In life, children often say 1, 2, 3, 4, 5 casually. . . . . . However, when the child actually counts things, the number in his mouth does not match the actual number. In order to let small class children perceive and know the numbers 1, 2, 3, this activity aims to cultivate children's logarithmic perception ability, imagination and sense of peer cooperation, and exercise children's small hand flexibility.

Second, the teaching objectives:

1, let children perceive and know the numbers 1, 2, 3.

2. Children learn to display the numbers 1, 2 and 3 with their fingers.

3. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.

4. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.

Third, the difficulties in teaching:

Perceive and recognize the numbers 1, 2, 3.

Fourth, teaching preparation:

1, cartoon number 1, 2, 3.

2. Large cards with numbers 1, 2, 3 and corresponding pictures.

3, magic pockets, all kinds of plastic sticks, triangles, circles, squares.

4. A set of 1, 2,3 cards.

5, digital nursery rhymes tape.

6. Three homemade digital boxes.

Teaching methods of verbs (abbreviation of verb)

Game method, situational method, practice method, appreciation method.

Sixth, the teaching process.

1. Import the theme and identify the number 1, 2,3.

Listen to the number nursery rhymes and draw the numbers 1, 2, 3.

Children's songs:

1 Can write like a pencil, swim like a duckling, listen to sounds like ears, float with the wind like a red flag, weigh vegetables like a scale hook, whistle like a toot, cut grass like a sickle, hang yourself like a gourd vine, hold soup like a spoon, and add eggs like chopsticks.

Today we invite digital baby 1, 2, 3. Let's see what they sing in their songs, such as pencils, ducklings and ears. Show children the cartoon numbers 1, 2, 3, and observe the shapes of the numbers.

2. Let children boldly imagine what the numbers 1, 2, 3 look like and perceive the font. Encourage children to imagine boldly and answer positively.

3. Perception number 1, 2, 3.

Say the big numbers baby 1, 2, 3 respectively, and match the numbers with the cartoon pictures, so that the children can see if the numbers are as sung in the song.

4. Use fingers to represent numbers.

Teacher: Now, please stretch out your dexterous little hand and tell me what skills your little hand has. "bending; Teacher. Teaching, case network source "(children freely answer) So will you use your little hand to represent 1, 2, 3? Teachers show different numbers of objects, let children count them, and use finger gestures 1, 2,3 to indicate the number of objects, and correct children's gestures.

The teacher said the numbers and the children indicated them with their fingers. At the same time, you can also choose your child as a small teacher.

Game: Look at the real thing and show your fingers.

The teacher took out the corresponding number of glue sticks, triangles, squares and circles from the magic pocket for the children to count. Say the numbers and point out the numbers with your fingers.

Seven. Extension of activities:

1, Game: Digital Baby Go Home (Go back and strengthen the perception of glyphs).

The children are great. Now Digital Baby lets children play games with them. Lead the children out of the activity room with music, sprinkle small cards with the numbers 1, 2, 3 on the grass, and let the children pick up the numbers 1, 2, 3 and send them home.

2. Match with friends (there are three on the lawn: building blocks, cups and basins; The quantity is 2: apples, pears and bananas; The quantity is 1: hats, shoes and clothes. ) Divide the children into two groups and play the game. Put their digital cards under the object to see which group is faster. Correct.

Eight, activity reflection:

Right 1, 2, 3. . . . . The combination of number sense and game not only cultivates children's counting ability, but also achieves the purpose of children's game. The whole activity is full of interest. Now, by giving full play to children's perceptual imagination, the figures are compared visually, and the memory of numbers is deepened. Use magic pocket to change cards with different shapes, practice letting children indicate numbers with their fingers, and slowly let the meaning expressed by numbers go deep into children's psychology. Finally, through the games of "Digital Baby Go Home" and "Numbers Find Friends", children can further understand that a number represents the number of objects. At the same time, it also exercises the flexibility of children's small hands and the understanding of cooperation between peers.

Excellent teaching plan of small class mathematics and the goal of reflection (part two)

1. Five gift boxes with different sizes can be arranged in order from small to large.

2. Perceive the transfer relation of object size.

3. Stimulate children's interest in boldly expressing and communicating in front of the group.

4. Teach children to develop a careful and serious learning attitude.

Activities to be prepared

Gift box card, bottom plate, a set of hands.

Activity process

1. Active import.

(1) Teacher: Today is Baby Bear's birthday. He received a present. Let's see what gift he received.

(2) Teachers and children look at picture books and find gift boxes of different colors and sizes.

Teacher: How many gift boxes does Yi * * * have? Source kuaisi teacher teaching plan network; What color are these gift boxes?

