As a faculty member, preparing lesson notes is inevitable, which can make teaching more scientific. So what is an excellent lecture? The following are my carefully arranged one-on-one correspondence lectures (generally 5), hoping to help you.

One-to-one correspondence between children's small class mathematics and lecture notes 1 1. Oral textbooks and children

The small class math activity "cookie shop" I designed is based on the requirements of the newly promulgated "Guidelines for Kindergarten Education", and selects activities suitable for the age characteristics and learning characteristics of children in this class. While facing all children, we should pay attention to their individual differences and promote the development of children at different levels.

In the choice of activity content, we should pay attention to the systematization of mathematical knowledge, which conforms to children's cognitive law and intellectual development level, and pay attention to the organic connection and cooperation between all parts of knowledge.

Second, oral teaching methods

According to the content of the activity and the age characteristics of the children; Mathematical knowledge has the characteristics of abstraction and strict logic; Considering the characteristics of mathematics; Children's cognitive characteristics, choose to use games to stimulate children's interest and curiosity, through the operation method, game method, guided discovery method, mobilize children's learning enthusiasm, so that children can learn actively.

Third, talk about the goal of the activity.

According to the requirements of "Kindergarten Education Guidance Outline" in the field of mathematics, combined with the age characteristics of children in this class, we should pay attention to cultivating children's interest in learning and the principle of facing all and teaching students in accordance with their aptitude.

Fourth, talk about activity preparation.

As for the activity preparation materials, I choose used biscuit boxes, milk boxes and popsicle sticks as teaching AIDS, so as to make use of local materials.

When selecting materials that meet the requirements of health and safety, such as small baskets and graphic films used by children, teaching AIDS should be selected according to the content of activities and the acceptance of children. In addition, in the use of teaching AIDS, guide children to observe and think, and gradually transition from concrete images to abstract generalizations.

Five, said the activity process

(a) the beginning part

According to the learning characteristics of small class children, let children move in the situation. At the beginning of the activity, in the form of opening a biscuit shop, children's interest in participating in the activity was stimulated. First, children are asked to watch their own graphic movies and tell them what kind of cookies they have, instead of asking them to tell them what shapes they have. In this way, children can make different answers from the shape or color of cookies, and then guide children to observe graphic marks from these two aspects.

(2) Basic part

The teaching processes of "dividing cookies", "buying cookies" and "sending cookies" are connected in series to stimulate children's enthusiasm for learning. Secondly, considering the characteristics of small class children's understanding of geometric figures, we should guide children to understand geometric figures from the matching of figures and marks to reduce the difficulty of children's learning. At the same time, through the form of recognition, help children review and consolidate their understanding of squares, circles and triangles. When distinguishing three kinds of graphics, according to the thinking characteristics of small class children, gradually guide children's thinking to develop in multiple dimensions.

When "dividing cookies", ask children to match them according to the color or shape of the graphics. Then in the activity of "dividing cookies", let the children talk about what cookies they bought. Some children said they bought red biscuits, and some children answered according to the form of biscuits they bought. On this basis, the kindergarten teacher made a summary and guided the children to express their ideas from two aspects: shape and color. In the activity of sending cookies, while affirming that children match according to the shape or color of the mark, they are further guided to choose from the two angles of color and shape, which develops children's thinking.

According to the requirements of buying cookies, according to the different requirements of each child, four levels of arrangements were made for children to participate in activities. Let every child develop, which embodies the educational principle of "facing all and teaching students according to their aptitude".

(3) Conclusion.

The final game "Design Cookies" aims to demonstrate the exercises in the regional activities. I have prepared four groups of materials for children: colorful ropes, colorful popsicles, colored pens and paper, various geometric figures and glue sticks, so that children can master the characteristics of spelling, drawing and searching of triangles, circles and squares, combine collective teaching activities with self-study regional activities, and provide children with more opportunities for individual practice.

One-to-one correspondence lecture notes for children's small class mathematics 2 Hello everyone!

The topic of my speech today is "small class math activities" 1 and a lot ". Next, I will explain my understanding and understanding of this activity from the aspects of children, teaching materials, teaching methods, activity objectives, activity preparation, activity process and evaluation.

First of all, talk about children.

This activity is aimed at children who have just entered the park at the age of 3. I summarize the reading characteristics of children of this age as follows:

First, children especially like to recite numbers in sequence, even to 10, which shows that these children are particularly interested in these numbers.

Second, children have not yet established a preliminary concept of quantity. For example, when introducing yourself, children are always used to using the index finger, middle finger and ring finger to represent three. Once, I changed them into three other fingers, and the children didn't know what they meant.

Therefore, I want to guide children to perceive the two different quantities "1" and "a lot" through activities.

