around them, and make mathematics education more life-oriented, game-oriented and comprehensive.
At the beginning of the activity, I used the dialogue of "buying breakfast" to introduce, "Have the children eaten these snacks? Do you want to learn to buy your own breakfast? Let's meet some money. " Give children a very real and life-like feeling.
When letting children know the denomination of money. I showed various currencies: "What are these? Do you know how much they represent? " "These are all China's money. They have the same name as the RMB. "
When children observe the denomination of RMB, I guide them to carefully observe the numbers and Chinese characters on the currency under the projector, and let them tell the denominations of various currencies through observation.
In the "supermarket" game, "There are many things in the supermarket today. Let's have a look. How much are they worth? " "Now let's play games in the supermarket. Teachers will be shop assistants and children will be customers. When you come to buy something, you can choose the goods you like, but you have to find out how much these goods cost and what denominations of RMB you can buy. If you want to change money, you should also think about how much money you should change. " Children are familiar with supermarket games because they often play role games, but today we let children shop with real money, which in itself greatly stimulates their desire for games. At the same time, in shopping, children can not only exchange money on the spot, but also review the addition and subtraction of numbers within 10, and learn to solve some simple problems in life and games with simple mathematical methods to fully experience the fun of mathematical activities. Let the children discuss what goods they bought. How much did it cost and how was it used? Reproduce life through simulated situations, let children learn in imaginary life situations through games, and make them feel extremely relaxed and natural, so as to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics.
Children in large classes are interested in all kinds of things and imaginations in life, and have a certain degree of curiosity and thirst for knowledge. They like to ask why when they don't understand or understand something. And can initially use the senses to start thinking, explore problems, find problems and solve problems. In real life, some children may have accumulated some knowledge about RMB or used a certain denomination of RMB for shopping. I hope that through this activity, every child can participate in the attempt and bold exploration, discover and construct mathematical relations in the interaction with materials, and know that it is important to rely on their own experience, not the teacher's experience.
Reflections on Mathematics Teaching in Kindergarten Class 9 Mathematics Activities Dressing up the New Year Tree I prepared a real New Year tree and many gift pendants, which really excited the children. In this way, both the operator and the concerned children are very involved in the process of taking things by number, and the correct rate of operation is relatively high. However, in the next link, there are some details worthy of reflection. Seeing the excellent performance of the children in the first link, I think the children have firmly mastered the number-object correspondence within 6. So, I can't wait to put a copy of the operation data of the "New Year Tree" into the collective operation activities. The difficulty is to write different numbers on the trunk of each new year tree, so that children can draw their favorite gifts according to the numbers on the new year tree.
However, in practice, it is found that some children forget the previous tasks when drawing, and the phenomenon of putting the cart before the horse appears. They took pleasure in taking pictures and meticulously extracted gifts, but the quantity did not meet the pre-approved quantity. I think the children in the middle class paid little attention to it last semester, and the form of lottery gifts distracted the children's attention, which led to unfavorable activities. Adjusting the process of pasting gifts can avoid the interference of unfavorable factors in children's operation, so as to truly serve the actual operation.
Reflections on Mathematics Teaching in Kindergarten 10 Through the teaching activities of this class, I will talk about it from two aspects: because this class is all Uygur children, it is still difficult to express Chinese. Some children have learned the addition of 1-9 in previous classes, and some children have a certain foundation. Because it is taught in pure Chinese, it still sounds difficult for some children in my class. From their eyes, I know I don't understand at all. Only a few children can cooperate with me. After I finish, Min Kaohan's teacher will explain, and those children who cooperate with me will learn more about it. As for the children who don't understand, they can understand the Uyghur language explained by Min Kaohan, but they can't express it in Chinese at all. Therefore, it is still difficult to have a class.
My lesson preparation is designed according to the idea of teachers guiding books, and the class is also designed according to several links. Children who can understand Chinese are happy to cooperate with me, while children who can't understand Chinese look at a loss. In short, I prepare some teaching AIDS before each class to improve children's learning enthusiasm, and the result is "withered" in the language barrier.