The goal of the kindergarten mathematics open class 1 activity.
1. Try to spell out a nine-grid pattern with different combinations of squares.
2. Learn to think from multiple angles, make multiple combinations and seek multiple answers.
3, can record and spell out a variety of combination methods on the record sheet.
Activities to be prepared
1, the teaching wall chart (3) has 1 nine-square pattern, and there are several square puzzles with different colors and combinations, and there are different numbers on the board.
2. Operating materials for children's books. The number of nine-grid patterns and record tables is equal to the number of children.
Activity process
First, observe and compare various puzzles.
1. Teachers show various square puzzles and guide children to observe whether the squares on each puzzle are the same. What are the similarities? What is the difference?
2. The teacher shows the bottom plate of the Jiugong grid.
3. Ask individual children to prove that each square on a picture is the same size as each square on a jigsaw puzzle by overlapping figures.
4. Guide the children to discuss: Can you spell out a nine-square pattern with these square puzzles?
Second, children operate activities and try to spell out the pattern of nine squares.
1, communicate spelling with your partner. Let a child spell out a nine-square pattern with a square puzzle in front of everyone.
2. Teachers guide children to think and discuss.
3. Ask all the children to try different combinations in the group operation activities and get multiple answers.
Third, try to record every spelling in your own way.
1, the teacher shows the record sheet to guide the children to discuss: how to record the nine-square pattern made of those boards.
2. Let the children record every spelling they think of on the record sheet after the operation.
Fourth, exchange and share their own jigsaw methods.
1. Show individual children's puzzles and record sheets for collective verification.
2. Let the children show all their spellings and corresponding record sheets on the table, and guide their peers to appreciate and learn from each other.
Teaching Plan 2 of Open Mathematics Class in Kindergarten Purpose:
1, like to participate in surveying activities, willing to use the knowledge of natural surveying to solve the problems encountered.
2. Choose tools independently, measure the length of objects, get a preliminary understanding of the relationship between measuring tools and measurement results, and learn the correct measurement methods.
3. Stimulate children's spirit of inquiry, and develop children's abilities of observation, comparison and judgment in hands-on activities.
4. Understand the application of numbers in daily life, and preliminarily understand the relationship between numbers and people's lives.
5. Know that sorting according to different characteristics of things will have different results, and initially understand the reversibility of sorting.
Activity preparation:
1, measuring tools and chalk of different lengths
2. Story pictures
3. Recording paper and pen
Activity flow:
(A) the creation of problem situations
Introduce a story and ask a question: How to measure the roof length of a car when Blue Cat and Naughty Boy argue?
Children's discussion.
(B) Children try activities
Children choose their own tools to measure an object.
Guide children to compare and observe the measured results and compare them with their peers. What did you find?
(3) Discussion
1, compare the measurement results.
Guide children to find the relationship between measurement results and tools.
2. Discuss the measurement method.
Find the starting point; Measure along the edge line, and do not deviate from the edge line; End to end.
3. Summary: Different lengths of measuring tools lead to different results.
(d) Independent measurement of children
1, put forward the requirements of measurement: choose tools, find the starting point when measuring, mark with strokes, measure along the border and connect the first place.
2, children's operation.
3. Discussion and summary:
(1) What tool did you use to measure it? What was the result?
(2) Who also uses this tool? Is the result the same?
(3) What else did you measure? What was the result? Does anyone measure like him? What about your results?
(5) Extended activities
1, Discussion: What else can be used as a measuring tool?
2. Which parts of our body can also be used as measuring tools?
3. Children's game: long jump.
Activity reflection:
Because the selected teaching content-natural investigation is a mathematical activity that children are interested in, and it is also a highly operational activity; Moreover, I have prepared enough materials for young children, and I can make it available to everyone. Therefore, the children are very active and enthusiastic in the activities, and everyone is very involved in the exploration activities. Many children who usually don't like hands-on are also active in this activity. Children have been able to master more accurate measurement methods through many free exploration activities; In the measurement, children's ability has also been developed, especially their hands-on ability and exploration ability.
The first link
Appropriate behavior: In the first step, let children make exploratory measurement and discussion according to their own measurement experience, let children speak their own practices and ideas, and play a role in learning from each other. The demonstration of individual children and teachers gives children a preliminary understanding of the correct measurement methods.
Disadvantages:
1, there are many children, but the space is limited. Choosing the height of the chair to measure will block the children's sight and bring inconvenience to their activities.
2. When I demonstrated the correct measurement method, I chose the same measurement object as the children-the chair. Because the space is blocked, the children behind and next to me can't see clearly.
Question:
1, how to choose children's exploration objects and what guidance teachers should give are all very important, but I lack full consideration in this link.
2. Does the teacher have to choose the same measurement object as the child to demonstrate and explain? How to choose to better consider each child's vision?
Countermeasures:
1, children can choose the edge of the chair backrest as the measurement object, which will not only make the children's activity space not too narrow, but also facilitate their exploration.
2. It is worth thinking about: Can you draw a straight line on the blackboard and demonstrate it in a clear way?
The second link
Appropriate behavior: I fully consider the practical operation characteristics of the children in this class, and adopt the methods of "releasing and collecting" and "releasing and collecting again" to teach, so that the children can abide by the rules and study better; The organization of teachers is also relatively easy.
Disadvantages: many small links are designed, and a lot of materials are put in. Children want to try everything, and the operation time is not enough.
Question:
1. Each small link is designed for one goal-continue to learn a variety of natural measurement methods, and find that different measuring objects are suitable for different measuring instruments during the activity. So, can you combine the first small link with the second small link to give children more time to operate?
2. Will it be too difficult? Because it is not easy for children to master the correct measurement method, what's more, after they initially feel the measurement method, they will immediately step into the second goal-trying to let children find out for themselves that different measuring objects are suitable for different measuring instruments. The choice of measuring tools is related to the measuring object. Will the process be too fast?
Countermeasures:
1. Consider dividing this teaching content into three classes, focusing on "learning a variety of natural investigation methods". The second link is to let children learn and consolidate the correct measurement methods through free exploration and operation. Of course, we can consciously guide children to measure objects with round edges in activities and learn different measurement methods.
2. Put the goal of "trying to let children find different measuring objects suitable for different measuring instruments, and the choice of measuring tools is related to the measuring objects" in the second class. In this way, children will not study so hard, the operation time will be easier, and they can break through difficulties more effectively.
Overall feeling: When designing an activity link, we should not only design the link according to the characteristics of children's activities, but also fully consider the purpose and feasibility of each link and the handling of every small detail. Their professional level is also very important, and the setting of questions, random observation and the grasp of guiding words all need further training.