Teaching plan of small class mathematics open class in kindergarten "Understanding" 1 and "Duo" 1 1. teaching material analysis
The Outline clearly points out: "Science education should be closely linked with children's real life, and make use of things and phenomena around us as the objects of scientific inquiry". In life, children often come into contact with objects like "1" and "many", but they are vague about these phenomena and cannot accurately understand the relationship between "l" and "many". In order to help children further master and understand "1" and "many", I designed this educational activity. Knowing "l" and "many" is the beginning of children's understanding, which is more suitable for children around 3 years old. According to their characteristics of young age, fun, good games and short time, I chose "Helping Rabbits Pull Radishes" as a textbook for small class children to learn the difference between "1" and "many". (And help them understand the relationship between "L" and "many" initially.) The contents involved in the whole textbook are familiar to children, and the activities are simple and the process is more intuitive, which conforms to the characteristics of children's thinking concreteness and allows children to establish a shallow concept of numbers in the game.
Based on the analysis of the teaching materials, I determined the guiding ideology of this activity design: the teaching method fully considered the children's learning characteristics and cognitive rules, and the activity content was both suitable for the children's existing level and challenging. First of all, in terms of teaching methods, through the rich materials provided by teachers, children can feel the two different quantities of "1" and "many". Secondly, in terms of content, create a situation to help farmers' uncles pick fruits, which is close to children's lives. This activity comes from life and is applied to life, so that children can experience the pleasure of labor in a pleasant atmosphere.
Second, the activity objectives
According to the content of the textbook and the actual situation of the children, I have set the following goals:
(1) can distinguish "1" and "many" objects and understand the relationship between "1" and "many".
(2) Know that "Duo" is composed of one after another, and one after another is Duo.
(3) Cultivate children's good habit of helping others.
Activity focus: "1" and "many" objects will be distinguished.
Activity difficulty: know that "many" are composed of one by one.
Third, the activity preparation:
1, "many" carrots (one big radish, "many" carrots),
2. The mushroom house has a door with "many" rabbits and "1" rabbits.
3. "Lots" of oranges, trays, saucers and napkins for everyone.
4, bunny music, light music.
Fourth, the activity process:
(A) lead to problems
Take me to the mushroom house. There is a beautiful mushroom house here. Guess who lives in it? Open the door (Bunny, how many rabbits are there? (Many) Do they look the same? (different)
(2) Guide children to personally participate in the opening and closing operation activities and perceive the relationship between "1" and "duo". Many objects can be divided into one object and one object can be combined into many objects. )
Rabbits are hungry, and mother rabbit is going to pull out radishes. Teacher, please close the mushroom door and ask the rabbit not to open the door at home. )
1, observe radish and perceive "1" and "many"
The teacher pointed to the vegetable garden and asked, "How many radishes are there? (Many radishes) Are all these radishes the same? There is a big one and many small ones.
2, radish, experience "more" can be divided one by one.
There are too many carrots. Mother rabbit is too busy. Mother rabbit asked the children to help each of them pull out a radish. Would you?
Ask to say "I pulled out a radish" and then ask the child: "Is there a radish in the garden?"
Mother rabbit concluded: children, there were "many" radishes in the garden just now, one after another. The field has been pulled out and there are no radishes in the garden. We divide "Duo" into one by one.
3, send radishes, one experience is "more."
The children sang and asked the rabbit to open the door. After opening the door, the children gave the radishes to the rabbits one by one, demanding to say; I'll give you a radish. Rabbits have many radishes. They said "thank you, children" and the children said "you're welcome!"
Mother rabbit concluded: The children gave the rabbits radishes one by one, and we have "many" radishes, which add up to "many".
4. rabbits treat
Mother rabbit: "Thank you, friends sent us radishes, and I invited you to eat oranges." Do you know how many oranges I have? Give the children one orange after another. Mother rabbit has no oranges. "Children, how many oranges do you have?" (" 1")
Can you find a way to turn an orange into many?
Children think that oranges can be put together one by one and become "many". Other children peel oranges into "many" petals.
(3) End the activity
It's getting dark, mother rabbit and baby rabbit are going to bed. Let's say goodbye to them and see you tomorrow. Walk out of the classroom quietly.
The purpose of "understanding" 1 and "more" in the teaching plan of small class mathematics open class in kindergarten.
