"1 Heduo" Kindergarten Small Class Mathematics Teaching Plan 1 Activity Goal:
1, continue to perceive one object and many objects, and know which is one and which is many.
2. Let the children feel for themselves-many can be divided into 1, 1, 1, and together they become many.
3. Children experience the fun of math activities in a relaxed and pleasant atmosphere.
4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
5, stimulate children's interest in learning, experience the happiness of mathematics activities, and feel the fun of collective activities.
Small class math teaching plan "1 and more"
Activity preparation:
Decorate the bear house, a rabbit headdress, 1 chicken, puppy, monkey, duckling, radish, biscuit, apple substitute.
Activity flow:
1, show the rabbit headdress and introduce the activity: (Look who this is? Today I'm mother rabbit, and you are baby rabbits. Baby, call mom. )
2. Children perceive one object and many objects and know which is one and which is many.
(1) Guide children to observe which guests come to bear's house and perceive an object. "Baby, I have good news for you. Today, Bear invited us to his house to see who Bear invited? " (Chicken, dog, monkey, duckling) How many chickens (dog, monkey, duckling) are there?
(2) How many guests did Bear invite? The little animal also gave the little bear a present. What is that? How many cookies are there? Perceive many objects.
3. Let the children feel for themselves-many can be divided into 1, 1, 1, 1, which add up to a lot (the baby and mother forgot to bring gifts to the bear, so what should they give? Oh, I remember, our radish has grown up. Let's go to the field and pull out some radishes for the bear. )
(1) Guide the children to observe how many radishes are in the field.
(2) Please pull out a radish for each child. Guide the children to see if there are any radishes in the field, so that they can feel that many can be divided into one. Baby, where are many radishes in the field? They were unplugged by the baby. The baby has several radishes and one in his hand. Summarize; Many radishes can be divided into one. )
(3) Guide the children to put the radishes in the basket and feel more and more. My baby is great. She can help her mother pull out carrots. My baby has pulled out several radishes and one. Now put your radish in the basket. Does the baby have radish in his hand? How many radishes are there in the basket? Summary: One radish adds up to many radishes. )
(4) rhythm: wash your hands (oh, my little hands are dirty, wash them clean. )
4. Give a gift to the bear, and the bear lets the baby eat it. Feel 1 and a lot again. Baby, give a lot of radish bears. Go for a walk. Bear's home is here. This is our gift to you. The bear said, "Thank you. I invite you to eat, too. " The bear invited us to eat apples. Thank you, bear. Look at some apples here. A lot. Now mother gives her baby a lot of apples. Where are many apples? How many apples does the baby have? Summary: Many apples are divided one by one. 5. Goodbye Bear, and end the activity with the baby coming home.
Teaching reflection:
Teachers should first thoroughly understand the teaching materials before class, design teaching methods according to children's age characteristics, and be good at serious reflection after class, find out the shortcomings, improve them and improve the teaching level. In the teaching of "understanding 1" and "many" in small class mathematics, according to the characteristics of small class children's lack of life experience and being easily distracted when participating in activities, I adopt the situational teaching method of letting children directly participate in teaching activities, so that children can always participate in games as roles in interesting, intuitive and vivid situations. It not only conforms to the active characteristics of small class children, but also attracts children's attention, so that children can experience and perceive "1" and "duo" in interesting games, thus arousing children's curiosity and interest in logarithm, thus achieving the teaching purpose.
Reflective textbooks "1" and "Many" are the beginning of children's counting activities, which are more suitable for children around 3 years old. According to their physical and mental characteristics of young age, fun, good games and short attention time, I designed cognitive activities "1" and "many". Learning only "1" and "a lot" is abstract and boring for younger children. But with game activities, children will be allowed to play in middle school and at school. It can not only meet the needs of children's games and activities, but also achieve the goal of mathematics education well. According to this guiding ideology, I chose a textbook for small class children to learn the difference between "1" and "many", and carried out this activity by means of game teaching method and scene setting. Always carry out activities around the goal in the activities to help children understand the relationship between "L" and "Many".
