Kindergarten large class math teaching plan "secondary classification" 1 1, teaching material analysis
People are dynamic individuals, and learning is the process of learners' active construction. The development of society also strongly needs to develop children's initiative and creativity. Mathematics is an abstract logic subject. When I choose the mathematical activity of "two-level classification", I consider that teachers are used to only paying attention to children's understanding of things from concrete to abstract, and only emphasizing intuition. In activities, teachers often use teaching AIDS to demonstrate and explain basic mathematical concepts. In fact, the formation of children's mathematical concepts can not be solved by listening to the teacher and watching the teacher demonstrate, but must be solved through the process of children's own active activities. The second classification of graphics hopes to provide children with sufficient operating materials, and then guide them step by step, so that children can truly discover and summarize the characteristics of the second classification of graphics in the process of operation.
Second, the analysis of children's situation
The cognitive, operational and logical thinking abilities of children in large classes have been continuously improved; At the same time, they are not only satisfied with what the teacher said and taught, but also hope to prove it through their own abilities. Therefore, they are more interested in operation. At present, children in our class can basically classify graphics and things independently, but they can't classify things graphics twice. Moreover, because children are not mature in all aspects of development, they may understand something, but they can't transform it from concrete to their own internal abstract concepts. Therefore, through activities, I hope they can turn their understanding of the external characteristics of things into internal and regular thinking.
Second, the goal determination
The new syllabus points out that the value orientation of science education is no longer concerned with the transmission of static knowledge, but with children's emotional attitude and children's ability to explore and solve problems. Children are active participants rather than passive recipients of educational activities, and the content of activities must meet children's interests, needs and acceptance, so as to guide children to develop to the nearest target development area. In contact, I found that the children in the big class like to explore, like to try, and are very interested in moving and doing, so I inspired them to communicate and discuss after the operation, accumulate experience, and guide them to discover the regular characteristics of "secondary classification of graphics". Therefore, according to the objectives of the mathematics field in the syllabus and the actual situation of the children in this class, I will carry out targeted activities as follows:
1, through activities, let children feel the relationship between things from life and games, and experience the fun of discovery.
2. Cultivate children's logical thinking ability to discover, observe, compare and summarize the characteristics of things through their operation and exploration;
3. Guide children to say the characteristics of two-level graphics, experience the inclusion relationship, and learn the two-level classification.
These three goals include the cultivation of mathematical ability, the acquisition of active exploration experience and the improvement of the ability to summarize things, and the comprehensiveness and hierarchy of the experience goal. I put the focus of this activity on "cultivating children's ability to discover things, observe things, compare things and summarize things", so I threw out this question at the beginning, "How to separate so many mixed graphics? What method do you think can be used? " From the gradual deepening of the first and second links to the final classification according to the two external characteristics of the object, the focus will be slowly digested and absorbed; Then, how to internalize the experience into your own knowledge and experience; Then, the difficulty is "how to make children understand the inclusion relationship". I decided to break through the following points:
1, children should find ways to classify themselves first; Specific operation;
2. Teachers demonstrate and guide to help children understand the basic features of secondary classification: after classifying according to one feature, classify the two types of graphics again according to another feature.
Here, I will demonstrate with building blocks. First, I will mix two different triangular, cylindrical and rectangular building blocks, red and yellow, and then I will ask the children to help me divide them into two groups (then, there are only two colors, but there are three figures, so the children will divide them into two groups by color first). Then, I will let the children divide into groups (naturally, the children will use graphics to classify).
3. Children undergo reoperation.
4, experience transfer: for example, let children do secondary classification.
"Please classify children twice" (generally, children are divided into men and women first, and then classified on the second floor according to height, clothes, hair, etc. )
Fourth, activity preparation
1, red, yellow and blue square, circle and triangle;
2, all kinds of building blocks
Teaching methods of verbs (abbreviation of verb)
In order to achieve the purpose of this activity, I adopted the following methods: trying operation, language discussion and game.
1, try operation method: In mathematics teaching, it must be emphasized that children should operate materials by themselves, explore and learn in actual operation, and gain perceptual experience about mathematical concepts. Only in the process of "doing" and interacting with materials can children experience a certain mathematical concept attribute or law and gain direct experience. In this activity, I gave the children a lot of operating materials: all kinds of red, yellow and blue squares, circles and triangles, so that the children could try to find a classification method and sum up their experience after playing by themselves.
2. Language discussion: In mathematics education, discussion is a commonly used method, but the opportunity of discussion at different operating times has different effects on children's specific operations and thinking activities. Therefore, at the beginning of the activity, I will first guide the children to discuss the classification method, and then let them discuss "what method do you use" after the operation. In this way, through constant communication and discussion, with the help of teachers, children will form the concept of secondary classification in their own minds.