Children's cognitive numbers begin with "1" and "many". "1" is a natural unit, and "Duo" is a set containing more than two elements. Looking for 1 and many games, suitable for children around 3 years old. Through this game, children can distinguish 1 from many objects, understand the relationship between 1 and "many" initially, and develop their observation, attention and simple classification ability.
Children around 3 years old's understanding of 1 and many things is always closely related to practical activities and perception of objects, so children should be guided to use a variety of senses in activities and experience them personally.
Movable tool
An apple, a doll, a bear, many pears or cars, and books …
Active step
1. Parents put things on the table and let their children see which things are one. What is more? If you ask a question, "How many apples are there?" "How many cars are there?" (Many vehicles)
2. Let the children find out which items are "1". For example, ask, "What is 1? Please find out?"
Then find out which items are abundant.
3. Let the children express themselves in words when they take things, such as "I took an apple." "I took a doll." "I took a lot of pears." ……
Changes in active games:
Different items can be changed in the game. After repeated several times, the child can be asked to look around the house according to the situation. What is 1 and what is a lot, such as 1 tables, many chairs, 1 refrigerators, many videos ... On this basis, children can be taken to the natural environment to find 1 and outdoors.
In short, there are countless things to let children play "1" and "many" games. Parents can certainly achieve the goal of education as long as they are willing.
Teaching plan "Understanding" 1 and "Open class of mathematics in small classes in kindergartens" 3 Activity objectives
1, further learn to distinguish 1 objects from many objects.
2. Understand the relationship between 1 and many, and know that many can be divided into 1 and1...; 1, 1 ... add up to a lot.
3. Stimulate children's interest in logarithm and develop their perception.
Activities to be prepared
Lots of lollipops, lots of mushrooms, and music tapes.
Activity process
First, distinguish "1" from many by hearing and touch.
Play games: Please join me and let the children distinguish "1" from "many" by hearing and touch.
Second, physical operation, understand the relationship between 1 and many.
1, the teacher showed 1 a lollipop, and asked the children to say "this is a lollipop" collectively and individually, and then showed many lollipops to stimulate the children to say "many lollipops".
Let each child take out a lollipop from the plate. When taking it, the teacher asked the child, "How many lollipops did you take?" Let the child say, "I took a lollipop." Then ask the child, "Is there a lollipop on the plate?" ? (No) ".
The teacher concluded: "Just now, there were many lollipops on the plate. The children took them away one by one. There are no lollipops on the plate. We can divide many into one and one. "
Children all like to eat lollipops. Can you share them with your family when you go home? Inspire the children to send the lollipop in their hands back to the plate for temporary storage by the teacher and say, "I sent a lollipop." After the delivery, guide the children to say, "There are many lollipops on the plate now."
The teacher concluded: "The children put the lollipops in their hands on the plate one by one, and there are many lollipops on the plate. One, one ... adds up to a lot.
Third, play games to learn more about the relationship between 1 and many.
Play games: white rabbits pick mushrooms, practice dividing many into one, one … and then synthesize many from one, one ….
The design intention of "understanding" 1 and "multi" in the teaching plan of small class mathematics open class in kindergarten;
According to the age characteristics of small class children, many lively and interesting games were carefully designed in the whole activity. Among them, each bureau contains independent knowledge points with strong pertinence, and at the same time, there is a gradual relationship between bureaus. Try to let children master the knowledge and many things about 1 in a relaxed and happy atmosphere.
An activity
Activity name:
Let's go for an outing.
Activity objectives:
Know more than one thing, and know which is one and which is more.
Understand the application of numbers in daily life and the relationship between numbers and people's lives.
Cultivate children's good operating habits of cooperative and orderly operation.
Activity preparation:
Environmental layout
1. A pond surrounded by building blocks. There is a big fish and many small fish in the pond. A frog, many tadpoles.
2, a tree model, a big bird, many birds, many apples hanging on the tree.
Activities and guidelines:
1, the conversation leads to the topic: "It's a beautiful day today, shall we go for an outing together?" (Teachers and children count the number of activities together, so that children can clearly know that there is only one teacher and many children. )
The teacher led the children to the pond and led them to tell what this place was. (pond)
3. What's in the pond? (Duck, fish, frog, tadpole) How many big ducks are there? (1) How many ducklings are there? How many frogs are there? (1) How many tadpoles are there? Then continue to inspire children to observe and think about what else in the pond can be expressed by one and many.
