The main task of pre-school mathematics education is for teachers to organize children to carry out colorful activities, expand and organize children's experience in mathematics, master superficial mathematics knowledge, cultivate children's interest in mathematics and their initial ability to understand things by using mathematics knowledge, and lay the necessary foundation for entering primary schools.

I. teaching material analysis

Cultivate children's cognitive ability through mathematical activities, design various activities for children by providing sufficient conditions, guide children to use various senses, observe and understand the relationship between numbers, and enable children to find problems, ask questions and achieve the ability to solve problems. Pre-school mathematics education mainly includes the basic knowledge of mathematics such as classification, sorting and correspondence, the meaning of numbers within 10, the learning of addition and subtraction within 4, the superficial knowledge of the space-time relationship between geometric shapes and things, and simple measurement activities.

Second, the requirements of teaching purpose

1. In the teaching process, under the guidance of teachers, children can distinguish and understand the interrelationships of some things, understand, analyze and summarize the meaning of numbers and the interrelationships of numbers through their own operations, and can accurately add and subtract.

2. Cultivate children's various abilities, such as observation, imagination, thinking ability and language expression ability. ,

Third, teaching focuses on difficulties.

1, can understand the meaning of numbers and calculate them accurately.

2. Be able to imagine things around you in a certain space.

3. Be able to ask simple math questions under the guidance of teachers, so as to lay a foundation for future study.

Fourth, the analysis of students' basic situation.

Due to the influence of environment, educational conditions and genetic factors, there are individual differences in children's physical and mental development, and different children gradually show different interests and abilities, forming children's personality differences. Therefore, according to children's age and personality differences, teachers should teach students in accordance with their aptitude, develop children's ability, lead children to carry out math activities seriously, and let each child make continuous progress on the original basis.

Fourth, the teaching progress.

Weekly content

1. Classification of objects "Learning classification" and "Distinguishing up and down, far and near"

2. Before and after the difference, left and right, understanding 1 and more, team games

3. Compare size, length and height, and compare weight, thickness and thickness.

4. Learning classification, cognition 2 and 3

5. Understand rectangles and squares, and understand 4 and 5

6. Understand trapezoid and triangle, and understand circle and ellipse.

7. Graphic Filling, Graphic Transformation and Cognition 6

8. "Understand 7 and 8" and "Review the numbers within 8"

9. Know the sequence of 1- 10,

10. Learn the number 1-50. Know 0

1 1. Learn the reciprocal of 1- 10 and the use of numbers.

12. Composition, addition and subtraction of learning 2

13. Learn to add and subtract two application problems.

14. Composition learning 3. Addition and oral application problems

15. Learning subtraction and oral calculation 3

16. Composition of learning and addition and subtraction 4.

17. Application problems of learning 4.

18. Review the knowledge of classification and graphics.

19. Review the addition and oral questions of 2, 3 and 4.

General comments

Verb (abbreviation for verb) comprehensive practical arrangement

Make triangle, ellipse, trapezoid, etc. On your own.

Sixth, teaching measures.

Children's learning is an active activity. They can observe and operate things in the surrounding environment according to their own interests and needs, and at the same time carry out internal thinking activities such as association, imagination, comparison and analysis. Therefore, in mathematics teaching activities, we should closely combine mathematics knowledge with children's daily life, cultivate and protect children's interest in mathematics learning through games, and create and provide certain conditions to help children use mathematics knowledge reasonably and transform it into the ability to understand things.