3. Game method: Through the game of "See who can lift fast", let children further achieve the purpose of playing middle school through competitive games, develop children's thinking in the game, and turn passive into active, which not only consolidates and deepens knowledge, but also improves the ability of analysis, comparison and generalization. At the same time, in the process of children's learning, teachers should face the whole and pay attention to individual differences, so that each child can improve to varying degrees. According to the difference of children's ability, I guide the children with strong ability to observe first, and then try to find the best classification method. After trying one by one, children with weak guiding ability get the characteristics of secondary classification.
Sixth, the teaching process.
According to the age characteristics of the children in this class and the target requirements of this activity, I designed the following links:
1, stimulate children's enthusiasm for activities through games;
2. Enlighten and induce, master knowledge and develop ability in free operation: first guide children to observe the different points (colors, shapes and sizes) of graphics, and then encourage children to operate freely, gradually deepen in free exploration and find classification methods;
3. Explain the experience and exchange different methods: pay attention to the exchange and sharing of experiences between children, encourage children to share their findings according to their own operation results, and experience the joy of discovery. Then every operation link has a summary from teachers and children, focusing on the consolidation and induction of experience.
4. Children undergo reoperation;
5, game activities, expand ideas and deepen the impression.
The design intention of "Two-level Classification" 2. Mathematics teaching plan for kindergarten large classes;
Classification is to divide objects into groups with the same attributes, that is, to put some objects together according to one attribute or several attributes. The so-called "attribute" here refers to the shape, color, size, thickness, length, height, thickness and quantity of an object. The result of classification is actually a concrete form of "set", which helps children to understand and obtain the original concept of set. The classification of objects occupies a considerable proportion in kindergarten computing teaching. Classification ability is the basis of children's cognition and learning counting. According to the characteristics of large-class children's love of exploration, strong curiosity and thirst for knowledge, combined with children's understanding and interest in graphic features, I designed this activity to help children understand hierarchical classification and experience relationships. In the provision of materials, we pay attention to diversity, strive to stimulate children's interest in exploration, and divide the difficulty into levels to meet the needs of children with different abilities. In the design of the process, children's learning initiative and enthusiasm are stimulated mainly through experience recall, direct exploration and experience.
Activity objectives:
1, learn to classify things twice according to two different characteristics, and experience class contains relationships.
2, preliminary training observation, comparison and reaction ability.
3. Cultivate children's comparative judgment.
4. Let children understand simple mathematical principles.
Activity preparation:
Teaching AIDS: courseware; Several triangular and circular pictures of different colors and sizes; Learning tools: hat, gloves, vest pictures, one set for each person.
Activity flow:
First, import: show the graphic kingdom and stimulate children's interest;
Second, learn the secondary classification.
1. Observe the demonstration. Show pictures and let children observe their characteristics. Think about how to divide these pictures into two groups. How many different ways are there? The children have a discussion.
2. After the children discuss and answer, the teacher chooses a dividing method to demonstrate, such as dividing the graph into two parts with different sizes. On this basis, inspire children to think about how to divide each part into two parts. The teacher demonstrated division.
3. Teacher's summary: Graphics can be divided into shapes first and then into sizes; Can also be divided according to the size first, and then according to the shape;
4. Learn to classify pictures twice.
Distribute operation materials, let children observe the appearance characteristics of the pictures, and then classify them twice according to the characteristics.
Third, experience transfer. The game "See who stands fast" further consolidates children's analytical and inductive abilities.
Fourth, activity summary, teachers analyze and solve the problems in children's classification activities to help children gain classification experience.
Extension:
Provide secondary classification boards and various material papers for children to continue to learn hierarchical classification (on the basis of hierarchical classification of various graphics, children can be guided to expand to hierarchical classification of animals and plants)
Activity reflection:
When designing the course "Secondary Classification", I fully grasped: "Everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics." This teaching philosophy takes the lifelong development of students as the main goal of this course. To this end, my design aims at the characteristics of preschool students' curiosity, strong thirst for knowledge, activity and good expression, forms mathematical problems on the basis of students' existing life experience, and grasps the classification standards in practice, so that the original perceptual knowledge can be upgraded to rational knowledge. Accompanied by this process of seeking knowledge, students can learn to learn from Bona when they think independently, and learn to cooperate while publicizing their individuality. Lay the foundation for students' lifelong development.
First, telling stories arouses students' curiosity and perception of mathematical problems.
