Small class math teaching plan "First of all, there is an apple"
Design concept:
On the basis of learning to distinguish between "L" and "many", small class children begin to learn to compare the number of two groups of objects, and more often adopt a one-to-one correspondence method. At the same time, children of this age are lively and active, and they know things mainly in concrete images and are interested in operational activities. Therefore, combined with children's development trend and age characteristics, this activity provides children with intuitive and vivid operation opportunities, so that children can perceive the abstract logical relationship between numbers and things in the process of listening to stories and making up stories. Activity * * * is divided into two parts: first, listen to the story: feel and understand the corresponding relationship between things. Second, storytelling: the application of the ability to correspond to things.
Activity objectives:
Learn the number of consistent points within 5, and be able to correspond points with things.
Focus of activities:
Understand the one-to-one correspondence between points and things.
Activity preparation:
An apple doll, ppt of the picture book fragment "An Apple First", the operation data corresponding to the picture book and the operation data of the self-made story, a child's hand and a teacher's demonstration data.
Activity flow:
First of all, magic can arouse interest
Teacher: Do you want to see wonderful magic? Guess what I will summon?
Introduction by magic means is novel and interesting, which can fully attract the attention and interest of small class children. )
Teacher: This apple doll will tell us a story about it. do you want to hear it ? Let's write down this interesting story while listening so as to share it with other good friends.
(Small class children are naive, telling stories with apple dolls as the main body is more infectious and influential than the teacher's own story; There are two reasons for recording this story. One is the focus of carrying activities: the correspondence between points and objects. The second is to demonstrate and pave the way for children's operation. )
Second, listen to the story and get a preliminary understanding of the corresponding pattern of things.
1, ppt 1: Apple Doll. I am an apple doll.
Teacher: An apple doll is represented by a polka dot doll.
(Combined with ppt, a dot appears directly below the apple doll, indicating that the apple and the dot correspond to each other one by one. )
2.ppt2: Two caterpillars. One day, two caterpillars came and tried to eat me.
Teacher: Two Mao Mao. We use two dots to represent them.
(Continue to use ppt, two dots appear directly below the two caterpillars, indicating the corresponding relationship. The way of one-to-one correspondence between points and objects is adopted twice in a row, with the aim of letting children know the corresponding relationship between points and objects preliminarily. )
3. Teacher: Oh, I'm almost finished. What can I do now?
(Adding this open-ended question will encourage children to make bold guesses according to their own cognitive experience, and at the same time, it will slightly ease the singleness of mathematics activity teaching. )
4.ppt3: Three birds and three dots appear at the same time.
Teacher: What do you see? What does this mean?
The teacher waited moderately and gave the children a period of observation and comparison. Choosing birds and spots to appear at the same time is different from the previous teaching form, which is the transition from teacher teaching to preschool learning. )
The teacher concluded that three birds can be represented by three points.
5.ppt4: Four Hunters. At this time, who came again? How many hunters are there here?
Teacher: Who would use dot baby to represent four hunters?
Step by step, let children try to represent objects with points on the basis of observing and discovering the corresponding laws between points and objects. )
Teacher: That's great. Four hunters can be represented by four points.
6.ppt5: 5 points are displayed. The hunter also brought friends and puppies. Guess how many puppies are there?
(reverse thinking. This is just the opposite of the previous mode of displaying physical objects and then using points. Using this teaching method can help children further understand the corresponding relationship between points and things. )
The teacher concluded: It turns out that we use several dots to represent several friends, and their numbers are the same.
Third, do exercises on different contents of the story to consolidate and test the knowledge points.
1, introducing materials.
Teacher: I also have a good story here, which is about the good friend Apple Doll. Look, here they come.
Teacher: Guess who are the friends here? How many? The secret is hidden in this story painting. (Show operating materials)
Before the operation, it is important to introduce the materials. What is the content of the operation and how to do it are the basis and key of the operation. )
Step 2 explain the requirements
Do it line by line from top to bottom. Remember, there are as many friends as there are.
(Every child's operating materials are different, and materials are distributed according to the differences of children's abilities. Children with strong ability can carry out 3? The correspondence between 5 points and objects, the operation of children with weak ability 2? Point-object correspondence of 4. )
3, children's operation, teacher guidance.
(In the process of guidance, teachers have two tasks: first, observe the points that need to be evaluated in the process of screening and verification, and find out the problems in children's operation through purposeful observation, such as: children don't understand the operating materials or the corresponding understanding between points and things. At the same time, for problems that have no collective evaluation value, individual communication can be adopted to help children solve them; Second, in the process of guidance, constantly remind children of the methods of operation by words or actions, and try to set an example for children: for example, if you are great, you can count while putting it, so that the numbers will not be wrong. )
Fourth, tell stories.
Teacher: Wow! You guys are great. You all guessed a few good friends. Who wants to talk?
Tell the story of Apple Doll's best friend?
(This session is assisted by storytelling. The most important purpose is to let children express their thinking process corresponding to points and things in language, which is the best basis for them to understand and master the activities. Teachers should not care too much about the right or wrong results when dealing with this link. For the verification process, we should first share the success, invite the successful children to share the joy and enjoy the success through language expression, which is also an opportunity for the rest of the children to learn again, and then use the interaction between teachers and students to help the children with problems sort out their thinking process and solve the problems in operation. )
Highlights of the event:
1, good material selection.
"An Apple First" is a simple and interesting picture book abroad. The content itself is a digital story, from 1 apple, 2 caterpillars, 3 birds to 4 hunters. Just a few sentences are full of many educational elements, such as the progression of quantity, the use of quantifiers and some laws of nature. Under the advocacy of the concept of the second-phase curriculum reform, the activity teaching materials that integrate various educational contents in this way have more advantages and educational value.
2. Diversified teaching methods.
① Effectively combine picture book materials and carry out activities in the form of stories to make the original mathematics education more plot and interesting.
(2) The diversity of material presentation forms. The form of ppt is more intuitive and dynamic; In the form of storybooks on the operation board, children can get a realistic experience; The form of manual operation of a material has changed from collective learning to individual practice, which has increased children's autonomy.
3. Self-study.
(1) the autonomy of new experience acquisition. From the appearance of new content, children observed that in the process of combing operation, children learn independently and teachers teach on the basis of letting children observe and judge.
② Evaluation of autonomy. In the final sharing session, the teacher's focus is not on error correction, but on the expression of the process. Under the premise of ensuring the focus of evaluation, give children full space to express themselves.
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