The design of large class teaching plan conforms to the actual classroom teaching method of children's large class. Cognitive ordinal numbers enable children to understand the meaning of ordinal numbers. The following is the design of the teaching plan for large classes in kindergarten that I compiled for you, hoping to help you.

Teaching plan design of cognitive ordinal number 1

Teaching objectives:

1, know the ordinal number of1"10, and learn to determine the position of the object in the sequence.

2. Mastering the ordinal number, which number will be used to accurately represent the position of the object in the sequence.

3. Listen carefully to the rules of various activities, and the used items can be put back.

Teaching preparation:

1, children have "kindergarten curriculum guidance. Math ".

2. A small blackboard, some chalk and a projector.

Teaching process:

1, distribute the kindergarten curriculum guide. Mathematics ",every child has a copy.

2. Group activities

(1) Clap your hands according to the number.

? Let's clap our hands while listening. You can clap a few times when I report. ?

(2) Know the ordinal number.

The teacher showed the picture of the book on the projector. ? How many small chairs are there? How many children are there on the chair? Which chairs are empty? Let's talk about the positions of the empty chairs in order first. ? The teacher pointed to the third empty chair. ? How many empty chairs are these? Who will use a number to indicate the position of this small chair? You wrote it here? 3? What does this mean? It still works at ordinary times? 3? Show what? Now you know how many uses numbers have (indicating the position and number of objects). )? Can you write a number on each empty chair to indicate their position? The teacher covered the third, sixth and ninth empty chairs. ? Who can tell me which chairs are missing? How did you find out? Who can help you know which chairs are missing at a glance?

3. Group activities.

Count which chairs are empty.

? Talk about the position of each chair on the model and see which chairs are empty. Please write down the numbers that can indicate the position of the empty chair in the book, and say it as you do. When you are finished, tell me which chairs are empty. ?

Teachers' itinerant guidance.

Cognitive ordinal number teaching plan design II

Activity objectives:

1, know the ordinal number of 1~ 10, and learn to determine the position of the object in the sequence.

2. Mastering the ordinal number, which number will be used to accurately represent the position of the object in the sequence.

3. Improve children's judgment and cultivate children's interest in mathematics.

Activity preparation:

1, a picture of a small animal, a monkey, a kitten and a bear. Peach picture 12.

2. Pictures of sports runways, cinemas, planes, trains and other seats.

3. A photo of a house. Draw a big tree on the blackboard beforehand.

4. Children's book 19 page? Students on duty? .

Activity flow:

First, the story is imported.

Teacher:? Once upon a time, a little monkey went down the mountain to play. He felt hungry after playing for a long time. He searched everywhere for something to eat and finally found a big peach tree with many peaches. The little monkey immediately climbed the tree to pick peaches and ate them one by one. When it ate the eighth peach, it was finally full. The little monkey ate a teacher, took one from the tree and stuck it under the tree in rows. ) Finally, the little monkey said, If I had known, I would have eaten the eighth one. .

Let the children think and raise their hands to answer: will the little monkey be full if he only eats the eighth peach? After discussion, some children said they would be full. But most children say they don't have enough to eat.

The teacher concluded: The eighth peach only means that the little monkey ate the eighth peach, not that the little monkey ate eight peaches. 8 and 8 have different meanings. What do we call the number one? Ordinal number? . So where can I use ordinal numbers in my life?

Second, show a house so that children can recognize how many units have several floors.

(The teacher first posted the pictures of the kitten and the bear on 10 1 and 302 respectively. ) now a kitten wants to go to bear's house to play, but she doesn't know when bear lived. Please help him find out the exact location of the bear. Then the counting method of floors is demonstrated, and it is emphasized that the first floor is 10 1, 102, 103 from left to right.

Teacher's summary: Ordinal number can accurately represent the address where we live, but we must pay attention to the counting method. Let the children talk about their home addresses separately. Ordinal numbers are really useful in our lives. Where else have ordinal numbers been used Please look at the picture:

3. Show pictures of sports tracks, cinemas, planes, trains and other seats one by one.

Explain the ordinal usage of these places to children respectively.

4. Please open "Students on Duty" on page 19 of the math book.

The teacher explained the requirements of the topic clearly: how many children are absent in each class (each column), please write his serial number in the blank space above. Children operate freely, emphasizing careful observation one by one, seeing clearly in every class, and being a serious and responsible student on duty.

The teacher toured to guide and finally graded the children's homework.

Verb (abbreviation of verb) summary.

Cognitive ordinal number teaching plan design III

Activity objectives:

1, let the children understand the meaning of ordinal number, can I use ordinal number? What is the number? Correctly express the arrangement order of objects in 10.

2. Children can perceive different directions of objects from up, down, left and right.

3. Cultivate children's interest in actively exploring the location of objects in the surrounding environment.

Focus of activities:

Can children use ordinal numbers? What is the number? Correctly express the arrangement order of objects in 10.

