Kindergarten mathematics teaching and research work plan 1 Kindergarten teachers shoulder the sacred mission of cultivating the next generation. Insist on learning and educational research, arm your mind with advanced educational concepts, organize learning with scientific educational methods, and treat children with full educational enthusiasm. Only in this way can we conform to the requirements of the times and truly make quality education not empty talk. We believe that with the care and attention of kindergarten leaders, kindergarten teaching and research activities will be timely and targeted, and the quality of kindergarten education will leap to a new level.
First, background analysis:
1, based on the actual teaching, organize teachers to discuss the strategy of grouping mathematics, so that teachers can clearly understand the characteristics of grouping children of all ages.
2. Take the kindergarten-based project as the carrier, and gradually improve the scientific nature of teachers' operation materials in mathematics teaching.
3. In the routine teaching, teachers have raised many questions about the opportunities and ways of presenting operational materials in mathematics teaching.
Second, the guiding ideology:
In 20xx, our park will continue to implement the spirit of "Kindergarten Education Outline" and "Wuhan Kindergarten Curriculum Outline", take the grading park as an opportunity, focus on improving the quality of teaching and research in an all-round way, and carry out game discussions in a solid and effective way through the teaching and research form of "one theme, four activities". At the same time, we will continue to discuss the kindergarten-based topic with a rigorous learning attitude.
Iii. Teaching and research contents:
1, the application of homework materials in mathematics teaching activities.
2. The relationship between operation materials and mathematics learning.
3. Instruct the teacher before operating the materials.
Four, work objectives:
1, continue to implement the group teaching mode.
2. Learn appropriate homework materials in combination with teaching objectives.
3. Improve the teaching quality in the form of one lesson and more research.
Verb (abbreviation of verb) working measures:
(1) Strengthen theoretical study and improve mathematics literacy.
1. Under the guidance of professional books, organize the members of the teaching and research group to study hard and collect relevant professional theories and experiences to share with the members of the teaching and research group.
2. Be familiar with the content category of kindergarten mathematics teaching, and understand the goals of mathematics field of all ages according to the content, so as to better design teaching tools.
3. Further familiar with intensive group teaching.
(two) to carry out teaching observation, improve the quality of teaching.
1. Watch and discuss the grouped teaching and research courses.
2. Take the age group as the unit, take the lead in observing the seminar classes of each group, and then take more classes on the basis of discussion and fine-tuning.
3. The members of the teaching and research group immediately reflect on the observation activities and discuss the achievements and existing problems (primary school, middle school and large class teachers teach once each).
4. Encourage and support members of the teaching and research group to actively sign up for open mathematics teaching activities.
(3) Design and make teaching tools according to the teaching objectives.
1. According to the mathematics teaching objectives of all ages in five fields, design and make scientific teaching tools.
2. According to children's different age characteristics and operational ability, make learning tools with appropriate size, strong interest and easy operation.
(four) a comprehensive summary of experience, profound reflection.
1. The members of the teaching and research group exchange the guiding methods of group teaching and the production and use of teaching tools, and write their teaching experience.
2. Deeply reflect on the problems existing in teaching and put forward the research focus of the next part.
Kindergarten mathematics teaching and research work plan 2 I. Guiding ideology.
On the basis of deeply understanding the important contents of the Guiding Outline of Kindergarten Education, we should pay attention to self-cultivation, combine curriculum theory with practice, continue to implement kindergarten work regulations, do a good job in the teaching quality of teachers in our group and teaching and research group, be willing to delve into business, and mobilize teachers' enthusiasm to the maximum extent.
Second, routine management.
1, member.
Big team
middle shift
Small team
2. Teaching and research group activities.
A. Weekly: hold small-scale teaching and research once a week, and the activities include: teaching and research classes, article learning, experience exchange, lesson analysis, lesson plan discussion, etc. , organized by the heads of small teaching and research.
Biweekly: large-scale teaching and research activities are held once every two weeks, including five garden-level teaching and research classes opened to the whole park by teachers of mathematics teaching and research group. Location: the class where the teacher started; Two reporting activities, location: multi-function hall on the third floor.
B. term report.
The results of teaching and research are presented twice each semester, once in the middle and once at the end. Form: teaching and research class report, teaching and research salon, experience exchange, etc.
C, article learning.
