Kindergarten class plan 1 activity goal
1. In the process of guessing and confirming the number of orange pulp, we have accumulated the experience of preliminary estimation and different counting methods.
2. I like to observe familiar things in my life and I am willing to express my opinions.
3. Experience the life of mathematics and the fun of mathematics games.
4. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.
Activities to be prepared
Oranges of different sizes, plates, pens, towels, statistical tables, disposable plates.
Activity process
First, compare and discuss the number of oranges.
1, the teacher shows two oranges.
Teacher: Children, the teacher brought you something today. What is this?
Teacher: What's the difference between these two oranges?
The teacher concluded: Is there a difference in the size of these two oranges?
The teacher showed two plates of oranges with different sizes.
Teacher: What's the difference between these two plates of oranges?
Teacher: Can you guess how many big oranges there are?
Teacher: How many small oranges are there?
3. Guide children to count oranges in different ways.
Teacher: How do I know the number of these two plates of oranges?
Teacher: Let's count them together. (After counting, the teacher records it on the statistical table)
Teacher: Who will count how many small oranges are on this plate? (Let a child stand up and count)
Teacher: How did you count it? (One by one) Does anyone have a faster way?
Teacher: You counted two numbers. Let's count them together. How many times have we counted? (Six times) Well, who can count faster?
Teacher: How many numbers did you use? (3) Let's count, too. How many times have you lost? All right. Faster than before (4 times)? Do you have anything faster? (4 4 digits)
Teacher: There is a faster way (6, 12). How many times can I count? Twice as fast as all of you.
Teacher: Just now we counted 12 small oranges with two numbers, three numbers, four numbers and six numbers. There may be other ways to calculate them. Let's go back and try again.
4. Discussion: Why are there more small oranges and less big oranges on two plates of the same size?
The teacher summed up: the same size plate, less big oranges, more small oranges.
Second, guess the number of oranges.
Teacher: What's in the orange peel? Is there as much pulp in that big orange as in the small one? Please guess. (recorded on the statistical table)
Third, verify the number of oranges.
Teacher: Do you want to have a try? If you like big oranges, you can take big oranges; if you like small oranges, you can take small oranges. Teacher orange has washed it, and wiped her little hands with a small towel. Where should you put the peeled skin? (on the empty plate in the middle)
Teacher: Are you peeling a big orange or a small orange? How many slices of orange pulp are there? How do you calculate it? (The classroom is recorded on the statistical table)
1, a number;
2, laps: first find the first piece, fix it with one finger, then circle a piece and count. Do you want to count?
3. Divide into two halves;
4. Count while eating.
Teacher: Is there another method that you must like? (The teacher counts while eating) What method? Count while eating, and then let's try it together.
Teacher: How many pieces of orange pulp are there at most, and how many pieces are there at least? How many pieces of orange meat does a small orange have at most, and how many pieces at least?
The teacher concluded: the amount of orange pulp has nothing to do with the size of the orange. It may be that there is less orange meat in the big orange, or there is more orange meat in the small orange.
Teacher: Now, let's eat and count with other friends in the class.
Teaching reflection:
The idea of the new curriculum is to let every child develop on the original basis. In the activity, I firmly grasp this concept, so that children can easily know and understand the learning content in the form of games in a positive and happy atmosphere. The atmosphere in the class is also very active, and the speech is also very positive, which has achieved the expected goal of the activity.
The design intention of lesson plan 2: to count the number of classes in kindergarten;
With the deepening of the research on the subject of "Action Research on Education with Folk Art Characteristics" in our garden, nursery rhymes, the pearl in the treasure house of national culture, attract children with its simple, vivid, catchy and easy-to-learn characteristics. Counting is a digital nursery rhyme full of childlike interest and lively rhythm, which is easy to understand and suitable for middle school students to learn. Numbers, cute animals and onomatopoeia in nursery rhymes can stimulate children's desire to learn and explore and expand their imagination. By learning and imitating nursery rhymes, children can feel the beauty of language and develop their imagination while learning to use quantifiers.
