The design intention of the teaching plan of big class 1 square division;
According to the problem of dividing children's lives equally, for example, there are 10 small tomatoes left at noon, and two children eat them, so let them divide them by themselves, half for each; It was the children who distributed papers during the activities in the art district and initiated this activity.
Activity objectives:
1. Understand the meaning of bisection and learn the method of bisection.
2. Explore different ways of dividing graphics through operations, and experience inclusive and equal relations in the division.
3. Explore dividing different graphics equally.
4. Cultivate children's comparative judgment ability.
5. Let children learn simple math problems.
Divergent point:
Divide the graph equally with different bisectors.
Activity preparation:
Several square colored pieces of paper, multi-operation learning tools, several chessboards, recording paper, scissors, pencils and hand puppets.
Activity flow:
(1) Average distribution figure
1, on-site introduction. Combining the age characteristics of large-class children, creating this problem situation can not only attract children to participate in activities, but also show the mathematics of life more vividly and make it easier for children to understand.
(1) Show your puppet: "Who do you think is here?" Child: "It's Sister Pingping."
(2) Performing a puppet, the teacher asked, "Why is Sister Ping unhappy today? Is there any trouble? " Pingping (teacher): "I had breakfast this morning. I found there was only one piece of bread, but I wanted to share it with Yingying. Son, please help me think about what I should do? "
(3) Teacher: "Who has a good idea?" Child: "Just divide the bread into two parts!" " "
(4) Pingping (teacher plays): "But there will be big and small after the points are finished. What should I do? "
(5) The teacher showed a square piece of colored paper and asked, "What shape is this piece of bread?" Children: "Fang." Teacher: "Then we will use square paper instead of bread to help Pingping's sister divide it into two pieces of the same size!" " "
2. Provide children with square paper and scissors and ask them to operate. Give children the opportunity to try and verify their own ideas, and you can try all kinds of dichotomies indefinitely. Cut it open with scissors, so that children can verify whether the two parts are equal.
3. Summary:
(1) Teacher: "What shapes did you divide the square into? How do you divide it? "
(2) Teacher: "There are several ways to divide" (diagonally folded in half)
(3) Teacher: "How to prove that these two pieces are the same size?" (one-on-one)
(4) Teacher: "How can we be as big?"
(5) Teacher and child summary: As long as the center line is found, it is as big as two. Further guide children to master the key points of bisection.
(2) Further exploration with learning tools. Only paper is used for dividing, which is caused by the age characteristics of children at this stage. There are only two accurate bisection methods: diagonal and folding. Using learning tools and grasping the characteristics of learning with holes and holes, children can further try to bisect a square with various broken lines as the center line, and the accuracy can be guaranteed. Promoting the development of children's divergent thinking is a variety of methods for children to freely try dichotomy on the basis of clear requirements for dichotomy. This link pays more attention to children's creativity and uniqueness, and it also permeates a truth: there are many ways to solve one thing.
1, teacher: "You used two methods. Is there any other method?"
2. Ask children to try with school tools, and accurately find the center lines of different shapes, and explore inspection methods. Inspection can prove that the two parts have the same size and the inspection method is not single. The purpose of putting the same homework sheet for children as a proofreading board is to record the equal division method and cut the recorded homework sheet for comparison and proof. In addition to this method, we can also compare whether the number of holes in each row on both sides of the bisector is the same.
3, children's grouping operation, teachers look for different center lines and inspection methods for guidance, and guide children to record and test.
4. Summary: Show your child's homework list. Who can tell me how you divide them equally and how you guide them to be the same size? Ask children to introduce innovations to other children and show different ways to test equality. Let children have the opportunity to communicate and show, and encourage children to innovate in combination with the characteristics of collective learning of large class children.
Activity reflection:
Dichotomy is an important part of "Dichotomy" in large classes. Dividing a whole into two identical parts is called dichotomy.
Dichotomy has many applications, which can involve the equal division of area, length, quantity and volume. Usually, children also divide snacks, toys and school supplies, but sometimes they find teachers because of unfair distribution. It can be seen that I have some life experience in dichotomy, but I can't understand this concept accurately and scientifically. This activity focuses on exploring the equal division of graphic area, helping children to get the initial concept of equal division through the game of "overlapping sound", and encouraging children to try to divide squares and rectangles into equal divisions in various ways through practical operation and sharing, thus consolidating the concept of equal division, developing children's observation, comparison and judgment abilities, and experiencing the fun of mathematical operation activities.
In the introduction of the activity, the materials of life were selected and stacked, which was also to let the children migrate their own life experiences and have a preliminary understanding of the dichotomy. However, due to the hierarchical nature of the material, we added a figure-circle to the material, with the purpose of making children gradually transfer from their life experience to the teaching content, so that they can understand the meaning of equal division, thus entering the next link and exploring various divisions of squares and rectangles.