For many years, there has been such a phenomenon in our classroom teaching: when junior teachers ask questions, their hands are scrambling to raise them, but there are few in senior classes; The answers of junior students are varied and full of personality; Senior students' answers are standardized and standard, but monotonous; As many students grow older, the color of innovation is fading. All this stems from our neglect of students' curiosity in teaching.
In this class, I first use storytelling to stimulate students' interest in learning, so that students can have a sense of intimacy and take the initiative to participate in math activities. Then let the students find their seats according to the signs, let them experience classification according to the prescribed standards for the first time, initially perceive the meaning of classification, experience success from it, and enhance their interest in learning mathematics.
Second, create practical space and encourage students to explore independently.
Students often come into contact with the content of "classification" in their lives, but there are many unconscious components. If the teacher simply gives this term and constantly puts forward the classification standard in each classification, the classification process may be more concise and the classification result may be more accurate. As a container, students can also successfully hold this knowledge, but the process and spirit of students' exploration of knowledge are ignored.
In this class, I am only the organizer of the whole teaching process, and more is to provide students with a lot of perceptual materials, guide students to explore the classification standards independently through their own hands-on practice, and encourage students to try boldly. It is in this space that students can feel the diversity of classification results under different standards and feel the different meanings and functions of similar objects under different standards. In teaching, I fully grasp the characteristics of students' initiative, and realize the formation and application of knowledge in the process of continuous speaking and speaking, so that students can truly become the masters of learning.
Third, give children the opportunity to "behave well" and cultivate their awareness of cooperation and communication.
As individual preschool students, they like to express themselves, which is the strongest compared with other grade students. In this class, I didn't give blunt explanations and thorough demonstrations, but regarded the space in the group as a stage for students to express themselves. In the process of presentation and demonstration, students revealed their true thoughts, divergent thinking and language were trained, and perceptual knowledge rose to rational knowledge in repeated cooperative exchanges and self-expression, which made students feel the joy of success and promoted the development of students' thinking and the formation of cooperative consciousness.
Fourth, pay attention to publicize the child's personality.
Mathematics learning is the same as other learning. It is a kind of personalized behavior, because everyone has different life experiences and different levels of understanding, even if they face the same problem, they will have different views, and the purpose of education is not to unify thoughts and requirements, but to get different views from different people. Faced with the same thing, different students have different methods of sorting out. In teaching, I didn't frame students' thinking, but actively promoted the opening of students' thinking, encouraged students to classify according to their own needs and habits, and realized the diversity of classification. It is beneficial to stimulate students' thinking, give them enough thinking space and let them divide the world with immature eyes. Strive to develop students' potential and show their personality. While imparting knowledge, I also pay attention to the cultivation of good habits.
Disadvantages: the schedule is loose and the back is tight, so I haven't finished an exercise. In the future, I will preset every link of teaching to make the classroom more perfect.
Encyclopedia: classification refers to classification according to category, grade or nature. The Preface to Shu Shun Dian attached to Shu Dian says: "When the emperor goes down to the earth, he can buy a residence and make works in different categories."
Kindergarten large class math teaching plan second classification 3 activity goal:
1, through activities, let children feel the relationship between things from life and games, and experience the fun of discovery.
2. Cultivate children's logical thinking ability to discover, observe, compare and summarize the characteristics of things through their operation and exploration;
3. Guide children to say the characteristics of two-level graphics, experience the inclusion relationship, and learn the two-level classification.
Activity preparation:
Red, yellow and blue squares, circles and triangles.
Activity flow:
1. Learn to classify objects according to their two external characteristics.
(1) Game: "See who can lift fast"
Teacher: Please hold up the X-shaped XX; Or please hold up the big (small) X-shape.
After hearing the signal, the child should quickly lift the figure according to these two characteristics to see who can lift it quickly.
2. Learn to classify graphics twice.
(1) Show some red and blue circles, squares and triangles. Ask the children to come up and divide the geometric figures into two categories according to their colors, and then ask two children to come up and divide the red and blue figures into three categories according to their shapes (i.e. red circles, squares, triangles and blue circles, squares and triangles), and initially learn how to divide the figures into two categories.
(2) Distribute operation materials to children for operation.
Everyone has a set of squares, circles and triangles of different sizes. First, separate the large and small graphics, and then divide the large graphics into three categories according to circle, square and triangle. Then the small graphics are divided into three categories according to square, circle and triangle, which require orderly operation.
(3) The teacher concluded that children should operate again and make secondary classification.
3. Experience transfer:
For example, ask children to make a second classification. "Please classify the children twice."