Children can perceive different directions of objects from up, down, left, right, front and back.

Activity preparation:

PPT pictures, electronic whiteboard, children's operation panel (8 yellow, red 1, blue 1).

Activity flow:

Introduction: Small animals know the ordinal number of 1- 10 by train.

Teacher: Children, today's railway station is really lively. There are many small animals. Let's get to know them. How many small animals are there? (10) Where are they going? Oh! So they are going to the amusement park? Oh! Here comes the train.

2. How many carriages does this train have? Shall we count together? (Section 10)

Please let the small animals get on the bus! A small animal is sitting in a carriage.

Second, learn the left and right ordinal numbers.

1, guide children to learn ordinal numbers from left to right.

(1) Let's look from left to right: Who ranks first from left to right? Who is in the fourth place? Where is row X?

(2) What did the children say just now? What is the number? The ordinal number we are going to learn today. For example, ranking first means first, ranking second means second, ranking first means first. What is the number? It's an ordinal number.

(3) Teacher: Look, the little animals stand in a neat row and want to play with the children? Hide and seek? Do you want to play games?

Child: Yes. They want to test the children to see who is the most eye-catching Then let's see which small animals are hidden. Please close your eyes gently (hide the second one), count 1, 2, 3 together, and then open your eyes.

Please answer the children. (Show after answering) Then play (hide 5) and then play (hide 9). The child is great. Let's see which animals are hiding with which animals.

Teacher: Close your eyes (hide 1 and No.3), 1, 2, 3, and then open your eyes for the children to answer (show them after the answer). Keep looking. See which animal and which animal are hiding.

Teacher: Close your eyes (hide No.6 and 10), 1, 2, 3, and then open your eyes for the children to answer (show them after the answer). Do you want to do it again and see which animals are hidden?

Teacher: Close your eyes (hide the 4th, 7th, 8th), 1, 2, 3, then open your eyes and let the children answer (show them after the answer).

2. Learn ordinal numbers from right to left.

The little animals said that the children did a good job and wanted to change direction so that the children could see who was hiding. Can you tell? Child: Yes.

Now, please look at the children from right to left: from right to left, who ranks first? Who won the second place? Where is row X? Hide-and-seek is about to begin, and (1) will hide the fourth one. (2) hide No.7; (3) hide the second and third. (4) Hide 5th and 8th (5) Hide 1, 6th and 9th.

Third, learn the upper and lower ordinal numbers.

1, learn ordinal numbers from bottom to top.

Teacher: The animals are tired of playing and want to go home (showing pictures of buildings and animals at the same time). Introduce the building to the children. Teacher: This is the home of animals. Let's count the floors. (Children's collective number) Then who will come up and point out which floor the first floor should be?

Children can't tell the teacher: tell me which floor they live on and how to count them. ) The first floor of the building that guides children is below, counting from bottom to top. Then let's see who this is. Then let's look at the numbers written on the bird's back. On the other hand, let the child write 1 to indicate that he lives in 1 building, and we will send the bird back to 1 building. So do other animals. It says on the back that it should be sent to the first floor. Who wants to help send other small animals home? Please ask some children to come forward and send the animals home. There are still a few small animals that haven't arrived home yet. Who wants to take them home? If there are some small animals, please send them to some children.

Teacher: All the animals have gone home. Let's see if they have been sent home. From the first floor to the 10 floor, the teacher asked the children to look at the numbers at the back of the picture and check with them, saying, what floor do you live on? If you send the wrong animal, you can ask other children to help correct it. After that, guide the children to say: under normal circumstances, we count the floors from bottom to top.

2. Learn ordinal numbers from top to bottom.

Teacher: The animals have all returned to their homes. Lamb is especially grateful to you. Each child is awarded 10, 8 yellow discs, 1 red disc, 1 blue disc. Lambs, please arrange the children from top to bottom as required. Where is the top?

(1) Blue ranks third and red ranks seventh.

(2) Red ranks fourth and blue ranks tenth.

Fourth, the ordinal number before and after learning.

1, learn ordinal numbers from front to back.

Now, please stand in a row in front of the teacher and see who runs fastest!

Then let's count from the back. Who's in front? The child said, that is to say, from beginning to end, he ranked first, who ranked second? Where is row X? As we said just now, the child's position is counted from the front to the back, so as to guide the child to say it.

2. Learn ordinal numbers from back to front.

Now the children look at the front from the back. Who ranks first? The child said that from the back to the front, he ranked first, who ranked second? Where is row X? Now, please return to your seats quietly.

Fifth, children operate. Today, the children learned to arrange objects in different directions from up and down, left and right, back and forth. Lamb thinks you are too powerful, and specially invites everyone to play games outside. Do you want to go out and play games? Child: Yes. Then let's line up to play games.

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