"Up and Down" teaching plan 1 teaching content
Example 2 on page 35 of the textbook and the corresponding classroom activities.
Teaching objectives
1? I can recognize the up and down directions and realize the necessity of learning them. I can use these directional words to describe the relative position of objects and realize the relativity of up and down directions.
2? Cultivate students' ability of observation, analysis and oral expression.
3? Experience the application of what you have learned in real life and gain value experience from it.
Teaching focus
Can identify up and down directions, and can describe the relative position of objects with these directional words.
Teaching preparation
Multimedia courseware.
teaching process
First, review the introduction.
The multimedia courseware shows the following picture.
Teacher: We have learned from beginning to end. Can you tell us the location of young friends in the picture with the directional words you have learned?
Student profile.
Teacher: The children will introduce the front and back positions of the partners in the picture. Now the teacher wants you to introduce the location of these small animals.
The teacher put the picture of visiting animals in Example 2 on the cardboard and put it up.
Teacher: Can you also introduce the orientation of the animals in this picture with the directions you have learned?
Let the students realize that you can't just use the word "before and after" to introduce the orientation of these animals.
Teacher: Why?
Let the students realize that the front and back positions are on a horizontal plane, but this picture stands up, some are on a plane, and there is no difference between the front and back.
Teacher: What words are you going to use to introduce the location of these animals?
Let the students think and make a decision based on their own life experience, and introduce the location of these animals with "up and down".
Teacher: Why use the introduction of "up" and "down"?
Ask students to think like this. This picture is upright, so some animals are above and some are below.
Teacher: In this class, we will know Shang and Xia. Write on the blackboard.
[Comment: In this teaching session, we attach importance to comparing the new knowledge we want to learn with the existing knowledge of students, so that students can find the original knowledge-"before and after" is mainly used to describe the front and rear positions on a horizontal plane, while for some upright objects, it is obviously impossible to describe them with the directional word "before and after", which not only makes students understand the difference between what they have learned before and what they will learn, but also highlights the use of words with different orientations in different environments, so that students can learn from each other. By studying up and down, students can use locative words more accurately and stimulate their strong interest in learning new knowledge. ]
Second, teaching examples 2
Teacher: Besides this picture, where else in life are objects erected? Need to use up and down direction words to introduce?
Students answer after discussion, such as buildings, bookcases, etc., all stand upright, and use the word up and down to introduce the position of objects.
According to the students' answers, show the following picture with multimedia courseware.
Teacher: By the way, buildings, bookcases and other upright objects should use the words up and down to introduce the position of the object. Do you live in a building? Can you introduce your neighbors with directional words like "up and down"?
Instruct students to introduce the location of their neighbors with "XXX lives upstairs and XXX lives downstairs".
Teacher: Students will use "up" and "down" to introduce your neighbors who live upstairs and downstairs. Now, please have a look at this erected picture in the teacher's hand. Does this picture show the buildings in your house?
Student: For example.
Teacher: So, will you use "up" and "down" to introduce the neighbor of the giant panda in this picture?
Instruct the students to say "There is a sheep above the giant panda" and "There is an elephant below the giant panda". The teacher will put up and down arrows on the drawing board with students' answers (as shown above) to help students understand up and down better.
Teacher: Do the children know what is going up and what is going down now? Point your finger at the top, and then point your finger at the bottom. Are you pointing in the same direction as the arrow on the chart?
Student: Yes.
Teacher: Children all know what is up and what is down. Please talk about the position of other animals when they go up and down.
Students speak freely. For example, "sika deer has rabbits above and tigers below", "giant pandas have elephants above" and "monkeys have zebras and lions below".
Teacher: Just now I heard a sentence, "The giant panda is above the elephant". Didn't you just say "the elephant is under the giant panda"? How did you become the top again?
Let the students understand that these two sentences have the same meaning. With the phenomenon that "the giant panda is under the elephant", they can say "the giant panda is above the elephant" in turn.
Teacher: Please tell the up and down positions of two animals in two different sentences like this.
Instruct students to describe the positions of two animals with "the rabbit is above the sika deer" and "the sika deer is below the rabbit".