2. Arrange the gift boxes.

(1) Leave the home of the gift box and let the children find a suitable home for the largest and smallest gift boxes.

Teacher: Who can find a suitable home for the biggest and smallest gift boxes?

(2) Let individual children send the gift boxes home in the order from big to small.

Teacher: Other cartons also hope to have a suitable home. Please find a suitable home for all the cartons.

3. The children act in groups, help with gifts and find suitable homes.

(1) The teacher reminded the children to look at the marks on the bottom plate before giving the gift box.

(2) The teacher reminds the child to ask the teacher or good friend to check after finding all the gift boxes.

Teaching reflection

This lesson is well designed in grasping the teaching materials. Links are suitable for children's age characteristics. In the interaction between teachers and children, children devote themselves wholeheartedly and have high interest. Mathematics is to serve life. Children have mastered the method of distinguishing length in operation and game, and understood the relationship between length and order.

In the operation of children's grouping, the individual differences of children are ignored, and the children who are slow to accept are not given timely support and help. In future teaching activities, pay attention to children's individual differences and implement key concerns;

If I take this course again, I will find children who can't master it well in operation, and focus on strategy in the game so that all children can master it well. In addition, the one-day activity will extend this activity to all links, with random education and guidance.

Excellent teaching plan and reflection of small class mathematics (3) design intention;

Children in small classes are easily dominated by external things and emotions in the cognitive process. Inadvertent memory is dominant, and people tend to remember things unintentionally. Games and operations are children's favorite activities. If children simply know the circle, they will feel bored, their interest is often not high, and the effect is not good. Therefore, when designing this kind of teaching activity, let children know some common round objects and features in the game operation, so as to stimulate children's interest in observing and exploring things around them and develop their abilities of perception, observation and imagination.

Activity objectives:

1, can grasp the characteristics of the circle in cognition, operation and game activities.

2. Be able to find circular objects in the surrounding environment and perceive the application of circles in life.

3. Cultivate children's observation and imagination.

Activity preparation:

1, the activity room is decorated with some round objects.

2. A round piece of paper and some round objects (such as mirrors, bottle caps, tambourines and plates).

3. Slides, boxes, boxes containing various round items, several operation papers and a marker.

Activity flow:

First of all, create a situation and know the round object.

Teacher: (with mysterious tone and eyes) Listen carefully. What's that noise? The teacher knocked on snare drum Jr.

Child: Drums.

Teacher: Look, it's really a small drum. What does a tambourine look like?

Child: It's round.

Teacher: Let's touch it. How do you feel?

Teacher: Let the children touch along the surface and edge of the drum and communicate their feelings with each other.

Young: round and slippery.

Young: round, young: smooth edges, young: no edges and corners ... (children communicate and fully express their views).

Teacher: It's round and smooth like a small drum, and it's round without edges and corners. (bring up the topic of the circle. ) teacher: (showing a round piece of paper) question: what is it like?

Yang: Like a plate, Yang: Like the sun, Yang: Like ... Teacher: Tell me, what else have you seen that is round? Encourage children to tell the round things they see at home or elsewhere.

Second, let's go to the activity room together. What is round? (The child is searching in the room. )

Third, communicate your findings.

Fourth, observe the circular objects on the slide and perceive the characteristics of the circle.

Fifth, further perceive the characteristics of the circle.

1, show the blackboard with geometric figures. Look carefully. Which figures are round? Pick them out and make them stand in a row.

2. Children begin to choose.

Sixth, practice drawing.

1, children, do you know what a circle can make? The teacher performed a magic trick for the children.

One circle becomes a big sun, two circles become lovely chickens, three circles become delicious candied haws, and four circles become lovely caterpillars.

2. Prepare some paper with a circle for your child, inspire your child to add a few strokes on the circle to become another pattern (such as the sun and apples), and encourage him to draw as many as possible.

3. Watch the circular graphics in the slide to stimulate children's imagination.

Extension: Son, you must have a lot of round things at home. Go home and look carefully. Then do a magic trick with a circle, ok?

Teaching reflection:

Through the activities of this lesson, children can distinguish circles from many objects and find the round objects in life through observation.

Excellent teaching plan and small class mathematics reflection (4) activity goal;

1, create a toy city situation to stimulate children's interest in math activities and experience the happy mood of learning with their peers.

2. Develop thinking ability by reading, speaking and sticking to the quantity within 4.

Activity preparation:

A children's toy car, a children's operating materials, and a set of teachers' demonstration teaching AIDS.

Activity flow:

First, stimulate the interest in going to the toy city.