Second, talk about teaching materials.

The materials I prepared are "1" and "many" in the field of mathematics in the first volume of "A Course for Children's Intelligent Activities" by Zhejiang Education Publishing House. Understanding "1" and "many" is the basis of understanding the relationship between quantities and sets and elements. The single quantity "1" is easy to understand and express, and "multiple" is the concept of a set. Children can't perceive the abstract concept of set, but compared with "1", they can easily perceive the sum of these two quantities.

Third, teaching methods.

In the activity, I will use the method of asking questions and showing pictures.

Fourth, speaking and learning.

In activities, children mainly use operation, observation and discussion.

Fifth, state the goal of the activity.

Activity goal is the starting point and destination of teaching activities and plays a guiding role in educational activities.

(1) Emotional goal: Cultivate children's interest in math activities through game activities.

(b) aiming ability: 1 and many of these two different quantities can be distinguished.

(3) Knowledge goal: Know that many are composed of a 1. The three goals complement each other step by step.

Sixth, prepare to speak.

In order to better serve the goal of this activity and complete the content of the activity, I have to make the following preparations.

(A) experience preparation: can understand the teacher's instructions.

(2) Material preparation:

1. There are a number of apple pictures, which are materials prepared for the specific operation of children in the first link.

Let the children observe the picture. There are many apples in the picture. In order to help children feel that many apples are made up of the fourth link one after another.

3. Courseware is to help children perceive the difference between the quantity of "1" and the quantity of "many" by comparing the three groups of pictures in the third link.

Seven, the process of speaking.

There are generally four links in this activity. The first link is to guide children to operate independently and help them explore and perceive the meaning of an apple. The second link is to guide us to perceive the difference between "1" and "many" by observing PPT, and to distinguish "1" from "many". The third link is to let children feel the difference between the quantity of "1" and the quantity of "many". The fourth link is to perceive that "many" is composed of "one by one" through children's observation.

Eight, say that the activity is extended.

This activity will find out where "1" and "many" are hidden in life. As an extension of activities, it has three functions. First, we can consolidate our understanding of these two quantitative concepts. Second, it can help children to establish the consciousness and concept that mathematical knowledge can be found in life.

One-to-one correspondence of mathematics in small classes for children 3 Dear leaders, judges and teachers,

Hello everyone!

Today, I said that the content of the class is "row by row" small class scientific activities.

Next, I will talk about children, textbooks, goals, preparation, teaching methods, learning methods, processes and extensions.

First, talk about children.

The content of scientific activities is enlightening, exploratory and life-oriented. It pays attention to operation, attracts children's interest in objects, makes learning easier, makes children more willing to take the initiative to explore and makes the whole activity more meaningful. Learn to queue up in the whole process, so that children can enjoy participating in activities in the process of active experience. This activity aims to play the role of sorting in promoting the development of children's thinking ability.

Second, talk about teaching materials.

This activity mainly requires children to be able to classify and arrange according to their own shape characteristics. Small class children's thinking is concrete, and they pay attention to perceive the obvious characteristics of things in the learning process. But the understanding of geometric figures is often too monotonous and abstract. Therefore, according to the outline, the choice of educational content should be close to children's life, which not only makes children interested in things, but also helps to expand their experience and vision. So it is very suitable for this class.

Third, say the goal.

First of all, we must cultivate children's interest in order to stimulate children's desire to learn. Therefore, I have two attempts in this teaching activity.

1, using "magic" teaching to stimulate children's interest in learning.

Use invisible bottles to arouse children's interest, and use beads to gradually guide children to pay attention to the sorting of beads.

2. Let the children do it by themselves through observation, stimulate their interest in learning, guide them to observe, and say that they are all graphic babies and can operate in a meticulous and orderly manner. Therefore, the goal of this activity is the starting point and summary of teaching activities and plays a guiding role. According to the age characteristics and actual situation of children, the following objectives of this activity are determined;

(1), preliminary perception pattern arrangement, arrangement of ABAB interval pattern.

(2) Be able to observe the arrangement rules carefully and express clearly.

(3) Interested in finishing activities, willing and actively participating in operation activities. According to the goal, I set the focus and difficulty of the activity as the third goal, so that children can be arranged according to their own morphological characteristics and actively participate in operational activities.

Fourth, say preparation.

Wear buttons, teaching AIDS and pictures of different colors (pictures of small animals)

Various graphics (circle)

Key point: Find out the rules of figure sorting under the guidance of the teacher.

Difficulty: Sort in a certain order.

Verb (abbreviation for verb) Speaking and teaching methods

(A), teaching methods

The Outline points out that teachers should be organizers, guides and collaborators of learning activities. In teaching activities, we should strive to "form a cooperative interaction between teachers and children", so in this activity, I not only prepared rich activity materials with my children, but also tapped the activity value of this activity and organized teaching in an appropriate way, which I used in the activity.

