The second classification graphics teaching plan 1 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 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.
Reflection:
Interest can encourage children to have a positive emotional experience in mathematics learning and guide children to think positively. In practice, my experience is: starting from children's learning characteristics and cognitive rules, let children learn mathematics happily in lively and interesting game situations.
In the teaching of "two-level classification of figures" in mathematics, I have prepared sufficient operating materials according to the characteristics of teaching content and the actual situation of children, so that children can deepen their understanding of the two-level classification in various forms of teaching activities. Children in large classes learn to classify objects according to more than two features or characteristics, classify them according to the affirmation or negation of a certain feature, and learn hierarchical classification and multi-angle classification. I chose one of them and classified it according to the affirmation or negation of a certain feature, focusing on it.
The closer the learning content is to the children's life background, the higher the children's conscious acceptance of knowledge. Starting with the colors and shapes that children are familiar with, it is easy for children to feel that mathematics is around. The whole activity always pays attention to drawing materials from life, and whether it is modeling classification, color classification or open practice, it has given interesting life situations. Let children fully feel that mathematics knowledge comes from life.
Provide rich operational materials, and provide each child with a variety of senses and ways to explore conditions. Only through hands-on operation and fiddling can children gradually experience the abstract concept of classification. In this classified teaching, I arranged the operation procedure like this: at the beginning of the activity, let the children review and observe the colors and shapes of the contrast graphics, find problems in the hands-on operation, and ensure that they have enough operation time. At this time, in the process of patrol, inspire them to find the correct answer, then guide the children to discuss the calculation results, and finally help them sort out their experience. Operational activities that form concepts and game plots can turn "practical" fiddling materials into interesting hands and brains. Children don't feel bored after repeated operations, which stimulates their interest and initiative in learning.
It takes a process for children to acquire certain scientific knowledge by operating and fiddling with school tools. In the process of operation, I pay more attention to giving children enough operation time, so that children can actively explore and try through their hands and brains, and finally achieve the goal of correctly mastering knowledge. Let each child find problems through his own operation and exploration. At the same time, I also pay attention to the existence of individual differences Some children have strong ability and quick action, while others have poor ability and slow action. I wait patiently for those children who are slow to complete their operation activities. In teaching, I didn't use the teacher's demonstration method instead of the child's operation method because of time, ignoring the necessity and importance of the child's active learning. In this classification activity, I provided nine geometric figures for children to learn two-level classification. This activity is difficult. When children are operating, some are strong in ability and fast in action, while others are poor in ability and slow in action. In the teaching tour, I focus on children with poor ability and slow movements, leaving them enough time to use their brains and actively explore operational activities.
In operational activities, discussion and cooperation between peers can open up children's thinking, promote children's cooperation and mutual learning, and improve children's level of inquiry activities. During the operation, children have different views on the results of the operation. I don't simply affirm or deny them, but let them exchange discussions and share opportunities until they reach an agreement. Through these activities, children will have a deeper impression of what they have learned, and at the same time, children will learn from each other, evaluate each other and discuss the correct answers.
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.
Teaching Plan 2 of "Two-level Classification of Graphics" Activity Objective:
1. Children learn the secondary classification of graphics (after classification according to one feature, two types of graphics are classified again according to another feature) and experience the relationship of similar inclusion.
2. Inspire children to tell the characteristics of two levels of graphics.
3. Stimulate children's interest in learning graphics.
4. Cultivate children's comparative judgment ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Activity preparation:
Teaching AIDS: two-level classification board, feature marks, and several graphic films.
Learning tools: two-level sorting boards, graphic films, children's operation materials, pens, apple maps, dot maps, etc.
Activity flow:
1. Learn the secondary classification
(1) shows the upper part of the secondary sorting board and says, "We will divide the graphs according to the marks. Let's see what this sign is. " Who will divide it according to the mark?
Brief comment on the first classification of children's surgery.
(2) Show the lower part of the secondary sorting board and say, "What do you mean by the following marks?"? Who can divide according to these signs? (According to the shape marks, the red and green graphics are divided into the following four spaces. )
The child operates, let him talk about how he did it.
Let's talk about what kind of graphics are put in the four big squares first. (Guide children to say two levels of characteristics, such as red and round ...)
2. Children's operation activities
(1) secondary classification
"This activity is the same as what we just played. What kind of graphics are put in each grid after the division? "
(2) Look at the picture formula
"Who will introduce this group of activities?"
(3) Looking at physical records intermittently.
The teacher prompts the key points, looks at the marks on the record map clearly, finds out how many of each kind there are according to the marks on the physical map, and then records.
(4) Switch diagram
3. Activity evaluation:
In view of the problems in secondary classification, guide children to analyze and solve them, and help children gain the experience of hierarchical classification.
Activity suggestion:
(1) In the operation of secondary classification, two types of classification boards can be provided according to the differences of children's abilities. General graphics are divided into two large grids in the middle according to one feature, and then into the following four grids according to another feature; There is no need to provide overall capabilities.
(2) When telling the classification results, let children combine the characteristics of two levels and use four grids to tell the two characteristics of each figure, such as red circle, red square, green circle and green square. And have a more complete understanding of the secondary classification through language telling.
Activity reflection:
In the teaching of "two-level classification of figures" in mathematics, I have prepared sufficient operating materials according to the characteristics of teaching content and the actual situation of children, so that children can deepen their understanding of the two-level classification in various forms of teaching activities. Children in large classes learn to classify objects according to more than two features or characteristics, classify them according to the affirmation or negation of a certain feature, and learn hierarchical classification and multi-angle classification. I chose one of them and classified it according to the affirmation or negation of a certain feature, focusing on it.