1. Do our children like to play with toys? What toys do you like to play with? (Children speak freely)

2. Follow the rhythm of "driving the train" and enter the activity room.

Second, play with toys, and initially perceive the numbers within 4.

1, children play with toys for the first time, feel the characteristics of wheel rolling, and initially learn the points within 4.

Summary: It turns out that all wheels can roll, and they are all different.

2. Children exchange toys for the second time, perceive different numbers of wheels, and consolidate their understanding of numbers.

3, send toys home, children click to send things.

Third, help the toy baby count the wheels.

1. The toy baby is going to take part in the wheel loading contest, but I still don't know how many wheels to load. What should they do?

2. Show examples to guide children to think.

What kind of car is this? How many wheels should it have? Post a picture according to the children's description, let the children think of others and tell the teacher politely. )

3, children's operation,

Teachers tour to guide children to verify each other and appropriately inspire individual children with weak ability.

4. Collective verification

Guide the child to say how many wheels have you installed for what car? Does every toy baby count his own wheels?

Fourth, let's make a change.

1, should we children go to the competition with the toy baby?

Please use your head and make changes. What kind of car do you want to be?

3. Children walk out of the activity room with music.

Verb (abbreviation of verb) is extended.

1, put the corresponding materials in the math area for children to consolidate.

2. Guide children to freely become toy cars with different wheels in daily activities.

Teaching reflection:

Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which easily makes children lose interest in learning. Because the children in this period are young and their logical thinking has not yet developed, I created an operable environment for the children in this activity, which is rich in materials, selective and operable. Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity and independence have been fully reflected. Through a series of game activities, the preset requirements of the overall goal of the theme have been achieved.

Excellent teaching plan and small class mathematics reflection (5) activity goal;

1, guide children to observe their hands and know that everyone has two hands and each hand has five fingers.

2. Use games to guide children to master the names of five fingers.

3. Cultivate children's habit of speaking boldly in front of everyone and learn Mandarin.

4. Cultivate children's spirit of trying.

Activity preparation:

Slides on the function and protection of hands

Activity flow:

First, the teacher part: Please put your little hand out and play games with the teacher. Game: Listen to me, clap your hands with me, and I'll raise my hand. Clap your little hand and I'll put mine down. Small hand clap, I put my small hand forward. Clap your hands, and I'll put my hands back. Clap your little hand and I'll pick it up. Small hand clap, I hide my little hand.

Second, the basic part

1, know that people have two hands, both hands are the same size, also called a pair of hands.

(1) Teacher: Just now, our children played games with their little hands. Now please count how many hands you have. The teacher asked the children to count how many hands they had.

(2) Knowing that two hands are also called two-handed teachers: children have two hands. Are they as big as yours? Think quickly. How to compare the sources of teachers, teachers and case networks? Let children explore methods first, and then teach them comparison methods. Put your palms together and point in the other direction. ) summary: children have two hands. Two hands are the same size, so it also has a name called a pair of hands.

(3) Raise your hand game: The teacher says one hand, two hands, one hand, please raise your hand.

2. Count how many fingers there are in one hand. (Start with the thumb, count in order, the mouth is consistent with the hand, and then count with the other hand. Teacher: The children are great. Now please count how many fingers there are in a hand: there are five fingers in each hand.

3. Learn the names of five fingers.

(1) Teacher: Our five fingers all have their own names, just like every child has his own name. Now let's get to know them together. Please look at the children first and compare them. Are your five fingers the same length? (Let the child speak freely) Find your longest finger and hold it. Teacher's introduction: This finger grows in the middle, so it is called middle finger. The teacher held out his thumb and little finger and asked the child, which is bigger and which is smaller? (Guide the child to say thumb and little finger) The teacher stretched out a finger to order something. Teacher introduction: There is also a finger without a name. We call it the ring finger.

(2) Summary: Just now we learned about our five fingers and their names. The longest finger is called the middle finger; The big one is called thumb; Small and thin is called little finger; The finger that orders something is called the index finger; A finger without a name is called a ring finger.

(3) consolidate in the form of games. Rest: Now we must rest our fingers. Thumb fell asleep, forefinger fell asleep, middle finger fell asleep, ring finger fell asleep, little finger fell asleep, and we all fell asleep. Get up: thumb awake, forefinger awake, middle finger awake, ring finger awake, little finger awake, little hand clap.

Third, the end part uses slides to help children understand the function and protection of hands.

(1) The function of the hand. Teacher: We all have a pair of hands. What's the use of those hands? (Guide children to think in many ways) Our little hands can take things, wash their faces and brush their teeth. (Children tell stories according to their own life experiences, and then show a slide summary)

(2) protect your hands. Teacher: Hands are very capable and can help us do many things, so we should pay attention to protecting our hands. Slide Tip: Don't break your hand with a knife or scissors, don't bite your fingers, cut your nails frequently, wash your hands frequently, and wear hand cream and gloves in winter.