"1 heduo" kindergarten small class mathematics teaching plan 21: design concept;
Small class children's intuitive action thinking is dominant, and their abstract logical thinking ability is poor, so it is difficult to perceive the internal logical relationship between "1" and "many". Therefore, when designing activities, I used storytelling to help children perceive the quantitative relationship between "1" and "many", and consolidated it with body movements such as clapping hands, stamping feet and imitating the cries of small animals. With games such as "circle to find friends" and "divide candy" as carriers, help children experience the "internal logical relationship" between "1" and "many" to reflect the educational concept of "learning by doing".
Two. Activity objectives:
1. knowledge and ability: use multiple senses to guide children to know "1" and "many", and the experience of "many" can be divided into 1, 1, 1, and together they are "many".
2. Emotion and attitude: cultivate children's interest in actively participating in mathematics activities and good habits of attending classes.
3. Personality and values: Under the guidance of the teacher, you can correctly evaluate the activities of yourself and your peers.
III. Important and difficult activities:
Understand the relationship between "1" and "Duo", that is, "Duo" can be divided into 1, 1 …, 1 … together, it is Duo.
Four: activity preparation:
Wall chart 1 (forest background), activity card (one lion with many wolves); Theme Figure 2 (Mushroom, a big mushroom, many small mushrooms); There is a person in the plastic circle, each with a piece of candy.
Verb (abbreviation of verb) activity flow:
(A): the introduction of the story, the initial perception, the establishment of the representation.
1: The teacher told a story: "In a beautiful forest, there lived a proud lion. He goes out to show off every day, and no one dares to provoke him. One day, the big lion went out to practice martial arts. When he saw a group of wolves practicing martial arts there, he ran to the wolves and shouted, "You little things are very brave. How dare you come to me? This is just death. Let's have a competition if we can. "In this way, they started a contest. 1 A wolf came up and was killed by a lion, 1 A wolf was killed by a lion, 1 A wolf was killed by a lion. Children, look who's standing up now. (Lion), how much (1), then who fell? (Wolf) How many? Guide children to say "a lot" The teacher continued to tell the story: "At this moment, the big brother of the wolf told his brothers that we just 1 went up, and now we can definitely beat the lion together, so 1 the wolf got up, 1 the wolf got up, 1 the lion got up. (1 lion), how many wolves have come forward? (Many) wolves.
2. In the story just now, children know "1" and "many". Now let's express "1" and "many" with actions. Holding up 1 index finger means "1" and opening your arms means "a lot".
3. Listen to the command and do the action: the teacher says "1", the child pats 1 to start, the teacher says "a lot" and the child pats a lot of hands.
(2) Observe and compare, and perceive the quantitative relationship between "1" and "many".
1: Show me the mushroom theme map. Please look at how many mushrooms are on the map. (a lot). How many big mushrooms are there? ( 1); How many red mushrooms (many) and how many yellow mushrooms are there? ( 1).
2. Let the children find out what "1" is in the classroom. What is "a lot"?
Third, organize games, interact with teachers and children, and perceive the internal logical relationship between "1" and "many".
1: Find friends in the circle.
The teacher showed the plastic ring and put it on the ground: "Look at the teacher, little friend. How many rings are there? (multiple laps). Now please take a circle and say loudly,' I took a circle'. The children got the circle and sat down. The teacher asked,' Where are my many circles?' Inspire children to say that many circles have been taken away by children, and many have been divided 1 1. Please put the circle on the ground, jump "1" inside the circle and "a lot" outside the circle.
"1 Heduo" Kindergarten Small Class Mathematics Teaching Plan 3 Activity Purpose:
1, guide children to try to understand "1" and "many" with multiple senses.
2. Understand the relationship between "1" and "many" and "1" and "many".
3. Cultivate children's ability of observation, analysis and oral expression.
4, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.
5, stimulate children's interest in learning, experience the happiness of mathematics activities, and feel the fun of collective activities.
"Understanding 1 Harmony" in Small Class Mathematics Teaching Plan in Kindergarten
Activity preparation:
Create a game palace scene (parking lot, red lanterns, providing "1" and "many" objects). Every rabbit has a chest ornament and plays drums.
Activity flow:
First of all, the dialogue aroused children's interest.