In the process of grinding classes, I saw the importance of choosing different resources for this activity. For example, in the first link, when I first invested in living materials, I found that children's experiences were greatly influenced by life experiences and would be superimposed into multiple copies. At this time, in the process of exchanging samples, in addition to exchanging correct resources, wrong samples like this are an extension and consolidation of children's experience, so that they can further understand the rules of the game, learn from peers' samples and learn to correct mistakes in their own samples.
In the second exploration link, I think that in order for children to try a variety of methods, we must first stimulate their desire to explore. In the design of the patch panel, we try to take all the points into account and lengthen the length of the patch panel, so that children can make bold attempts from the beginning without being influenced by learning tools. After the child's exploration, communication is the key, because the child has all migrated from life experience to graphics, and how he migrated can only be seen through his operation results. In communication, the first thing I look for is a half-wrong sample. The child can find two methods for the square, but he continues to split it in two in the same way, only adjusting the position. This shows that children understand dichotomy, but they don't know what dichotomy means and why, so I destroyed the main core of the activity. I think we should first find suitable resources to let children know that there is such a division, and then pursue it in the next sample. Are these two copies the same? Let children find experience in the right place and learn from mistakes. Only in this way can it be further extended to life experience.
Dichotomy is an abstract concept. In life, we often use the method of equal share, such as sharing cakes and drinks, but absolute equal share is rare in life, so if children can understand the method of equal share in game situations and learn to use it, that is the value of activities.
Square equal large class teaching plan 2 design intention:
According to the problem of sharing equally in children's lives, such as: there are 10 small tomatoes left at noon, and two children eat them, so let them share them themselves, half for each person; It was the children who distributed papers during the activities in the art district and initiated this activity.
Activity objectives:
1, cognitive goal: understand the meaning of dichotomy and learn dichotomy.
2. Operation goal: Explore different ways to divide the graph equally through operation, and experience the inclusive relationship and equal relationship in the equal division.
3. Ability goal: explore and divide different graphics equally.
Divergent point: divide the figure equally with different bisectors.
Activity preparation: several square colored papers, several operation learning tools, several chessboards, record sheets, scissors, pencils and hand puppets.
Activity flow:
(1) Average distribution figure
1, on-site introduction. Combining the age characteristics of large-class children, creating this problem situation can not only attract children to participate in activities, but also show the mathematics of life more vividly and make it easier for children to understand.
(1) Show your puppet: "Who do you think is here?" Child: "It's Sister Pingping."
(2) Performing a puppet, the teacher asked, "Why is Sister Ping unhappy today? Is there any trouble? " Pingping (teacher): "I had breakfast this morning. I found there was only one piece of bread, but I wanted to share it with Yingying. Son, please help me think about what I should do? "
(3) Teacher: "Who has a good idea?" Child: "Just divide the bread into two parts!" " "
(4) Pingping (teacher plays): "But there will be big and small after the points are finished. What should I do? "
(5) The teacher showed a square piece of colored paper and asked, "What shape is this piece of bread?" Children: "Fang." Teacher: "Then we will use square paper instead of bread to help Pingping's sister divide it into two pieces of the same size!" " "
2. Provide children with square paper and scissors and ask them to operate. Give children the opportunity to try and verify their own ideas, and you can try all kinds of dichotomies indefinitely. Cut it open with scissors, so that children can verify whether the two parts are equal.
3. Summary:
(1) Teacher: "What shapes did you divide the square into? How do you divide it? "
(2) Teacher: "There are several ways to divide" (diagonally folded in half)
(3) Teacher: "How to prove that these two pieces are the same size?" (one-on-one)
(4) Teacher: "How can we be as big?"
(5) Teacher and child summary: As long as the center line is found, it is as big as two. Further guide children to master the key points of bisection.
(2) Further exploration with learning tools. Only paper is used for dividing, which is caused by the age characteristics of children at this stage. There are only two accurate bisection methods: diagonal bisection and edge folding. Using learning tools and grasping the characteristics of learning with holes, let children further try to divide a square with various broken lines as the center line, and the accuracy can be guaranteed. Promoting the development of children's divergent thinking is a variety of methods for children to freely try dichotomy on the basis of clear requirements for dichotomy. This link pays more attention to children's creativity and uniqueness, and it also permeates a truth: there are many ways to solve one thing.
1, teacher: "You used two methods. Is there any other method?"
2. Ask children to try with school tools, and accurately find the center lines of different shapes, and explore inspection methods. Inspection can prove that the two parts have the same size and the inspection method is not single. The purpose of putting the same homework sheet for children as a proofreading board is to record the equal division method and cut the recorded homework sheet for comparison and proof. In addition to this method, we can also compare whether the number of holes in each row on both sides of the bisector is the same.
3, children's grouping operation, teachers look for different center lines and inspection methods for guidance, and guide children to record and test.
