One-to-one correspondence of cognitive activities in small classes contains reflection, which is suitable for small-class thematic teaching activities, so that children can germinate their interest in participating in activities, try to express their own ideas, guide children to match related objects one by one, and perceive the quantitative relationship of one-to-one correspondence. Let's take a look at the one-to-one correspondence of cognitive activities in small classes in kindergartens, which contains reflective teaching plans. Introduction: This activity is a more emotional activity, and children are very interested. One is to prepare spring outing items for small animals and lead to topics. Guide children to learn overlapping correspondence. For children, it is easier to find the correspondence between the two groups by overlapping method, so let the children do overlapping correspondence first in the activity. The second is one-to-one correspondence of perception. Teachers provide children with materials that induce corresponding reactions, such as dogs and bones (that is, the two materials are intrinsically related). It is easy for children to carry out one-on-one operation activities, so that children can initially form one-on-one consciousness. Then the colors are matched accordingly, which further expands the children's thinking. Thirdly, the seat problem caused by riding is mainly the correspondence between number and quantity, which will raise the one-to-one correspondence to a higher level. On the basis of learning the difference between L and many, children in small classes can learn to compare whether the number of objects in the two groups is equal or unequal, which is called the same number difference. In the process of comparison, the method of one-to-one correspondence is usually adopted. There are generally two kinds of correspondence (see figure 1): overlapping correspondence (that is, the first group of objects are arranged in a line from top to bottom or from left to right, and then the second group of objects are superimposed on the first group of objects one by one). Side-by-side correspondence (that is, the first group of objects are arranged horizontally or vertically, and the second group of objects are placed below or left and right of the first group of objects respectively). The content of one-to-one correspondence can be roughly divided into one-to-one correspondence between things and one-to-one correspondence between things and numbers. Common forms are (see Figure 2): related object matching, quantity matching, color matching, shape matching, size matching and so on. In the small class in the second semester, children have accumulated some experience in the quantitative relationship and the obvious characteristics of objects (color, shape, size, etc.) within 5. ), simple arrangement of objects (horizontal and vertical arrangement) and common related things in life (rabbits and radishes, kittens and fish, etc.). ), which laid a good foundation for one-on-one teaching. They are more interested in running game activities. One-on-one activities provide children with intuitive and vivid operation opportunities, so that children can perceive the abstract logical relationship between numbers and things in the process of playing and queuing. This activity is a more emotional activity, and children are very interested. One is to prepare spring outing items for small animals and lead to topics. Guide children to learn overlapping correspondence. For children, it is easier to find the correspondence between the two groups by overlapping method, so let the children do overlapping correspondence first in the activity. The second is one-to-one correspondence of perception. Teachers provide children with materials that induce corresponding reactions, such as dogs and bones (that is, the two materials are intrinsically related). It is easy for children to carry out one-on-one operation activities, so that children can initially form one-on-one consciousness. Then the colors are matched accordingly, which further expands the children's thinking. Thirdly, the seat problem caused by riding is mainly the correspondence between number and quantity, which will raise the one-to-one correspondence to a higher level. The design concept is 1. Gader's theory of multiple intelligences guides us to pay attention to all aspects of children's development. Gader pointed out through the analysis of internal relations that in childhood, children often show amazing ability or some kind of talent. However, these initial developments do not require formal education, and most of them are produced through the spontaneous interaction of children's world or contact scope and field. The influence of environment and the evolution of culture are very important to the development of children's potential. First of all, education should be based on children's cognitive development and design educational programs that are in line with physical and mental development; Secondly, according to the characteristics of different stages of development, provide opportunities and environments for developing intelligence and creativity, and respect children's individual development; Finally, teach students in accordance with their aptitude, improve the education mode, and discover the differences between children's potential and intelligence. Let every child have the opportunity to fully display their potential and stimulate everyone's self-confidence to the greatest extent. 2. According to the age characteristics and learning rules of small class children, we should urge to organize teaching with games as the carrier and children's operation as the means. Children in small classes (3 ~ 4 years old) are lively, easy to imitate, emotional and have poor self-control, and their cognitive activities are mainly based on concrete images. And the game can just meet the characteristics of children's active and poor self-control. In the game, children can not only change their movements and postures freely, but also repeat their interested movements many times. Games can meet the needs of children's self-expression and self-affirmation. Children can gain the ability to influence and control the environment and build up their confidence in themselves through games. When children complete some topics and tasks involved in game activities, they will feel that they are capable people, thus gaining the joy of success. 3. Tao Xingzhi's thought of life education tells us to tap valuable experience from children's lives and make children willing to learn, willing to learn and happy to learn in the form of game life. Provide children with active operation, learning while doing, and playing games during learning. Education and life are the same process, education is contained in life. Education must be combined with life to play its role. We can find education in life and embody life in education. Moving target 1. Moving objects (1) guide children to match related objects one by one and perceive the one-to-one quantitative relationship. (2) Cultivate children's interest in participating in activities and try to express their ideas. Analysis of one-to-one correspondence is the simplest and most direct method to compare whether object sets are equal. Not only can we compare the number between the two groups, but more importantly, we can also find the equation relationship, which is a key step in the emergence of the concept of children's number. Therefore, by trying one-on-one operation matching, children can better prepare for comparison activities. Children in small classes are easily distracted, often unable to participate in activities for a long time, and lack the habits and methods to express their perceptions. Therefore, it is important to cultivate their interest in participating in activities and express their ideas. 2. Activity focus: Through activities, learn the overlapping or parallel matching of related objects and perceive the phenomenon of one-to-one correspondence. 3. Activity difficulty: Get some corresponding experience. In the analysis activities, children obtain the corresponding overlapping and juxtaposition methods through a series of operations, and find the quantitative relationship between objects through this method. In the activity, teachers don't teach children one-to-one correspondence methods, but let children discover them themselves, which is beneficial to the development of children's cognitive structure and their understanding of logarithmic concepts in the future. Say activity preparation 1. Pre-life experience preparation: Young children have the life experience of spring outing, hide-and-seek and horseback riding. 2. Teaching aid preparation: little doll chest ornament (teacher). Dogs, kittens, chickens, rabbits and monkeys each have five brooches (children). Five hats printed with the numbers 1, 2, 3, 4 and 5 respectively. Five long chairs with ideas of 1, 2, 3, 4 and 5 respectively. There are five plates with two bones, 1 small fish, 3 bugs, 2 vegetables and 3 peaches. Teaching reflection: feel good about yourself after finishing, at least according to your own design! After class, I found that my basic skills were too thin and my understanding of this mathematical thought was far from enough. What Director Zhou said is very reasonable. One-to-one correspondence is more important as an idea and a way of thinking to solve problems. It should not stay in the one-to-one correspondence in life, but can dig its deeper connotation in mathematics. Can you perform a kind of connotation and a kind of mathematical thought through different magic tricks? This magical power makes it no longer magical through dissection, thus arousing students' interest? It seems that I can jump out a little! I see. Why did the stewardess commit suicide? Because she is an insider, she can't walk out of her enclosure. We say she is stupid because we are all outsiders!