Teachers teach themselves articles on mathematics education and extract 500 words every month. Recommend articles and lessons once every semester, with reasons for recommendation.
A drifting book. After reading it, the teacher wrote down his own experience.
D. teaching cases.
One math teaching case every month.
3. Online publicity.
Open the blog of mathematics teaching and research group, and the teachers in the group upload relevant materials in time. The teacher in class writes an activity report and uploads it to the campus network in time after class.
Third, target positioning.
Small class:
1, logical relationship.
(1) Seek common ground while reserving differences, classify objects according to their attributes, and establish children's initial concept of "set".
(2) Let children develop the concept of "one-to-one correspondence" and experience the relationship between "more", "less" and "equal amount" of two groups of objects.
(3) Experience in developing children's simple models.
2. Quantity and quantity.
(1) Develop children's experience of reciting and counting words in sequence.
(2) Develop children's experience in sorting large and small series and long and short series objects.
(3) Develop children's concept of time.
3. Space and form.
(1) Develop children's experience in distinguishing spatial relations, especially pointing out the spatial position of objects with themselves as the center.
(2) Develop children's experience in distinguishing plane and concave-convex surface, closed and open graphics.
Middle shift:
1, logical relationship.
(1) Develop children's experience in equal judgment.
(2) Develop children's experience in classifying things according to various internal and external attributes.
(3) Develop children's experience in classifying objects according to differences.
(4) Identify simple patterns and arrange objects according to certain rules.
2. Quantity and quantity.
(1) Match quantity with number, and understand the cardinality meaning represented by numbers within 10.
(2) Understand the carry counting method and reading method of objects above 10.
(3) Understand the ordinal meaning represented by numbers (indicating the position of objects).
(4) Find the arithmetic relationship and relative relationship of the numbers in the series.
(5) measure things with natural objects, and "quantity" is followed by "number".
(6) Understand the passage of time and the order of time.
3. Space and form.
(1) discovered the corner features of planar closed graphs, and the concept of graph conservation was established.
(2) Discover the relationship between graphs.
(3) Develop children's sense of spatial orientation.
Category:
1, logical relationship.
(1) Know the relationship between classes and subclasses, and form a preliminary concept of class inclusion.
(2) Divide the whole into two parts or restore each part into a whole, and find out the relationship between the whole and the parts.
(3) Have a preliminary concept of length conservation and area conservation.
(4) Discover and create patterns of various arrangements.
2. Quantity and quantity.
(1) Discover the numbers in life and understand their meanings.
(2) Establish the relationship between "addition" and "combination" and "subtraction" and "take".
(3) Accurately perceive the differences in the number of objects and learn to sort them according to the differences in the number of objects.
(4) learning natural measurement.
(5) Know that time can be estimated by simple methods, and have a preliminary concept of time.
3. Space and form.
(1) can understand the relationship between geometric figures.
(2) Discover the main features of common geometric bodies and the corresponding relationship between each surface of the geometric body and the plane expansion diagram.
(3) cultivate a sense of left and right orientation.
Fourth, the focus of work.
The focus of mathematics teaching and research this semester is the life of mathematics education.
At present, the new concept of kindergarten curriculum reform is mainly reflected in the changes of goals, value orientations and guiding strategies in the field of mathematics. One of the goals in the field of science is defined as: "Feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics." At the same time, it is emphasized that "science education should be closely related to children's real life, and the things and phenomena around them should be used as the objects of scientific inquiry." That is, it emphasizes that kindergarten mathematics education should be life-oriented. Life-oriented kindergarten mathematics education can be understood as two meanings: one is "from life", that is, the content and operating materials of kindergarten mathematics education come from life and are closely related to children's real life; The second is "going to life", that is, let children feel mathematics, learn mathematics and use mathematics in life.
1, the choice of educational content should be related to children's lives.
Mathematical knowledge is very abstract. And real life provides children with a bridge of abstract concepts. Therefore, the content of mathematics education should be related to children's life, so that children can understand abstract mathematical concepts with the help of existing life experience.
Teachers should be good at finding mathematical problems that children are interested in in in their lives and generating mathematical activities. There are many children's concerns in life. We should be good at protecting children's curiosity and catching their casual questions as a good opportunity to trigger children's mathematics learning.