[Comment: This teaching clip has several characteristics. First, students can understand the relationship between objects more intuitively with the help of the erected drawing board, emphasizing learning from students' life experience and allowing students to actively participate in the learning process; The second is to combine in-class learning with practical application, so that students can realize that the building they live in is also erect, and they can also introduce the location of neighbors upstairs or downstairs with the knowledge learned in this class, and then let students feel the connection between what they have learned and real life through self-introduction, so as to gain value experience from it; The third is to guide students to describe the up and down positions of two animals with different words, so that students can feel the relativity of positions and develop their multi-directional thinking ability. ]
"Up and Down" Lesson Plan 2 Activity Objectives:
1. Let children distinguish the up-and-down position relationship between objects and themselves in space during activities.
2. Answer the questions with the locative words above and below.
3. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
Activity preparation:
Several animal toys, 1 small shelf (upper and lower floors), apple tree wall chart, apple dry card.
Activity process
(A) the use of demonstration method, operation method to teach children to distinguish between up and down.
1. Show the small shelves and determine the upper and lower positions.
2. Please put the toys in the designated upper and lower positions as required (for example, dogs and kittens are above, rabbits and chickens are below).
3. Feel free to take toys and explain where to go (up or down).
(B) using the game method to distinguish between up and down
Show apple trees and apples, and organize children to play games. The apple tree bears apples (please stick the apples on the apple tree), and the apples are ripe (please pick them off the tree).
(3) Look at the picture "Where are the small animals hiding?" The teacher asked the children to look at the pictures in the book and tell where the small animals were hiding, such as the kitten hiding under the table.
Teaching reflection:
The idea of the new curriculum is to let every child develop on the original basis. In the activity, I firmly grasp this concept, so that children can easily know and understand the learning content in the form of games in a positive and happy atmosphere. The atmosphere in the class is also very active, and the speech is also very positive, which has achieved the expected goal of the activity.
"Up and Down" Lesson Plan 3 Purpose:
1, the child knows the relationship between up and down.
2. Cultivate children's spatial perception.
Course plan preparation:
1, animal toys
2. There are two small shelves.
3. Apple tree wall chart
4. Apple Card
Teaching plan process:
1, the teacher demonstrates and teaches the children to get to know each other.
1) The teacher took out a small shelf with two floors up and down and determined the upper and lower positions.
2) Children put toys up and down according to the teacher's requirements.
For example, dogs and kittens are put on top, rabbits and chickens are put on the bottom.
3) Children take out toys according to the teacher's requirements.
For example, I brought dogs and kittens from above, rabbits and chickens from below.
Step 2 play games
The teacher took out apples and apple trees.
Please stick the apple on the apple tree.
3) When the apple is ripe, please pick it from the tree.
3. Look at the picture to distinguish between up and down
The teacher asked the children to read the pictures in the book, and told them which small animals were hiding above and which ones were hiding below.
"Up and Down" Teaching Plan 4 Teaching Objectives:
1, let the children distinguish and tell the up and down direction centered on themselves through the story, and know and tell the up and down positions of nearby objects.
2. In the game, you can find your up and down position correctly.
Material preparation: background: flat house map, monkey and bear paw dolls, dog and cat headdresses.
Activity flow:
1. 1. Performance story: "Lazy monkey", the teacher and the wet nurse play the roles of a little monkey and a little bear respectively, and perform for the children with hand puppets.
Step 2 ask questions:
A, the little monkey is tired of playing Where does he sleep first? (Lower berth)
B, what did the bear say? Did the little monkey listen?
C. The bear is angry. Where did he throw the monkey? (Lower berth)
3, so that children can clearly identify and correctly say: the above and below directional words, and will make gestures (pointing up, pointing down).
Second, 1, discussion:
A, have you ever seen anything wearing it in your life?
B, do you have anything down there? Do you know why you put it there?
2. Teacher's summary:
A, self-centered up and down orientation: head, hands, etc.
B. Up and down positions with nearby objects as the azimuth: sky, sun, etc. Everything is above you, and the ground and grass are below you.
Third, the game activities: "dogs and kittens"
1, the teacher introduced the game: the kitten's house is above, and the small house is below.
2. Let the children play with dogs and kittens and play games under the guidance of the teacher.
3. See who finds the house quickly and well, praise the children who find the right house and give the fastest gold medal.
4. Play the game for two or three times, summarize and the game is over.
Four. Extension of activities:
Take the children to the grass, use the slides and wooden houses on the grass, let the children combine freely and continue to play games.
Observation and reflection after class:
1, teaching mathematics in the form of hand puppet performance, and the effect is very good. Children learn knowledge while watching the performance.