4. Activity summary: Teachers analyze and solve the problems in children's classification activities to help children gain classification experience.
Teaching reflection:
In this teaching activity, the children's understanding of the two categories gave me unexpected surprises, and also left me with questions worthy of further consideration: how to deal with "motion" and "static" in teaching activities flexibly and organically in games; How to make children's thinking more open and active, stimulate children's internal activity mechanism and produce positive experiences? I keep trying and changing all kinds of activities to make children like math class more through relaxing and happy activities.
Kindergarten large class math teaching plan second classification 4 activity goal:
1, children use the hierarchical classification board to classify triangles, circles, squares, diamonds and other figures.
2. Observe the classification board to see if it marks an attempt to classify the graph twice.
3. Fully experience the fun of classification in the "obstacle-breaking game".
4. Stimulate children's interest in learning graphics.
5. Let children learn simple math problems.
Activity flow:
First of all, show the graphic baby and introduce the theme. "In addition to the visiting teacher today, who else has been to our class? What is a graphic baby? What is the graphic baby doing? "
Second, the graphics in the game are classified twice.
1, start to break through: Please see the road map designed by Donald Duck. How should this road map go? The child tried to operate.
2, children's operation, the first time to see the mark to classify the graphics, ask the children to say the result of the operation.
3. Continue to break through:
(1) group discussion road map;
(2) Ask individual children to introduce the operation method;
(3) Children's operation and teachers' patrol;
(4) The children's operation results are displayed on the blackboard and verified together.
Third, it worked. Please talk about your feelings in this game.
The second classification of mathematics teaching plans for large classes in kindergartens 5 I. Design intention
The cognitive ability, computing ability and logical thinking ability of large class children are constantly improving. At the same time, they are not only satisfied with what the teacher said and taught, but also hope to prove it through their own abilities. Therefore, they are more interested in operation. At present, children in our class can basically classify graphics and things separately, but it is a bit difficult to divide things into graphics twice.
Mathematics is an abstract logic subject. When I choose the mathematical activity of "two-level classification", I consider that teachers are used to only paying attention to children's understanding of things from concrete to abstract, and only emphasizing intuition. In activities, teachers often use teaching AIDS to demonstrate and explain basic mathematical concepts. In fact, the formation of children's mathematical concepts can not be solved by listening to the teacher and watching the teacher demonstrate, but must be solved through the process of children's own active activities.
"Two-level classification of graphics" mainly allows children and teachers to make a classification together through the characteristics of graphics, and then make a second-level classification. After the children have mastered the method of secondary classification, we will directly carry out secondary classification. I hope to provide children with sufficient operating materials, and then guide them step by step, so that children can truly discover and summarize the characteristics of "secondary classification of graphics" in the process of operation.
Second, the teaching objectives:
1. Learn to make secondary classification according to two different characteristics of graphics.
2. Boldly express the different characteristics of the two levels of graphics in language, and cultivate children's analytical and inductive ability and operational interest.
3. Be able to operate as required and form good operating habits.
Activity focus: Learn to classify graphics twice according to two different characteristics.
Activity difficulty: boldly express the different characteristics of the two levels of graphics in language, and cultivate children's analytical and inductive ability and operational interest.
Third, teaching preparation:
Two copies of children's operation materials, magnetic board (with houses and rooms painted on it), graphics and marks with two characteristics.
Fourth, teaching methods.
The whole activity adopts three ways: game, language discussion and trial operation.
1, game method: Learn while playing through the game of "separation of pictures and texts". Develop children's thinking in the game and turn passive into active. Even if knowledge is consolidated and deepened, children's ability of analysis, comparison and generalization is also improved.
2. Language discussion: In mathematics education, discussion is a commonly used method, but the opportunity of discussion at different operating times has different effects on children's specific operations and thinking activities. First guide the children to discuss how to classify, and then let them discuss after the operation. In this way, through constant communication and discussion, with the help of teachers, children have formed the concept of secondary classification in their own minds.
3. Try to operate: In mathematics teaching, it must be emphasized that children should operate materials by themselves. Explore and learn in practical operation, and gain perceptual experience about mathematical concepts. Only in the process of "doing" and interacting with materials can children experience the attributes or laws of a certain mathematical concept and gain direct experience. In the final operation activity, give children a lot of operation materials, learn from each other through discussion, and sum up the experience of the second classification again.
Verb (abbreviation of verb) teaching process;
(a), activity import:
Teacher: Today, some new friends came to the Graphic Room. Take a look. Who are the new friends?
Health: round baby, triangle baby.