2. Attention should be paid to the connection with life in the formulation of activity goals.
When kindergarten mathematics education is implemented in specific educational activities, teachers should pay attention to the formulation of mathematics activity objectives, guide children to discover mathematics in life, and solve practical problems in life by mathematical methods. Only in this way can "mathematics in class", "mathematics in kindergarten" and "mathematics in life" be closely linked.
3. Introducing "life situation" leads to mathematical problems.
Psychological research shows that the closer the learning content is to the familiar life situation of children, the higher the degree of children's conscious acceptance of knowledge. Therefore, teachers should be good at digging the life situation in mathematics content and make mathematics close to life; We should try our best to create some life situations, from which we can draw out mathematical problems, make children aware of the existence of mathematical problems, stimulate a need for learning, and let children actively participate in learning and exploration.
4. Select relevant operation materials from real life.
Kindergarten mathematics activities are different from the operating materials of scientific inquiry, and do not need precise tools and instruments. They should be more items in daily life, local natural resources and safe waste materials, so that children can truly realize that "mathematics is around"; Second, children can learn to cherish and use resources; Third, the quantity can be guaranteed, so that children have a set of operational materials; Fourth, it saves the time for teachers to make teaching AIDS and the material resources of kindergartens.
When preparing homework materials, on the one hand, teachers can choose corresponding materials according to the teaching content, on the other hand, they can also let children find relevant materials in life before or after activities.
5. Create an activity situation that simulates real life.
In mathematics education, teachers can create vivid, authentic, personally experienced, scientific and effective simulated life education situations according to mathematics content, children's age characteristics and life experience, learn from some common life events, and let children interact with people, things and things in the situations, thus establishing a bridge connecting mathematics concepts and life.
6. Mathematics education activities should permeate daily life.
First, feel the mathematics in life
In children's daily life, there are many examples that can affect children's mathematics, and these examples often happen repeatedly. Teachers should guide children to feel the mathematics in these examples, so that children can accumulate relevant mathematical experience and prepare for learning mathematics.
B, learning mathematics in life
Learning mathematics in life can be understood as two aspects: first, relatively simple mathematical knowledge can be directly educated in combination with children's daily life, so that children can acquire simple mathematical knowledge in a relaxed and natural situation and become interested in mathematics; The second is to infiltrate mathematics education into all activities of daily life, especially in other fields and games.
C, using mathematics in life
Mathematics education should not only connect with children's lives, but also guide children to use mathematics. Let children feel the application and function of mathematics as a tool in real life. Only in the process of application can children "understand the practical significance of science to people's lives and provide direct experience and practical background".
Verb (abbreviation of verb) evaluation method.
1. Check and evaluate the teachers in the group in preparing lessons, making teaching AIDS, attending classes and correcting homework every month, summarize and feedback the teaching and research situation of the team members in time, and report the assessment situation in time.
2. Team members should hand in teaching cases, recommended articles and recommended classes in time.
3. Team members attend every teaching and research activity on time and speak actively.
Kindergarten mathematics teaching and research work plan 3 I. Guiding ideology:
1. thoroughly implement the spirit of the guiding outline of kindergarten education, further change ideas, establish a correct view of mathematics education, and strengthen a profound understanding of the teaching process. Focusing on the research direction of the mathematics teaching and research group in Jiangning District, this paper discusses the integrated teaching research in the fields of "number, quantity, shape and space".
2. Strengthen the research of curriculum theory and pay attention to the renewal of ideas: advocate the study and interpretation of the "new syllabus" and the research of related curriculum theories; It is argued that the teaching and research content of landscape mathematics should focus more on class management and curriculum implementation, attach importance to building a dynamic and benefit-oriented learning system, and give full play to the research, guidance and resource provision of landscape mathematics teaching and research group.
3. With the concept of "paying attention to teaching activities, researching teaching activities and innovating teaching activities", the kindergarten-based teaching research will be implemented in the development of children and teachers, making "kindergarten-based teaching research" the main position of teacher training.
4. Provide a platform for the professional growth and elegant demeanour display of the mathematics teachers in the park, and form an integration of teaching and research.
Second, the main research tasks:
1, learn the advanced experience of the mathematics teaching and research group in the district, understand the existing research results, and play a role in reference and enlightenment.
2. Carry out theoretical study and research, and explore the integrated teaching research in the fields of "number, quantity, shape and space".
3, to carry out practical research, starting from practice, discuss specific problems in practical operation.