Activity objectives:
1. Understand and learn digital nursery rhymes, and learn to use quantifiers initially.
2. Feel the catchy rhymes and try to imitate them.
3. By listening to the teacher read the written language of the book, we can improve our ability to express with rich vocabulary according to the picture imagination.
4. Feel the humor and humor of picture books by adding appropriate onomatopoeia words.
Activity preparation:
1. Create a background picture and a corresponding digital card corresponding to nursery rhymes.
2. Children are familiar with the habits and characteristics of common animals.
Activity flow:
First, understand and learn nursery rhymes.
(1) Understand nursery rhymes and show background pictures-there are peach trees, houses, insects and pigs.
1, Teacher: Spring has come and the peach blossoms are in bloom. Who will live under the beautiful peach tree?
How many bugs are there? What are the bugs doing?
2. Teacher: How many little pigs are there? Look at these little pigs. This fat pig is called fat pig. How does fat pig sleep?
3. Teacher: There are bugs and pigs living under the peach tree. Who else will live?
How many brown horses are there? Add a Huang Ma. How many horses? What sound does a horse make when it runs?
4. Teacher: "Giggle, Giggle, Giggle", who is calling? How many hens are there? Here comes another one. How many hens are there? Hens lay eggs. What did it tell you?
Where are 5.9 and 10? Who can find it soon?
How many pink peaches are there? How many crimson flowers are there? How many flowers are there in a box?
Teacher: It's really lively under the peach tree. The little animals all said, "My home is under the peach tree."
(2) Appreciate nursery rhymes.
Teacher: What's the name of nursery rhymes? What numbers are counted in this nursery rhyme?
Summary: There are ten numbers from 1 to 10 in this nursery rhyme, so this nursery rhyme is also called digital nursery rhyme. The first sentence is about counting the number of animals, and the second sentence is about the characteristics and skills of animals.
(C) nursery rhyme theory
1, clause theorist: Do you like this nursery rhyme? Which sentence in nursery rhymes do you like best?
2. Complete theory
1).
2), the child said rhythmically.
Second, try to imitate nursery rhymes.
1, Teacher: It's really lively under the peach tree. Who else wants to live? What are their characteristics and skills? Can you count it first, as in nursery rhymes?
2. The teacher asked 2-3 children to copy.
3. Summary: In addition to living under the peach tree, there will definitely be many small animals coming. Please count them and talk about them, and make a beautiful nursery rhyme for your brothers and sisters.
Folk songs (for children)
Count one bug, two bugs, and bugs like to make holes.
Three pigs, four pigs, and the fat pig snores while sleeping.
Five horses, six horses, and the horses rattle when they run.
Seven chickens, eight chickens and hens cackle.
Nine flowers, ten flowers, under the peach tree is my home.
Teaching reflection:
In the activity, children's enthusiasm for participating in the activity is particularly high, because this is a problem they are interested in, but some children lack this knowledge, but in the activity, they can fully mobilize their various senses to participate in the activity. Personally, I think this course is still a success.
Counting the number of kindergarten classes Lesson 3 Activity Objectives:
1, learn to read some words with the same vowel in tongue twisters (tiger, deer, pig, rabbit, mouse), as well as flat and upturned sh and zh.
2. Have a preliminary understanding of the characteristics of tongue twisters and be interested in learning tongue twisters.
3. Be able to analyze stories and cultivate imagination.
4. Cultivate children's good habit of speaking boldly and completely.
Activity preparation:
Interactive whiteboard courseware, a set of castanets.
Activity flow:
Let's talk about introducing activists first: Teacher Lu took everyone to the beautiful forest to play today. Let's start with music.
Look, we have come to the beautiful forest. What do you see?
Summary: There are mountains, grass, roads, holes and many trees. So many trees, with a nice word called "forest".