4. Summary: Show your child's homework list. Who can tell me how you divide them equally and how you guide them to be the same size? Ask children to introduce innovations to other children and show different ways to test equality. Let children have the opportunity to communicate and show, and encourage children to innovate in combination with the characteristics of collective learning of large class children.
Square equal large class teaching plan 3 activity goal
1. Understand the meaning of bisection and learn the method of bisection.
2. Explore different ways of dividing graphics through operations, and experience inclusive and equal relations in the division.
3. Explore the equal division of different graphics.
Activities to be prepared
1. courseware-find the expanded diagram
2. Some square colored paper, some operation learning tools, some chessboards, recording paper, scissors, pencils and hand puppets.
Teaching tool picture
Activity process
First, scene import
1. Show your puppet: Who do you think is here? (bear)
Perform with a puppet
Question: Why is Little Bear unhappy today? Is there any trouble?
Bear: I had breakfast this morning. I found there was only one piece of bread, but I wanted to share it with Bear.
Children, please help me think about what I should do.
3. Teacher: Who has a good idea?
Just divide the bread into two parts! )
4. Bear: But there will be big and small after parting. What should I do?
5. The teacher shows the square colored paper.
Question: What shape is the slice of bread? (Square. )
Teacher: Then let's use square paper instead of bread to help the bear divide it into two pieces of the same size!
Second, provide children with square paper and scissors for them to operate.
1. Give children a chance to try, verify their own ideas, and try various dichotomies without limit.
The method of cutting with scissors is convenient for children to verify whether the two parts are equal.
2. Teacher's summary.
(1) What shape did you divide the square into? How do you divide it?
(2) How many ways are there? (diagonal and reverse folding)
(3) How to prove that the two pieces are the same size? (one-on-one)
(4) How can we divide talents into the same size?
(5) Teachers and children * * * together to sum up:
As long as you find the center line, you can divide one into two equally big ones. Further guide children to master the key points of bisection.
Third, use school tools to further explore.
1. Teacher: You used two methods. Is there any other way?
2. Ask children to try with school tools, and accurately find the center lines of different shapes, and explore testing methods.
3. Group children and guide them to record and test.
4. Display the list of children's homework.
Let the children talk about how to divide it equally and how to know that it is the same size.
Ask children to introduce innovations to other children and show different ways to test equality.
Square equal large class teaching plan 4 teaching purpose:
1, one step to cultivate children's interest in hands-on operation and exploration.
2. Let children experience a sense of success through exploratory operation.
I know how to divide a regular figure into two parts by edge folding and diagonal folding.
Teaching preparation:
1, several circular and square graphic papers;
2, a pair of scissors;
3. Pictures of two little bears, pictures of the animal house, and some clothes made of paper;
4. Light music and fashion performance music.
Teaching process:
1, the story leads to the topic.
The teacher told the story of two stupid bears. This leads to a round and a square child. Can you divide it into two pieces of the same size?
2. Children explore the operation. -Divide the circle and the square equally.
(1) Please try to divide it into two equal parts. You have to find a way to prove that your share is the same. Children's operation: flanging at will.
(2) Who will tell you how you divided the circle into two equal parts? Demonstration verification.
Who will tell you how you divided the square into two equal parts? Demonstration verification.
(4) Introduce the concept that a graph is divided into two parts with the same size, which is called graph bisection.
3. Group operation.
(1) Small animal window. (Content: Children divide the circle and the square equally and paste them on the background picture of the small animal "home". )
(2) small fashion designers. Content: children divide the circle and square into two halves and stick them on paper clothes. )
Group operation has different game plots, each with different difficulty and difficulty, which is designed for children of different degrees. Children can choose their own content operations. Teachers' itinerant guidance.
4. The exhibition part of the work.
Teachers and children appreciate the work together, and let some children put on designed clothes and perform fashion shows with music. End the activity in a happy performance.
Lecture content:
First, the teaching content:
Halving was originally the content of the big class next semester. But because of this time, this class has been engaged in graphic collage and painting addition activities. Many children want to spell trains and rockets, but there are no semicircles and triangles of exactly the same size. Asked me where to find it, I asked them to cut it themselves, but I found that although many children can cut it, children of the same size rarely cut it. So I tried to choose this content.
Second, the teaching objectives:
Because the content of this activity is not the content of this semester. My predetermined goal has been lowered. The key point is to cultivate
Children's interest in hands-on operation and exploration. Secondly, it is preliminarily known that regular graphics are divided into two parts by edge folding and diagonal folding. It is not very important to understand the concept of dichotomy.
Third, teaching methods:
In order to better highlight the children's dominant position, in the whole teaching process, I focused on exploring the operation method and the game method.
Fourth, the activity process:
Stimulate interest, explore freely-communicate with each other-play experience-aesthetic extension