4. Carry out case analysis, take the case as the carrier, tap the "bright spot" of the combination of mathematics teaching and theme activities, form excellent teaching cases, and let everyone enjoy excellent educational resources.
Three. Forms and requirements of activities:
1, five times this semester (see the activity schedule for details), starting from the seventh week at 9:00- 10:40 every Thursday.
2. Activity form:
(1) After each observation and teaching activity, teachers reflect on themselves and discuss and communicate at the beginning of class;
(2) Theory lecture: The lecture will be presided over by the group leader.
3. Activity requirements:
(1) Require team members to observe the activity discipline and not be absent or leave early without reason;
(2) Team members prepare lessons carefully collectively, and the teachers who start classes prepare lessons carefully, and strive to do well in each class;
(3) Team members should actively participate in the discussion, explain their own ideas and carefully record them. After the last activity, you need to hand in teaching plans and teaching cases.
(4) Members vote fairly, select the high-quality courses of the Mathematics Teaching and Research Group, and make a good display.
Fourth, the activity schedule
(omitted)
Kindergarten mathematics teaching and research work plan 4 I. Guiding ideology:
This semester, the teaching and research activities of the teaching and research group in our park still focus on quality education, take the spirit of the Kindergarten Guiding Outline as the guide, follow the working principle of "seeking truth and being pragmatic" in teaching and research activities, and adhere to the concept of "paying attention to the quality of kindergarten education and the development of teachers and children". Starting from the reality of our park, we will give full play to the teaching and research functions, carry out research in different fields, and implement the outline in a down-to-earth and fruitful manner.
Second, the main objectives of the kindergarten teaching and research work:
Carry out class activities to improve teachers' ability of speaking, listening and reflecting and the ability of class evaluation of team members; Continue to prepare lessons collectively, so that everyone can brainstorm and make progress together; Through various theoretical studies and special discussions, teachers' teaching and research, education and teaching abilities can be effectively improved.
Three. Specific objectives and measures:
1, effectively play the leading role of the teaching and research team leader.
The teaching and research team leader should determine the time of each teaching and research activity, as well as the content and specific arrangement of each teaching and research activity, and inform the team members in advance so that teachers can prepare for the activity, promote the development of teaching and research activities and make the activity effective.
2. Carry out observation class activities.
A modern preschool teacher should not only have advanced preschool education ideas, but also have rich practical knowledge. And "observation class" can promote the combination of theory and practice, constantly sum up experience in practice, and improve theoretical level and teaching ability. This semester, lectures will be held, with young teachers as the main task. Other team members should also listen carefully and evaluate classes, and at the same time make progress with the class teacher.
3. Continue to carry out collective lesson preparation activities.
Lecture notes and detailed and standardized teaching plans are required. Team members should listen carefully, find problems in time, reflect on them in time, and discuss them in after-school teaching and research activities.
4. Carry out various activities to improve the quality of education and teaching.
Our garden always pays attention to the improvement of teachers' professional ability, and requires every teacher to take all aspects of education seriously, from making teaching plans to organizing activities, and then paying attention to children after the activities, and strive to improve the quality of teaching guarantee. At ordinary times, everyone is busy with their own teaching, so they use the time of teaching and research activities to calm down and sum up exchanges, further improve themselves and improve together. The details are as follows:
(1) Watch and communicate, pay attention to some excellent education and teaching activities, absorb new experiences and learn from each other's strengths.
(2) concentrate on learning some theoretical knowledge, improve the theoretical level, broaden the educational and teaching horizons, and apply the theory to daily practice.
Fourth, the specific work arrangements:
Time content
Second week
1, learning teaching and research activity system.
2. Read out the teaching and research activity plan, organize the teachers in this group to discuss, and make appropriate adjustments and modifications after putting forward opinions and suggestions.
The teachers in the math group all learn children's broadcast gymnastics.
Third week
1 Arrange collective lesson preparation.
Content: the mathematics content of the fifth week; Zhu Qiuhua wrote it.
Fourth week
1. Discuss in groups and prepare lessons collectively.
2. Theoretical research:
Fifth week
1 Teacher Zhu Qiuhua said that the class was prepared collectively.
2 Discuss collective lesson preparation.
The sixth week is the National Day holiday.
Seventh week
1 teacher Zhu Qiuhua's reflection and analysis on collective lesson preparation.