2, self-centered understanding of the up and down direction, children can easily distinguish and use words correctly; Knowing the orientation centered on nearby objects has more and wider contents, which can stimulate children's imagination. They are going to carry out further activities in recess activities to consolidate what they have learned.
3. Using games to test children's learning is clear at a glance. About 92% children meet the standards, and about 8% children can't find their own houses.
4. Parents should be actively invited to participate in teaching activities, so that children can consolidate and understand what they have learned in many aspects in their lives and make teaching achieve better results.
"Up and Down" Teaching Plan 5 Activity Target
1. Let children distinguish the up-and-down position relationship between objects and themselves in space during activities. Answer the questions with the words above and below.
2. Cultivate children's spatial perception.
Activities to be prepared
1. Courseware-Mathematics: [1-47] Up and down
2. Courseware-Photo: Apple Tree
3. Fun exercise: Looking for hidden paintings
Teaching tool picture
Interesting practice
Activity process
First, courseware demonstration, teach children to distinguish between up and down.
Say it.
What's on the small table?
There is a bear and a clock on the small table.
(2) What's under the small table?
There is a car and a camera under the small table.
Second, put a pendulum.
1. Please put the toys in the designated upper and lower positions as required.
(1) Please put the snowflake on the table.
Please put the building blocks under the table.
(3) Please put the small animal toys under the table.
Please find a fruit toy and put it on the table.
Children can take away toys at will and explain where they got them.
Third, the game method distinguishes between up and down
1. Photo demonstration: Apple tree
There are many apples on the apple tree. Shall we choose one?
The teacher demonstrated the action of picking apples from the tree with his right hand and showed apples with his left hand. )
Look! Turn it off.
Shall we choose another one?
(Arouse children's interest)
The apple is ripe, so we pick it from the apple tree. Who wants to have a taste?
The teacher cut the apple and let the children have a taste.
Fourth, knowledge expansion.
Pictures-looking for hidden paintings
There are five small animals hidden in Dashu Mountain. Can we find them?
"Up and Down" lesson plan 6 teaching material analysis:
1. Provide rich materials related to children's life background, and pay attention to students' experiences and interests. Content selection reflects children's existing life experiences, such as traffic lights at intersections, positional relationships of objects at home, clapping games, etc. Let students feel that mathematics is everywhere in life.
2. Mathematics learning is active. Develop students' concept of space. Let students learn mathematics in activities, think in games and apply it in life. Pay attention to students' practical activities.
3. Reflect the individualized requirements of mathematics learning. Pay attention to the publicity of students' personality in teaching, promote the openness of students' thinking, and encourage students to practice and apply according to their own way of thinking.
Teaching purpose:
1. Through intuitive demonstration and practical operation, students can understand the basic meanings of up, down, front and back, describe the relative position of objects with up, down, front and back, and cultivate students' concept of up and down space.
2. Let the students experience the actual operation process of determining the relationship between the up, down, front and back positions, and feel the relativity of the up, down, front and back positions.
3. Through practical activities, initially cultivate students' habit of observing in a certain order, and at the same time gain positive emotional experience.
Teaching focus:
Correctly distinguish the positions of up, down, front and back. Teaching difficulties: Understanding the relativity of up, down, front and back positions can distinguish certain spatial orientations.
Teaching methods:
"Three Doubts and Three Explorations" Teaching Mode
Teaching aid preparation:
Textbooks, pencil boxes, etc.
Teaching process:
I. Self-exploration in doubt (10 minutes)
(A) game import, perception of up, down, before and after:
Can everyone play games according to the teacher's password? (The teacher gives the password and the students play the game, feeling up and down) Do you like playing this game? Please raise your hand if you like. Today, we want to know about up, down, front and back. Write on the blackboard: up, down, front and back.
What questions can I ask when I see this topic?
Default question:
(1) How does learning this lesson help our life?
(2) How can we correctly and quickly distinguish up, down, front and back?
(3) What effect does learning this lesson have on our life?
Show the theme map of the textbook 1 page, and ask students to carefully observe the Nanjing Bridge in the book and think about the following questions:
(2) Show self-exploration skills:
(1) What is the object on the picture?
(2) Where is the bus on the train?
(3) Where is the train on board?
(4) On which side of the ship is the car?
(5) Which side of the train is the ship on?
(6) What's under the car?
