Cylinder is a common solid geometry, which can often be touched in daily life. Children's understanding of the cylinder is very vague, which can only be described as "long and round" and it is difficult to integrate into life. Therefore, on the basis of children's understanding of many plane geometric figures and spheres, I try to carry out this teaching activity in the form of games that children are very interested in.
Activity objectives:
1, use a variety of senses to master the name of the cylinder and perceive its characteristics when moving and playing.
2. Use appropriate methods to express and communicate the process and results of exploration.
3. Experience cooperative games and explore the happiness of success.
Activity preparation:
1, experience preparation: Please guide your child to observe the cylinder-like objects in life and know the sphere.
2. Material preparation: several cylindrical objects. Such as building blocks, cans, etc. (arranged as a supermarket. ) Building blocks and toys of various shapes, some spherical objects and some markers.
Activity flow:
I. Classification:
1, teacher: "The teacher brought a lot of toys. Let's roll and play together. "
Children choose toys at will, play freely, and guide children to talk about their findings.
"What did you find when you were playing just now? Can they all roll? "
Teenager: Cuboid blocks can't roll.
Yang: You can't roll the cube.
Yang: I found that the ball can roll and nothing else can roll.
Teacher: Please put the toys that can roll in the red basket and the toys that can't roll in the green basket.
(Analysis: In the process of rolling play, children explore themselves to find out whether toys can roll, and classify toys according to the characteristics of rolling for the first time. The child is very interested in this link and quickly puts himself into the activity. )
Show me the basket with balls and cylindrical toys.
Teacher: Are these toys the same when they roll? Choose two different toys for everyone, play in pairs and talk about your findings.
Yang: I found that the ball can roll around.
Yang: This kind of toy (cylinder) can only roll in one direction.
Teacher: Please put those that can roll around in the round basket, and those that can only roll in one direction in the square basket.
(Analysis: In this play, the children explored further and found the difference between a sphere and a cylinder. It's getting harder and harder to classify children for the second time. Guiding children to sum up the existing sphere experience also stimulates children's interest in exploring cylinders. )
Summary: A sphere can roll in any direction, so is this object that can only roll in one direction a sphere? Why?
Second, the measurement:
1, show the cylinder and guide children to observe the characteristics.
Teacher: Let's see what this object looks like.
Young: Its body is round and thick, like a pillar.
Yang: Its top and bottom are round.
Teacher: Look carefully, children. Are the circles on both sides the same size?
Young: Different ages.
Young: the same age.
(Children quarrel)
2. Show me the note:
Are they the same size? Let's ask it to help us measure.
The teacher demonstrates the measurement method, measures the thickness of both ends of the cylinder and records it. )
Are they the same size?
Let the children measure whether the ends of the toy are as thick as the middle, and tell their partners what they have found.
4, children's operation, the teacher for individual help.
Yang: The three marks I made are together.
Yang: Teacher, they are all on the same line, which means that the ends of the toy are as thick as the middle, right?
5. Teacher's summary:
This body is like a pillar, as thick as the top and bottom and the middle, and both ends are round. We call it a cylinder. The cylinder is downward and can only roll in one direction.
(Analysis: In this link, the child becomes the master of the operation, and measures himself to get the correct result. Their enthusiasm is very high, and they have gained knowledge and experience about measurement in operation and exploration. )
Third, expand thinking.
1, Teacher: In our life, there are many things like cylinders. Now let's go to the supermarket and look for it. Get in my car and get out!
There are so many goods in the supermarket. Please choose two kinds of cylindrical goods for each child.
All the children chose their favorite products. Please tell me what you bought.
Compare with your good friend, tell me what's the difference between the cylindrical goods in your hand?
Introduction of a single child.
The teacher summed up: these goods vary in size, but they have one thing in common: they are all cylinders.
(Analysis: "Knowledge is formed in the discussion after children explore." Through the previous inquiry operation, children have their own fear perception and understanding of the cylinder, and learn new knowledge in self-expression and communication with peers. )
Fourth, game integration.
Teacher: These cylindrical objects can also be used as toys. Now, in groups of four, let's build and play with cylindrical objects and see which group plays more tricks, shall we?
Children's cooperative games.
(analysis: this link has developed children's creativity and cooperation ability. Children play with all kinds of discarded boxes and cans, experience the joy of success in the game, and further consolidate their understanding of the cylinder. )
The expansion of verb (verb's abbreviation) activity
Let the children freely choose the activity area.
1, math corner: provide all kinds of cylinder objects for children to continue to explore and discover the secrets of cylinders.
2, operating angle: provide a variety of materials (rectangular paper, plasticine, etc.). ) Turn them into cylinders.
(Analysis: The outline proposes that teachers should create more opportunities for children to observe, explore, experience and experience. Continue to provide rich and suitable materials in corner activities for children to further explore and accumulate experience. )