Second, understand and initially master the tongue twister content
1. Try to describe the animals in the picture with one word.
Teacher: A group of small animals also want to play in such a beautiful forest. (Showing pictures of animals) Who are they?
Can you name them in one word?
2. Understand the order of animals.
Teacher: These animals want to play in the forest, but on one condition, they must line up from big to small. Who can line them up? (Please five children come up and operate separately)
3. Learn the difficult sentence "tiger, deer, pig, rabbit, mouse".
Teacher: Who will call their names in order?
Let's call it by its first name!
4. Understand the corresponding relationship between animals and living places.
Teacher: The little animals are going to play hide-and-seek with us in the big forest. When we count to three together, they will hide. 1, 2, 3 (showing pictures of small animals hiding) Let's find it together! Before looking, Mr. Lu will ask for a magical tool, that is, a magical magnifying glass. I will search the forest carefully with a magnifying glass. If you find any small animals, please say "stop" as soon as possible. Is that clear?
The teacher read this sentence after the child found the first small animal. Children repeat after it.
Teacher: Great, we found an animal in xx (location). We can say "xx (location) is an xx (animal)" in a nice sentence. Let's talk about it together
6, children find out the rest of the animals, and copy this sentence "xx (location) a xx (animals)".
Teacher: Can you say something nice about the animals you found like Teacher Lu? (Let 3-4 children talk) What you said is really nice. Let's study.
Teacher: It's good that you found all the small animals.
Third, learn and master tongue twisters in an all-round way
1, show the incomplete atlas and discuss the supplementary completeness.
Teacher: Teacher Lu wrote down what you just said, but it was incomplete. Will you help me?
Then just now we found a "tiger on the mountain". What is a tiger in the forest?
(The teacher moves the deer up) Who will finish the third sentence?
2. The teacher reads and introduces the names of tongue twisters completely.
Teacher: You are really capable. With the concerted efforts of Qi Xin's Qi Xin, you quickly helped Teacher Lu finish these five sentences. Then, in order to show my gratitude, Teacher Lu decided to make up a children's song as a gift for the children in Class 6. Listen carefully.
Teacher: Apart from the five sentences in the picture, have you found out what nursery rhymes are about?
3. Children read it again.
Teacher: Let's have a look at the atlas and have a try, shall we?
4, gradually remove the map to help children master tongue twisters: now everyone can read the complete first children's song by looking at the map, so Teacher Lu has to increase the difficulty. Are you ready for the challenge? Please think about which words have you recited in this nursery rhyme? The teacher took off the sentence card and the children read it again until it was completely withdrawn. Teachers can clap their hands to help beat the rhythm.
5. Children are grouped and recite tongue twisters in the form of solitaire games.
(1) The children are divided into two groups and recite tongue twisters in the form of solitaire (twice) Teacher: That's really good. It seems that you have memorized this nursery rhyme. Tell you what, let's play solitaire in two groups, shall we? The children on Mr. Lu's left are the first group, and the children on his right are the second group. Let's read a sentence in groups. Read it together at the beginning of Counting. Children who are not clear can look at teacher Lu's guidance. Let's have a try.
(2) Try to interact with the guest teacher and recite tongue twisters by solitaire. Teacher: You are really something. Your little eyes are good at reading commands, and you can hear a word quickly and accurately. The guests and teachers in the back watched us have a good time. They also want to participate. Do you welcome them? Tell you what, let's have a solitaire with the guest teacher. Our children will start first, and Teacher Lu will still be in charge. Watch the hands of the conductor.
Fourth, understand the characteristics of tongue twisters and try to speed up reading.
1, the teacher speeds up reading. Teacher: Do you think the guest teacher answered well? Then let's applaud and thank the guest teacher. Just now, the children challenged themselves by playing games, and Teacher Lu wanted to challenge them, too. Please listen to what I read is different from yours.
Children try to read aloud with the beat.
Teacher: I read faster than you. Do you want to try to read faster? Then Teacher Lu helps you to beat the rhythm. Listen carefully. Exactly-ready-open-go -3. Understand the characteristics of tongue twisters Teacher: How did you feel when you read quickly just now?