First, guide the students to look at the pictures and explore the answers to the above questions independently.
Second, answer questions and explore together (15 minutes)
1, after the self-exploration, let students exchange their self-exploration results in class. Students with learning difficulties report, medium students make up, and excellent students evaluate.
2. If students are found to have difficult problems in the process of self-exploration (5, 6), students can be organized to explore cooperatively. If cooperation cannot solve the problem, you can organize the whole class to solve it together.
3. After the students reported, the teacher emphasized that the up-and-down positional relationship is absolute for two objects under the condition that the positional relationship remains unchanged; But for three objects, the relationship between the upper and lower positions will be different with different reference objects. As long as you can make it clear in your own words.
4. Feedback exercises
(1) Simple application. Show the teaching module and let the students tell the location and significance.
Do the problem 1.
(2) Interesting application, cultivate the flexibility of thinking, observe the surrounding situation, and use up, down, before and after to explain the problem. Name your classmates before and after.
Fun test:
(1) Xiaoying is in front of Xiaoming, and Xiaoming is in front of Xiaoying. How can they stand it?
(2) Xiao Ming was followed by Xiao Ying, and Xiao Ying was followed by Xiao Ming. How can they stand it?
Three. Ask questions again (5 minutes)
Have the questions raised before the review class been solved? Please raise your hand if you have any questions or don't understand after learning this lesson.
In view of the problems raised by students, teachers and students jointly explore and solve them.
Default question:
1, what aspects of your life have you learned this lesson from?
2. How can we correctly distinguish the positions of up, down, front and back?
3. How to use up, down, front and back to describe the relative position of an object?
IV. Development and Utilization (10 minute)
1. What did you learn from today's study? Can you tell the position of an object in the classroom (or campus) with up, down, front and back?
Please draw a picture: draw a triangle first, a circle below, a rectangle above, a five-pointed star in front and a square behind.
3. Students talk about learning gains. Teacher: What is your greatest achievement in this course? Please say it and share it with everyone.
4. The teacher summed it up. After the students fully express their opinions, the teacher will emphasize and summarize the contents of this section to form a systematic understanding.
Blackboard design:
Up and down, back and forth
The car is on the train,
The train is under the car.
The car is at the top of the boat.
The boat is under the train.
Li Lin is in front of Wang Ying, and Wang Ying is behind Li Lin.
Zhang Ning is behind Li Lin and Wang Ying is in front of Zhang Ning.
"Up and Down" Teaching Plan 7 Activity Target
1. Let children distinguish the up-and-down position relationship between objects and themselves in space during activities. Answer the questions with the words above and below.
2. Cultivate children's spatial perception.
3. Be able to cooperate with peers and try to record the results.
4. Actively participate in mathematics activities and experience the fun in mathematics activities.
Activities to be prepared
Several animal toys, 1 small shelf (upper and lower floors), apple tree wall chart, apple dry card.
Activity process
(A) the use of demonstration method, operation method to teach children to distinguish between up and down.
1, show a little shelf,; In this paper, the upper and lower positions are determined.
2. Please put the toys in the designated upper and lower positions as required (for example, dogs and kittens are above, rabbits and chickens are below).
3. Feel free to take toys and explain where to go (up or down).
(2) Use the game method to distinguish up and down.
Show apple trees and apples, and organize children to play games. The apple tree bears apples (please stick the apples on the apple tree), and the apples are ripe (please pick them off the tree).
(3) Look at the picture "Where are the small animals hiding?" The teacher asked the children to look at the pictures in the book and tell where the small animals were hiding, such as the kitten hiding under the table.
Teaching reflection:
Mathematics comes from reality, exists in reality and is applied to reality. Mathematical process should be a process to help children turn practical problems into mathematical problems. The content selection of educational activities should be close to children's life, and choosing things and problems that children are interested in will help expand children's experience and vision.
"Up and Down" Lesson Plan 8 I. Activity Objectives
1, which can distinguish the up-and-down position relationship between an object and itself in space.
2. Answer the questions with the locative words above and below.
3. Have a sense of space.
Second, the activity preparation
Several animal toys, 1 small shelf (upper and lower floors), apple tree wall chart, apple dry card.
Third, the activity process
(A) the use of demonstration method, operation method to teach children to distinguish between up and down.
1. Show the small shelves and determine the upper and lower positions.
2. Please put the toys in the designated upper and lower positions as required (for example, dogs and kittens are above, rabbits and chickens are below).