2. Arrange collective lesson preparation.
3 content: the teaching content of the eighth week; Author: Ouyang liqin.
Ouyang teacher Li Qin said that the collective lesson preparation draft.
Eighth week
1. Reflection and analysis of teacher Ouyang's collective lesson preparation.
2. Arrange collective lesson preparation.
Content The eighth week of teaching content; Written by: Wen.
Teacher Wen told me that this collective lesson preparation draft.
Ninth week
1 Teacher Wen's collective lesson preparation and reflection.
2. Arrange collective lesson preparation.
Content The ninth week of teaching content; Author: Lai Qing.
Teacher Lai Qing said that we should prepare lessons collectively.
Tenth week
1 Teacher Lai Qing reflects on the content of collective lesson preparation.
2. Analyze by the teacher.
Teacher Su will give a lecture next week.
Eleventh week
The math group of the whole park 1 The teacher comes to Mr. Su's class on time.
2 Teachers reflect in class.
3 all teachers analyze
The twelfth week is theoretical study.
Week 13
1 prepare lessons collectively.
2 Content Week 13 The teaching content was written by Hong Zhong.
3 all teachers analyze.
Week 14
1. Teacher Hong Zhong reflected on the teaching situation of collective lesson preparation.
2 Arrange observation classes.
Class time: the fifteenth week; Teacher: Korean teacher, the content is optional.
Korean teacher will give a lecture in the next observation class.
Week 15
The math group of the whole park 1 The teacher went to the Korean teacher's class on time.
2 Teachers reflect in class.
3 all teachers analyze
Week 16
1 Arrange collective lesson preparation
Content: the teaching content of the eighteenth week; Hong Miao wrote it.
Teacher Hong Miao said that we should prepare lessons collectively.
3 theoretical study.
Week 17
1. Teacher Hong Miao reflected on the teaching situation of collective lesson preparation.
2 all the teachers analyzed.
3 Content Week 13 Teaching Content Writing: Qiu Kuihua.
Teacher Qiu Kuihua said that the collective lesson preparation draft.
Week 18
1. Teacher Qiu Kuihua reflected on the teaching situation of collective lesson preparation.
2 all the teachers analyzed.
Teacher Zhong Yongqun said that the collective lesson preparation draft.
Week 19
1. Teacher Zhong Yongqun reflected on the teaching situation of collective lesson preparation.
2 all the teachers analyzed.
Teacher Xie Tianhua said that the collective lesson preparation draft
Week 20
1. Summarize the development of teaching and research activities this semester.
2. Team members put forward suggestions for teaching and research activities in the next semester.
Kindergarten mathematics teaching and research work plan 5 I. Guiding ideology:
Deeply and habitually implement the spirit of the guiding outline of kindergarten education, further change ideas and establish correct educational concepts. Strengthen the deep understanding of the teaching process.
Second, the main task
1. Make clear the goals and contents of kindergarten mathematics at all ages, and practice the design and organization of teaching process.
2. Learn the theory about the development path of children's mathematics learning.
3 exchange experience and study, carry out practical research, and proceed from reality to study and discuss specific problems in practical operation.
Third, the way of activities.
Teachers observe and analyze in public and general classes, and study, reflect and evaluate classes independently.
Four. Activity arrangement
Main contents of time and place
During the 2nd-5th week, the teachers in the office collectively learn what they have learned during this period according to their age.
In the seventh week, Qi Yanling and Hu Xiaolan attended an open class in the fifth classroom of Class Two, and the teachers reflected and discussed the evaluation of the class.
In the eighth week, Feng He of No.1 Middle School attended an open class. The teacher said that the class was reflective and the class was evaluated and discussed in the office.
In the ninth week, the third day, Wang Juguang went to an open class in the office. The teacher said that the whole class would reflect and discuss.
On Monday, 10, teachers and offices of Li Shu open class reflect on the classroom and discuss classroom evaluation.
No. 1 1 Tuesday, the teacher held an open class in Liao Yu, reflecting on the class, discussing and evaluating the class.
12 weeks, the office discussed the design and organization strategy of children's operation activities in group teaching.
13 weeks, the office discussed how to guide children to operate. How to evaluate children's operations, etc.
14, 15 During the office teacher reading exchange meeting, the teacher prepared an article related to teaching and exchanged articles.
16 weeks, the office summarized the teaching activities and experience during this period.