1, willing to participate in activities and experience the fun of playing with stones.

2. Learn to classify stones regularly according to their characteristics.

3. Cultivate children's ability to count, classify and sort.

Teaching preparation

There are many stones. Each stone has a basket.

teaching process

(1) Introduction

Recall the story and guide the children to pave the way together.

At the beginning of the activity, the teacher's brief words not only helped the children review the role of the story, but also revealed the theme of the activity. Use direct methods and help rabbit brothers and sisters to arouse children's interest and pave the way. It laid the foundation for the orderly development of the whole activity. )

(2) Picking up stones

1, observe the stone

Look how many stones there are.

2) What are these stones like?

3) Summary: It turns out that there are all kinds of stones. Some are big, some are small, some are rough and some are smooth.

(Let children further master and understand the characteristics of stones through their own observation, highlighting the characteristics of stones, such as big and small, rough and smooth, and laying the foundation for later classification according to the characteristics of stones. At the same time, in this link, not only the observation ability of children is developed, but also the language of children is developed. In the actual teaching process, children not only say that stones have various colors, such as rough, smooth, large and small, but also say that stones are cold and feel like ice.

Shows the child's careful observation ability. If teachers can grasp children's answers in time and guide them to observe and describe them in detail in teaching, it will reflect the integration of various educational contents. It can be seen that teachers should always have the goal of integration in their hearts. Make the integration truly implemented and embodied, rather than simply integrating for the sake of integration. )

2, picking up stones-can pick up a lot of stones.

1) Listen to the command to pick up the stone.

2) Listen to clapping and pick up stones.

3) The stones line up. How many stones did you pick up?

(For the first time, the teacher gave the children a variety of stimuli in the process of letting them pick up stones. By listening to passwords, clapping hands, the sound of small bells and other different methods, the children were allowed to pick up the corresponding stones. Then let the children count how many stones they have picked up. At the same time, the teacher controlled the number of stones within six.

So that children can count clearly and correctly. Then let the children classify the stones according to their smooth and rough characteristics, so that they can have a further consolidated understanding of these two characteristics of stones and lay a material foundation for the next selection of stones. )

Step 3 classify

Send the found stones home: the red basket is smooth stones, and the green basket is rough stones.

Step 4 pick up the stone

1) Ask children to pick up different stones within a specified time.

2) Count how many stones you have picked up? (Let the children pick up stones again. This time, the stone-picking teacher completely let go and let the children pick up stones freely, but at the same time there are some controls. For example, let children pick up different stones one by one, mainly to prepare for the later finishing. Because of the speed of children's movements, some children are one after another.

Chess pieces are being selected, while others are picking up one piece at a time. Therefore, the number of children picked up is different, which also shows the gap in the inventory. At the same time, the different number of stones for each child also paved the way for the later sorting, resulting in a gap in quantity. However, in teaching, the teacher's time is not well controlled, and the time given to the children is a little longer, resulting in some children picking up 17, 18 stones, which is too much. It not only brings difficulties to counting, but also affects the subsequent sorting. )

(3) Paving the road

1, children pave roads for free.

2. Communication: How do you pave the road with stones? The teacher showed the children's paving method on the blackboard.

3. Learn other people's methods to pave the way

Learn to pave the road every once in a while.

Paving the road with stones is the focus and difficulty of this activity. Because of the previous understanding of the characteristics of stones, when children freely pave the road, some children arrange large stones first and then small stones, and some children arrange smooth stones first and then rough stones. And some children, although the whole road is irregular, have certain rules on a certain section of the road. For example, some children took four stone heads by the method of size interval. Some children took three stones, some smooth and some rough in the middle. The teacher made a careful observation when the children paved the road freely, and keenly observed the children's sorting methods. When children communicate, let them tell their peers about the good methods, and let them see the sorting methods more clearly through the live illustrations on the blackboard. On the basis of the icons, let the children sort according to the icons. Teachers will make improvements on the basis of children's own experience, so that children can learn the sorting method of intervals. In the actual teaching process, teachers are a little anxious to improve children's original experience, and it would be more perfect if they could be more nuanced when improving. )

(4) Extended activities

1. Today we paved a stone road together. Where did we go last time?

2. Set foot on your own paved stone road together.

(Finally, by recalling the experience of taking the stone road in Meiyuan, children's interest in taking the stone is once again stimulated. )