Summary: This kind of nursery rhyme is called tongue twister. But as long as the children go back and practice more, they can read as fast as the teacher, and you can also compare with the children to see who reads fast.
Attachment: tongue twister "Counting"
A tiger on the mountain, a deer in the forest, a pig by the roadside, a rabbit in the grass, a mouse in the hole, count, one, two, three, four, five, tiger, deer, pig and rabbit.
Teaching reflection:
In the activity, children's enthusiasm for participating in the activity is particularly high, because this is a problem they are interested in, but some children lack this knowledge, but in the activity, they can fully mobilize their various senses to participate in the activity. Personally, I think this course is still a success.
Kindergarten teaching plan 4 class number statistics target:
1, teach children to learn and correctly judge the number within 7 without being affected by the arrangement of objects.
2. Ask the children to listen to the teacher's questions clearly and answer them loudly in front of the group.
3. Stimulate children's interest in learning.
4. Cultivate children's comparative judgment ability.
Prepare:
Teaching AIDS: 5 large blue disks, 6 large red disks, 7 small orange disks (Figure 1), numbers 5, 6 and 7, and physical cards (Figure 2 "8").
Learning tools:
The first and second groups: 3 rows of Braille cards (Figure 9), digital seals, inkpad and 25 pictures of children's books; The third group: look at paper cards, pastes and various graphic pieces of paper; The fourth group: fill in blank cards and stamp points; Group 5: Add or subtract some exercise papers and pencils; Group 6: Dot paper and seal print are less than 6 or 6.
Process:
1, group activities.
(1) Show the "eight" in Figure 2 one by one. "Please look at the children carefully and tell me what's on the card?"
(2) Correctly judge the quantity within 7.
Show the diagram 1, "What's on the blackboard?" "What kind of color wafer is the most? Which color has the fewest discs? how do you know Why do I think red discs are the most and orange discs are the least when I watch them? Who can think of a way to change the arrangement, so that we can see at a glance who has the largest number and who has the smallest number. " Inspire children to line up each color label. "Now let's see who has the most and who has the least?" "Where did you see it?" "Guide the children to compare three rows of pancakes one by one." Please tell the children how many pancakes there are in each row. Who will send digital friends to each row of wafers?
(3) summary.
"If you want to know who is more and who is less, you can't look at the size of the object or the length of the queue. But to count how many there are in each row, in order to compare who has more and who has less. "
2. Group activities.
One or two groups, print out the numbers with the most ideas. Group three, look at the signs and put up pictures.
Four groups, fill in the blanks in order. Five groups, add or delete ideas.
Six groups, printed fewer ideas than 6 and 7.
The teacher focuses on guiding the activity groups of the first group and the second group.
3. Activity evaluation.
Praise the children who can distinguish while operating and remind them to sort out the game materials.
Teaching reflection:
Through this teaching activity, I learned that children's mathematics is very weak. In order to make them interested in math, I'm going to add more games in future math activities, so that children can have fun and learn from each other while playing. Really let children become the masters of learning and constantly improve their independent inquiry ability.
The number of classes in kindergarten is one. Teaching plan 5 activity goal
1. Learn to measure the distance between the two places with stride and make preliminary contact measurement.
2. Preliminary research records.
3. Stimulate children's interest in measurement activities.
4. Cultivate children's comparative judgment ability.
5. Develop children's logical thinking ability.
Activities to be prepared
Doll animals, record cards and pens.
Activity process
First of all, stimulate the interest in measuring with feet.
Children, let's play a game and see how I got here. (Step by step, step by step) How many steps have I taken from the big chair to the children?
Second, children feel the pleasure of measuring with their feet.
1. Ask individual children to practice stride measurement.
Want to try it? How many steps should I let a child walk from your small chair to the big chair in front? We can count side by side.
2. Ask boys and girls to practice stride measurement.
Now, how many steps does it take for a boy to walk from your little chair to the blackboard?