Comments: The big family of "Graphic House" was designed, which made the graphic baby bring anthropomorphic colors smoothly and attracted children.
(2), children's operation, review and consolidate the classification.
1, please separate the graphic dolls according to different colors or shapes.
Teacher: Huh? Baby Round and Baby Triangle shared a room, which was too crowded, so they had a quarrel. Can we ask our children to help them separate? First, please look at the child carefully. What's their difference?
Health: Different shapes, different colors.
Teacher: So, when we separate graphic babies, what characteristics can we classify them according to?
Young: according to shape, according to color.
2, children's operation, a classification, teacher tour guidance.
Teacher: Would you please separate the graphic treasures in the way you like?
3. Explain and demonstrate.
Teacher: What characteristics do you use to classify graphic babies? Does anyone share it like this? Demonstrate on the big blackboard and paste the corresponding marks.
Teacher: Who is different? Come up and explain what characteristics you divide graphic babies into. In order to let the children see more clearly, the teacher also demonstrated it in another "graphic house" and marked it accordingly.
4. Summary: Now, please have a look. Is the picture and text baby the same in every room now? What do they have in common? Different places?
Comments: This process is to help children consolidate the classification of graphics. Teachers follow up with language while recording, laying the foundation for children's next group activities, and let children initially perceive classification through their own active exploration. In the first link, the children's enthusiasm is very high, and they all perceive the classification through the characteristics of graphics in their active participation.
(3) learn the secondary classification.
1, find out the different characteristics of these graphs.
Teacher: "Just now, the children all helped the baby find a room, but I still heard a quarrel." It turns out that they still think the room is too crowded and want our children to separate them. Will you? " "Look at the graphic baby in the red room. Their colors are all red, but what's the difference?
Young: Different shapes.
Teacher: Then how do we divide it? Yes, now we can help them separate according to their other characteristics-shape.
2. Young answers, the teacher will demonstrate the operation according to the young answers.
3. Who will divide the graphic baby in the green room? Young stage operation.
Now, please separate your families by operating the graphic baby on the paper. Remember what the characteristics of your classification are when you operate.
5, children for the second classification operation, the teacher tour guidance.
Comments: Make the operation requirements clear, let the children carry out the second classification on the basis of the first classification, and guide the children to further explore the second classification of graphics and better group operation.
6. explanation: let the children talk about how to divide the graphics.
(1) Teacher: Who wants to tell us, in this step, what characteristics do you divide the graphic babies according to? What did you find after finishing?
(2) Please introduce another kind of children.
(3) Observe, what are the characteristics of the graphic babies in the last four small rooms? (They are exactly the same)
7. Summary:
Today, how many times have we separated the graphic baby? (2 times) As we do today, the method of classification according to two different characteristics of graphic babies is called graphic secondary classification. In fact, the middle part of the homework paper we just made is our transition link. We can fold the paper and hide the middle room, and this picture appears (the teacher shows it while talking), which is what it looks like when we divide our graphic baby into four small rooms according to two different characteristics.
(4) Children should operate again and consolidate the method of secondary classification.
(1) Teacher: Now, there are still many graphic babies who want to invite our children to separate. Would you like to? Be sure to carefully observe the characteristics of these graphics, what color, shape and size they are, and then classify them.
(2) Children operate again and directly classify the graphic baby for the second time.
(3) Introduction, which two characteristics do you classify the graphic baby?
Comments: It is still difficult for children to add the features of new graphics, to directly classify graphics twice, and to guide children to see the features of graphics carefully with the help of markers.
(5) The activity is over.
Teacher: "Today, the children are really capable. They broke up with so many graphic babies. Now they all live comfortably in their rooms and never quarrel again." They are very grateful to us and want to invite us to visit the graphic kingdom. Would you like to? Then let's go!
(6) Activity extension: give more graphic babies a second classification.
Sixth, reflection activities:
In mathematics teaching, it must be emphasized that children should operate materials by themselves, explore and learn in practical operation, and gain perceptual experience about mathematical concepts. Only in the process of "doing" and interacting with materials can children experience a certain mathematical concept attribute or law and gain direct experience. In this activity, I gave children a lot of operating materials: all kinds of red, yellow and blue squares, circles and triangles, so that children could try to find a classification method after playing by themselves and sum up their experience, so as to maximize their brains and make their own efforts to operate and explore.
I use a story of "separating the graphic baby" throughout, and the child is easy to understand and willing to invest in it. In addition, I provide children with sufficient operation materials and step-by-step guidance, so that children can truly discover and summarize the characteristics of "graphic secondary classification" in the operation process and let them complete the task with passion.