Early childhood is in the enlightenment period of mathematics learning, and children's mathematics 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. The "Guidelines for Kindergarten Education (Trial)" requires: "Choose things and problems that are close to children's lives and are of interest to children." It is emphasized that kindergarten education, especially mathematics education activities, must return to life and be closely linked with the reality of children's lives in order to fully mobilize children's learning initiative. Therefore, according to the goal of the activity, combined with the characteristics of children learning mathematics, I chose the content of this activity-"learning the addition application problem of self-edited 5". Develop children's oral expression ability and thinking ability through interactive communication in activities, and master the basic essentials of self-compiled application questions.

Activity objectives:

1, review the addition and subtraction of numbers within 5, get a preliminary understanding of the structure of addition application problems, master the essentials of compiling problems, and learn self-made addition application problems of 5.

2, can actively participate in the discussion, brainstorming, and boldly express their opinions.

3. Experience the fun of using mathematical knowledge to solve problems in life.

Key point: I will learn to write addition application problems by myself.

Difficulties: The questions asked should conform to the structure of the addition application questions.

Preparation: 1, self-made title cards and wall charts.

2, in kind: 5 apples

Activity flow:

1, game method: review and add and subtract within 5 minutes.

(1), the game "grows taller and becomes shorter", see formula number.

(2), the game "point soldier point will", look at the picture.

2. Descriptive method: demonstrate in kind, learn to dictate and write application questions, analyze the meaning of the questions, and help children understand the structure of addition application questions.

3. Use the method of explanation to guide children to observe the contents of the picture and try to write the addition application problem of 5 by themselves.

(1), show the wall chart, use outdoor activities in winter to guide children to look at pictures, and try to fill in the application questions: 4+ 1=5 3+2=5.

(2) Using additive commutative law, we get 1+4=5 2+3=5.

(3) Inspire children to continue to use the content of outdoor activities in winter, and compile application questions according to their life experience: 1+4=5 2+3=5, and encourage children to judge: If the oral application questions are incomplete, please ask children to complete them.

4. Practice method: Show the wall chart, guide children to observe and think, and practice the questions according to the contents on the chart.

Activity extension: randomly guide children to do exercises in daily life.

Reflection on teaching activities;

During the activity, I used a wall chart as a teaching aid. In the process, I also played a number of games to match this teaching activity, which easily aroused children's interest. And the whole activity runs through in the form of games. Games are children's favorite way of learning, so the whole activity is full of vitality and fully embodies the spirit of the outline-let children learn while playing. In the form of games, let children learn to write mathematical application problems of oral calculation and addition within 5. In this game, children not only mastered the writing of addition application problems within 5 minutes, but also exercised their language expression and thinking ability and cultivated their sense of innovation.

Through today's activities, I realized that games are children's favorite and the best means to stimulate children to learn mathematics. As a teacher, we should create a relaxed, democratic and pleasant learning atmosphere for children, so that children can learn by playing games and learn by doing.

I found that there are many shortcomings in the activity: trying to let children create their own application problems in the activity, without enough experience to deal with the details. I think in order to solve this problem, children can be guided to enrich in future activities.