Teacher: "It's a beautiful day today. Mother rabbit takes her baby rabbit to the game palace to have a look. Let's start by car! "
Second, understanding "1" and "Duo"
1, issue the ticket
"Game palace here, but can't literally go in. You have to have a ticket to get in. " The teacher asked, "Do you have a ticket?" (No) "Does Mom have a ticket?" (Yes) "How many?" ("Many" is repeated three times)
Requirements: Now that the mother has given the tickets to the baby, how many tickets do you have? After the ticket was issued, he asked, "Does Mom have a ticket? How many? What about the remaining tickets?
Summary: multiple votes can be divided into one vote, that is, multiple votes can be divided into one vote.
Step 2 enter the game palace
Requirements: It is not crowded to enter the game palace. Please give the tickets to the teacher in the Game Palace before entering (until all the children are there). The teacher asked, "Honey, where are your tickets?" How many are there? (many)
Summary: when a ticket is put together, it becomes many tickets, that is, there are many tickets one by one.
(1) Observation parking lot
The teacher asked, "What's in the parking lot? (One big car, many cars)
(2) Observe lanterns
Look, what's hanging on the game palace? Are they the same age How many big ones are there? How many small ones are there?
Third, the difference between "1" and "Duo"
Let the children find out what there is only one thing and what there are many things in the game palace.
Fourth, the game: mother rabbit and little rabbit
Teacher: Mom wants to see which rabbit is the most capable. How many times does Mom jump? Listen to mom's drum again.
Now my mother wants to see if the little white rabbit has heard clearly and done it right. My mother plays the drum and the baby will pick it. Mom knocks many times and the baby jumps many times. (The child practices repeatedly) Then the mother says, "Look, how many radishes are there in the vegetable field? (More) Now please pull out a radish for each baby "(emphasize one by one). Q: "How many radishes do you have?" (1) Teacher: "Please put the radish in the basket." (When all the radishes are put in the basket) Q: "How many radishes are there in the basket?" (many)
Summary: Many radishes can be divided into one radish, and a radish together becomes many radishes.
Verb (short for verb) activity is over.
Teacher: Today, we played games in the Game Palace and learned skills. We know that one becomes many, and many can be divided into one. These babies are very capable. Now let's drive home with radishes.
Teaching reflection
In this lesson, I can complete the teaching task according to the teaching goal. The teacher sends headdresses to each child to let them know the meaning of 1. The mother monkey takes her little monkey to pick peaches and put them back in the big basket to let the children know how much is what. Many can be divided into 1, 1, 1. I ask them to describe 1 and many things in life, so that children's language ability can be improved through repeated practice.
"1 Heduo" Kindergarten Small Class Math Teaching Plan 4 Activity Name
Distinguish between "1" and "many"
moving target
1. In the activity, "1" and "many" are distinguished through various senses such as vision, hearing, movement and touch.
2. Cultivate children's ability to distinguish.
Activities to be prepared
There are several rabbit headdresses and 1 magic pockets (which can hold 1 table tennis and many building blocks).
Activity process
1. The teacher inspires children's interest in activities.
Reference game: the teacher takes the children to the amusement park. At the gate of the amusement park, the teacher handed out tickets to the children, asking them to take a closer look at what was printed on the tickets in their hands (some printed a bee, some printed many bees)? Count, how many? The teacher also asked the babies of bees to enter through the red arch, and many babies of bees entered through the blue arch. (The teacher pays attention to check when signing in)
2. Organize games after entering the amusement park.
(1) Look at the fish in the pond. Reference question: What kind of fish is "1" and what kind of fish is "many" (there are 1 red fish and many snakeheads); Observe what is around "1" and what is "a lot"?
(2) watch the animal circus. Reference question: What animals are called "1" and what animals are called "many" sounds; Mother rabbit invited the children to play games together. The mother rabbit jumps 1 and the child jumps 1. The mother rabbit jumps many times, and the child jumps many times (or jumps many times before jumping 1). By listening and moving, let children further perceive "1" and "many".
(3) We can also organize some activities (such as fishing) to let children feel the relationship between "1" and "many".
3. Distinguish between "1" and "many"
Teachers guide children to touch the magic pocket, which objects are "1" and which objects are "many".
Activity expansion
The teacher guides the children to see in the activity room which objects are "1" and which objects are "many"; When walking in the kindergarten, find out which objects are "1" and which objects are "many".