Activity reflection:

In daily activities, hands are always touched and used by children. Children who are about to enter the middle class are in the first period of self-reliance. Doing it yourself is both a requirement for them and their own needs. Children in this period always want to get rid of the care of adults, but they lack a real understanding of their hands and the knowledge and ability to protect them. The purpose of the activity is to cultivate their self-reliance and self-care ability through theme activities.

Excellent teaching plan and small class mathematics reflection (6) activity goal;

1. Review and consolidate circles, squares and triangles in the form of games, name the figures correctly, and learn to classify them according to their shapes and sizes.

2. Cultivate children's thinking accuracy and interest in mathematical activities.

3. Cultivate children's ability to think, solve and react quickly.

4. Children can take the initiative to answer questions and enhance their oral expression ability.

Activity preparation:

1, two pictures of rabbit, pig and kitten.

2, a variety of graphic biscuits.

3. Many tickets with numbers written on them (circle, triangle, square).

4. A tape.

Activity flow:

(A) in the tone of the game, arouse the interest of children.

1, Teacher: Look, children, who is the guest in our class today?

Teacher: Oh, it's mother rabbit with baby rabbit, mother pig with baby pig and mother cat with kitten.

Are you happy that the baby is here? Ok, let's say hello to the animals. Hello, animals! )

2. Teacher: Small animals come to visit. What gifts do you like to give them? (The child answers)

(2) review the circle, square, triangle,

Teacher: Look, the teacher has prepared a plate of biscuits. The teacher shows a plate of biscuits with different shapes. )

2. Teacher: Hey, what's the biscuit on the plate? What is the difference between them?

Teacher: Oh, I have prepared round biscuits, big and small. There are large and small square biscuits; There are also large and small triangular biscuits)

3. Teacher: The small animals are very happy to see these cookies. They all say that they like to eat one of the graphic biscuits. Which one do they like to eat? Then please have a look and think about it. I have prepared a plate of biscuits for each of you. Now, please look at the shaped biscuits on the plate and think about which small animal to give them to. Ok, children, let's send cookies to the animals and send them to their plates.

4. Teacher: We sent many cookies to the small animals. I wonder what the small animals will say. Let's listen, shall we?

(Recording: Hello, children! Thank you for sending us so many delicious cookies, but some children sent cookies that we didn't like. ; Source: Teacher Kuaisi teaches. Case network; So, do you want to know what kind of cookies we like best? Ha ha! The question is simple. Just look at our mouths. )

5. Teacher: What did the little animal say? Small animals tell them that if they want to know what kind of cookies they like, they just need to see what.

So what kind of cookies does mother rabbit like to eat? (likes to eat big round biscuits)

What kind of biscuits does the rabbit like to eat? (likes to eat cookies)

What cookies does mother pig like to eat? (likes to eat big cube cookies)

What cookies does baby pig like to eat? (likes to eat cookies)

What kind of cookies does mother cat like to eat? (likes to eat big triangle cookies)

What kind of cookies does the cat baby like to eat? (I like to eat small triangle cookies)

6. Teacher: Did we just send out the wrong cookies? Ok, let's quickly replace some wrong ones and give the little animal his favorite cookies.

Teacher: Oh, let's see if it is transmitted correctly. They were all delivered correctly. You are really capable. Let's praise ourselves! )

(3) The game "To Forest Park"

1, Teacher: The little animals got their favorite cookies today. I am so happy. To show our gratitude, we invited our children to play in their forest park. But the small animals say that the forest park is far from here and needs to go by train. What shall we do? Don't worry! You see, they sent us train tickets. These train tickets are really interesting! They all draw different figures and write numbers. Look, what graphics are there on this train ticket? What is the number? How about that? They also told us not to get on the wrong bus. If you get a circled train ticket with the number 1 written on it, you should get on the circular train and sit in the chair with the number 1. if

2. Teacher: Now, please put the children on the train! (Children get on different cars with tickets), the conductor has to check in. Please raise the train ticket! (The teacher checks the child's right and wrong)

3. Teacher: Children! Our train is leaving! (Playing music, children walk out of the classroom)

Activity reflection:

Using games to carry out mathematical activities is in line with the age characteristics of small class children. In the whole activity, children are always immersed in the fun of the game and have high interest. Unconsciously, children further consolidated their understanding of the graphic characteristics of circles, triangles and squares, which truly reflected their subjectivity, practical ability and language expression ability.