3. Feel free to take toys and explain where to go (up or down).
(B) using the game method to distinguish between up and down
Show apple trees and apples, and organize children to play games. The apple tree bears apples (please stick the apples on the apple tree), and the apples are ripe (please pick them off the tree).
(3) Look at the picture "Where are the small animals hiding?" The teacher asked the children to look at the pictures in the book and tell where the small animals were hiding, such as the kitten hiding under the table.
(4) Say goodbye to small animals.
Fourth, the end of the activity
1, evaluation
2. Summary
"Up and Down" Curriculum Plan 9 Activity Objectives:
1. In the activity, let children distinguish the up-and-down position relationship between objects and themselves in space and answer questions with up-and-down directional words.
2. Cultivate children's spatial perception.
Activity preparation:
Several animal toys, 1 small shelf (upper and lower floors), apple tree wall chart, apple dry card.
Activity flow:
(A) the use of demonstration method, operation method to teach children to distinguish between up and down.
1. Show the small shelves and determine the upper and lower positions.
2. Please put the toys in the designated upper and lower positions as required (for example, dogs and kittens are above, rabbits and chickens are below).
3. Feel free to take toys and explain where to go (up or down).
(B) using the game method to distinguish between up and down
Show apple trees and apples, and organize children to play games. The apple tree bears apples (please stick the apples on the apple tree), and the apples are ripe (please pick them off the tree).
(3) Look at the picture "Where are the small animals hiding?" The teacher asked the children to look at the pictures in the book and tell where the small animals were hiding, such as the kitten hiding under the table.
Teaching reflection:
Through class and reflection, I realized that there were some shortcomings in this activity. In the whole activity, when one link transitions to the next, the teacher asks questions, so don't guide the children too much and let them do it independently. Only in this way can we see the differences in children's mastery of this activity, so as to consolidate and coach individual children who have not mastered it.
"Up and Down" lesson plan 10 I. Activity objectives:
1. Let children distinguish the up-and-down position relationship between objects and themselves in space during activities. Answer the questions with the words above and below.
2. Cultivate children's spatial perception.
Second, the activity preparation:
Several animal toys, 1 small shelf (upper and lower floors), apple tree wall chart, apple dry card.
Third, the activity process:
(A) the use of demonstration method, operation method to teach children to distinguish between up and down.
1. Show the small shelves and determine the upper and lower positions.
2. Please put the toys in the designated upper and lower positions according to the requirements (for example, dogs and kittens are placed on the top and rabbit Ji is placed on the bottom).
3. Feel free to take toys and explain where to go (up or down).
(2) Distinguish apple trees from apples by playing games, and organize children to play games. The apple tree bears apples (please stick the apples on the apple tree), and the apples are ripe (please pick them off the tree).
(3) Look at the picture "Where are the small animals hiding?"
The teacher asked the children to look at the pictures in the book and tell where the small animals were hiding, such as the kitten hiding under the table.
Teaching reflection:
The idea of the new curriculum is to let every child develop on the original basis. In the activity, I firmly grasp this concept, so that children can easily know and understand the learning content in the form of games in a positive and happy atmosphere. The atmosphere in the class is also very active, and the speech is also very positive, which has achieved the expected goal of the activity.
Up and down lesson plan 1 1 activity goal:
1. Let children distinguish the up-and-down position relationship between objects and themselves in space during activities.
2. Answer the questions with the locative words above and below.
3. Cultivate children's spatial perception.
4. Cultivate children's comparative judgment ability.
5. Develop children's logical thinking ability.
Activity preparation:
Several animal toys, 1 small shelf (upper and lower floors), apple tree wall chart, apple dry card.
Activity flow:
(A) the use of demonstration method, operation method to teach children to distinguish between up and down.
1. Show the small shelves and determine the upper and lower positions.
2. Please put the toys in the designated upper and lower positions as required. (For example, dogs and kittens are above, rabbits and chickens are below)
3. Feel free to take toys and explain where to go (up or down).
(B) using the game method to distinguish between up and down
Show apple trees and apples, and organize children to play games. The apple tree bears apples (please stick the apples on the apple tree), and the apples are ripe (please pick them off the tree).
(3) Look at the picture "Where are the small animals hiding?" The teacher asked the children to look at the pictures in the book and tell where the small animals were hiding, such as the kitten hiding under the table.