1, model law

Arrange circles of different colors and sizes in a horizontal row through demonstration, and guide children to observe and say how they are arranged.

2, the game method:

Lead out activities in the form of games to stimulate children's interest in learning and let children classify geometric figures according to their shapes.

Six, said the learning method

Children are the protagonists of learning. It is necessary to take children as the main body and create conditions for children to participate in exploration activities more, which not only improves children's exploration ability, but also enables children to acquire learning skills and stimulate their interest in learning.

VII. Representation process

1, the game "Driving a Train"

In the game, let children observe and say that they are all circles, squares and triangles, and can consolidate and learn three kinds of geometric figures through observation and operation.

2, children's operation

Guide children to correctly understand circular figures and line them up.

Eight, said the extension

In the puzzle area, wooden beads, various plastic snowflakes and graphic pieces are provided, and colors, shapes and sizes can be arranged by ABAB interval.

One-to-one correspondence between children's small class mathematics and handouts 4. Teaching materials for oral activities

Today, I said that the content of the class is "comparing the length" of math activities in small classes. Comparison and ranking are often used in small class teaching and game activities. I put the common straws in children's life into activities, guide children to observe the shape characteristics of straws with enlightening and targeted questions, and focus on exploring and discovering the method of comparing the length, that is, aiming at one end of the straw, you can compare the length of the other end. In the activity, raise the problem directly to the activity goal, highlight the key points, stimulate children's problem consciousness, feel the need of comparison, understand the method of comparison, and cultivate children's ability to constantly find and solve problems in this process.

Second, state the goal of the activity.

According to the above analysis and the age characteristics, ability and development level of small class children, this goal is formulated:

1, know the length and learn to compare the length of objects.

2, you can sort from short to long or from long to short, and experience the fun of hands-on operation.

Third, talk about activity preparation.

1, teacher: a straw; A row of straws from long to short.

2. Children: a number of straws with different lengths, thicknesses and colors; Each person has 3 straws of different lengths, 1 sorting card.

Fourth, it is difficult to say that activities are difficult.

Important: The length of the straw can be compared by aiming at one end.

Difficulties: By comparison, the three straws can be sorted from short to long, or from long to short.

Verb (abbreviation of verb) oral teaching method and learning method

In the process of activities, teachers give children free time and space, provide rich materials, and effectively interact with children by using heuristic exploration and observation and comparison methods to further stimulate children's interest in exploration. Children discover, explore and perceive different appearance characteristics of straws in activities, and compare the lengths of straws with one end aligned. In the whole teaching process, children actively participate in activities, and feel the necessity of comparison through taking a look, comparing and talking, thus paving the way for breaking through the difficulties of this activity.

Six, said the activity process

This activity is divided into four parts:

First of all, guide children to observe straws and understand their shape characteristics; Secondly, by comparing each other, let children initially perceive the difference of straws and explore the method of comparing the length; Secondly, guide children to sort the three straws from short to long or from long to short, and strengthen the ratio method; Finally, two different sorting methods are shown to guide children to check the sorting situation.

In the first link, at the beginning of the activity, directly show the straw and ask: "Look, what is this? What does a straw look like? " Stimulate children's interest in observing straws, and further deepen children's understanding of straws through seeing, speaking and multi-sensory perception of the shape characteristics of straws.

The second step is to provide a straw again and guide the children to choose the second straw for comparison. Through observation, children can feel the diversity of straws, including color straws, thick straws, thin straws, long straws and short straws, which enriches their understanding of straws. Focus on guiding children to observe and operate through their eyes, initially perceive the length of straws, and explore comparative methods. Teachers use enlightening questions to guide children to explore comparative methods, expand their experience and improve their problem-solving ability.

In the third link, on the basis of knowing the method of comparing lengths, let the children sort by comparing the lengths of three straws. Strengthen the method of children's ratio and cultivate children's ability to sort by length. Through a child's operation in front of the group, it helps the child to intuitively observe and understand the sorting method and lay the foundation for his next operation. At the same time, teachers use enlightening questions to spread children's thinking, so as to help children perceive another sorting method from long to short and enrich their sorting experience. Cultivate children's imagination and innovative consciousness, and experience the fun of using mathematics.

Finally, in the fourth link, teachers consciously display sorting cards from short to long and from long to short on the blackboards on both sides, so that children can check the sorting situation. This will not only help children intuitively perceive these two different sorting methods again, but also consolidate their sorting experience and let them experience the happiness of success.