3. Ask the girls to practice measuring their stride.
Listen, the girls can't wait. Let's try it. How many steps does it take from your little chair to the blackboard?
Third, the method of guiding children to learn and record initially.
Let me test the children. How many steps did you take from a small chair to a big chair just now? Then let's record this result. What about the small chair next to the blackboard? Think about it, children. Where else can you go through your little chair?
Fourth, children practice measuring with their feet in situations and make simple records.
1, practice measuring with your feet and make a simple record.
Today, I brought you many animal friends. Let's see who is there. If children want to go to the small animal house, they must also have an invitation card, that is, let them know how many steps it takes to get from your small chair to the small animal house, and then find a corresponding number on the front table and post it. So if we want to go to the second small animal house, where should we start? Now the invitation cards are ready for you. Please take them out from under your chairs. Please have a look. Whose house are you going to first? What about the second time? Ok, now let's get started!
2. By asking questions, the child gets the measurement results.
Which animal house did you go to? How many steps have you taken? Who can tell me which animal's home you are close to and which animal's home you are far from?
Children choose the measured distance and record it.
Think about it, son. Where else can we start? Who will give it a try? Let's record the results. Now let's all try. Where do you start and where do you end? Measure it, draw a picture and record it on paper. We all measured it in the classroom just now, so now let's take paper and pen to measure it outside and draw it!
Teaching reflection:
Mathematics activity is a very enjoyable course for children, because there are more games and more opportunities for children to operate, but it is not so easy for children to really understand the content of this teaching activity and master it skillfully and flexibly.
Statistics on the number of target classes in kindergarten teaching plan 6:
1. Understand simple three-dimensional graphics.
2. Correctly calculate the number of each building block in the complete work.
Activity preparation:
1. My Mathematics, page 14~ 15.
2. Multiple building blocks.
3. Glue stick.
Activity flow:
First, the teacher showed the building blocks and asked the children to identify the shapes.
1. What shape is this building block?
Second, the teacher randomly put together a shape with building blocks of various shapes. Let the children observe which building blocks are used and count the corresponding numbers.
1. Take a closer look at what kind of building blocks are used in the houses built by teachers?
2. How many blocks are there in each building block?
Third, ask children to build a few blocks at will, and observe and count the number of blocks.
4. Please open my math to 14~ 15 page, first look at what kinds of building blocks are on the screen on 14 page, and how many blocks there are in each type, then take down the numbers on the toy card and paste them in the box. Look at the picture on page 15 again, and judge which is the correct building block shape from the number and type of building blocks.
Activity reflection:
Today's activities went smoothly and achieved my expected results. It has also become an example of the discussion of "one lesson and more research" in the computing special group of our park. Along the way, I reflected on the reasons for my success. My teaching object is a group of children in the middle class, so in today's activities, I not only pay attention to the effective interaction between teachers and students, but also create many opportunities for children to cooperate, interact and think, which invisibly improves the effectiveness of student-student interaction.
The number of classes in kindergarten is one. Teaching plan 7 activity goal
1. Can be classified according to the characteristics of graphics.
2. Learn to classify graphics according to their shapes and colors.
3. Be able to express your ideas in clear language.
Activities to be prepared
1. Various graphics cards.
2. The sorting board is for one person.
Activity process
1. Introduce the activity with the topic of "Graphic Baby Come Out to Play" and review the learned graphics.
Teacher: It's a beautiful day today. Graphic babies want to play. Let's find out which babies have come out to play. There are round babies, triangular babies, square babies, rectangular babies ...
2. Observe graphic materials and play games.
Teacher: Please observe carefully to see if these graphic babies are the same. What do they have in common? Put the same baby in the same circle, indicating that it is a family, and give the graphic baby a nice name (xx color xx baby).
Classify children according to different characteristics. Please tell them what characteristics they are classified according to.
Activity expansion:
Put it in the children's area to consolidate the characteristics of graphics.