One-to-one correspondence between children's small class mathematics and handout 5 "Oral Activity Textbook"

On the basis of learning the difference between "L" and "many", small class children can learn to compare the equality or inequality of two groups of objects, that is, the so-called "as many" and "not as many". 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.

Talk about design concept

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 life education thought tells us that we should tap valuable experiences 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.

It is said that moving target 1 and moving target (1) guide children to match related objects one by one and perceive 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, it is better for children to try one-on-one operation matching and 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.

Talking about the importance and difficulty of activities

1. Activity focus: Through activities, learn the overlapping or parallel matching of related objects and perceive the phenomenon of one-to-one correspondence.

2. 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: Children have life experiences of spring outing, hide-and-seek and horseback riding.

2, teaching aid preparation: a small 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.

Tell the activity process:

Outdoor activities: prepare for the trip and put on your hat.

1, hint: the little doll takes the dog, kitten, chicken, rabbit and monkey for a spring outing. Please think about what you should bring.

Children discuss with each other what to bring (food) to recall their experiences and expand their thinking. Develop children's language expression ability.

2. Tip: What other useful things can you bring? How to wear a hat?

Guide children to say that they wear hats. (small animals with hats on their heads) overlapping corresponding perceptions.

Dim sum: looking for food

3. Tip: The little doll prepared a big cake for the little animals, but they didn't like it. What do small animals like to eat?

The teacher arranges the food from left to right according to the children's answers, and then guides the children to the corresponding food according to the role.

Related objects match the corresponding perception.

4. Tip: What do small animals like to eat? What's on the plate?

Count to five, for example, "Dogs like to eat bones, and there are five bones in the plate."

Consolidate the matching relationship of related objects; 5 points if the hand and mouth are consistent; Suggest that puppies eat bones in pairs.

Play games: hide and seek

5. Tip: Small animals will play hide-and-seek games. The little dolls came to them and guided the children to hide behind the small house with the same color as their clothes. Who is hiding behind the red house?

Perceive the corresponding color and ride home: find a seat.

6. Tip: The animals are going home. Let's go back by bus. The little doll is the driver and sits in the front. Let's count how many seats are left. How many small animals are there? How should I sit?

1, 2, 3, 4, 5 seats. (A small animal is sitting in a long chair) Consolidate the consistent number of points between hands and mouth, and consolidate the one-to-one overlapping relationship.

7. Tip: Who sits in the front and who sits in the back?

Guide the children to find the corresponding relationship between the number of chairs and hats. Say the number of the hat to sit on.

The corresponding relationship between perceived number and quantity.

8. Safety education: What problems should be paid attention to on the way back?

Ride safely and obey the traffic rules.

The theory of social ability cultivation and self-protection extends to regional activities. Consolidate the experience accumulation of one-to-one correspondence in activities, guide children to find other forms of one-to-one correspondence and try to compare the concept of the number of two objects and their perception of the same amount through one-to-one correspondence. (See the table below) Activity area: digital card 1~5, physical card 1~5, and quantity cognition of five-color small wooden beads1~ 5; 1~5 corresponds to 5 copies of scissors, glue and hand-made in the matching sorting art area; Add related things: draw flowers of various colors and add butterflies.

Correspondence of handwritten materials; One-to-one mapping of related things: flowers and butterflies, tableware and food in dolls' homes, toys in shops.

The corresponding relationship between tableware and food, the classification of toys, and the comparison of the story wall charts of "Three Butterflies" in multilingual areas. The number and color of a group of flowers and butterflies correspond to the wall chart of finding friends in the puzzle area: the correspondence and collocation of tableware, clothes and toys, the characteristics of activities 1, and the selection of living materials. Spring outing is a topic of interest to children. Therefore, the teachers turned the teaching activity into a short spring outing, with the clue of travel preparation-eating snacks-playing games-going home by car, so that the children could feel one-to-one correspondence in a real, natural and happy atmosphere.

2. This process is gamification. The whole activity is a role game. Teachers and children perceive one-to-one correspondence by wearing hats, looking for food, playing hide-and-seek and finding seats, etc., explore one-to-one correspondence methods, compare the number of objects, and grasp the difficulties. Teachers do not directly tell children what to do, but guide children to solve their own problems in a relaxed and happy atmosphere and strive to build positive and effective teacher-student interaction.

3. Content integration. One-on-one scientific cognition is the main axis in the activity, and it is integrated into the language field (such as guiding children to say complete sentences: dolls put hats on puppies. Small animals in red clothes hide behind the red house), health field (for example, let small animals move to the corresponding food according to their roles), art field (for example, guide children to hide behind a small house with the same color as clothes and consolidate the colors of red, yellow, blue, green and purple), social field (for example, safety education: what problems should be paid attention to on the way back), etc., teachers can dig out some bits and pieces of education from it.

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