4. Children sit around the big tree to have a rest, and guide them to observe and tell that there is a big bird and many birds on the tree; There are many birds, many leaves and many apples on the tree.
Activity 2
Activity name:
The little monkey picks peaches.
Activity objectives:
Through hands-on operation, children can feel it personally-many of them can be divided into 1 and 1.
Activity preparation:
Little monkey headdress, peach tree model.
Activity flow:
1. Children play monkeys and sing and dance around peach trees. And lead them to say, "There are many peaches on the tree."
2. Let each little monkey pick a peach and say, "I picked 1 peach." Personal perception can be divided into 1 1.
3. The little monkeys held up their peaches and said loudly, "Many can be divided into 1 1."
Activity 3
Activity name:
I sent the bear home.
Activity objectives:
Through the operation, let children feel and understand-1 and1add up to a lot.
Activity preparation:
The teacher scattered many teddy bears in every corner of the classroom, with a total of 1 house models.
Activity flow:
1, which leads to the topic: "Children, the baby bears in the bear park have all come out to play games, but they are too playful and overdone. Now, they can't find their way back to Bear Paradise? Let's send each child 1 bear home, shall we? (The children each picked up 1 bear, and then each said, "I found 1 bear-")
2. Let the children take turns to send their bears to "Bear Paradise". And ask each child to say "I sent 1 bear home".
3. Finally, ask children to observe "Bear Paradise" and guide them to say "1 bear adds up to many bears, 1 bear adds up to many bears".
Teaching reflection:
In this lesson, I can complete the teaching task according to the teaching goal. The teacher sends headdresses to each child to let them know the meaning of 1. The mother monkey takes her little monkey to pick peaches and put them back in the big basket to let the children know how much is what. Many can be divided into 1, 1, 1. I ask them to describe 1 and many things in life, so that children's language ability can be improved through repeated practice.
Teaching plan "Understanding" 1 and "Open class of mathematics in small classes in kindergartens" 5 Activity objectives
1, in game activities, 1 and many of them are perceived through vision, hearing, touch and so on; Understand the relationship between 1 and Duo, and know that Duo can be divided into one and one by one is Duo.
2. Encourage children to actively participate in game activities and cultivate children's interest in mathematics activities.
Activities to be prepared
Many carrots, a white radish and a rabbit toy. There is a house on the blackboard. There are many pictures of rabbits and some oranges in the door.
Activity process
First, introduce activities directly to arouse children's interest.
1, Teacher: Who is in our classroom today? (Young: mom and dad, grandparents)
How many parents are there? (Young: There are many parents, grandparents)
2. Show toy rabbits to arouse children's interest.
Teacher: "Boo-hoo ... I want to come to Class Two, too."
Hey! Who is crying?
Who is here? (The teacher shows the toy rabbit)
How many female rabbits are there (young: 1 female rabbit)
Second, create a scene that perceives "1" and "many" by hearing, vision and action.
1, preliminary perception of "1" and "many"
Teacher: Mother Rabbit is going to play games with the children today. Let's see. Who is here? "
The teacher points to the house on the blackboard, opens the door and guides the children to observe.
Teacher: Who is there? (There are rabbits)
How many rabbits are there? (There are many rabbits)
Are they all the same? (No, there are 1 little black rabbits and many small white rabbits. )
2. Guide children to participate in the activities of division and operation, and master the relationship between "1" and "duo".
Many objects can be divided into one object and one object can be combined into many objects. )
Teacher: The rabbit is hungry, and its mother wants to pull out carrots. Teacher: Please close the door on the blackboard. Please don't open the door at home. )
1, observe the radish, look for 1 and many more.
The teacher pointed to the vegetable garden and asked, "How many radishes are there?" (Many radishes)
"Are all these radishes the same?" There is a white radish and many carrots.
Step 2 pull out radish
Children help rabbits pull out radishes 1. "How many radishes did you pull out?" (I pulled out a radish)
Question: Are there any radishes in the garden now? (It's gone)
The teacher concluded: There are many radishes in the vegetable garden. Everyone pulls out one, but there are no radishes in the garden. Many radishes are divided into 1, 1, 1 ...
Step 3 send radishes
The children sang songs to let the rabbit on the blackboard open the door and told the rabbit, "I brought you a radish, I gave you a radish."
The children sent all/kloc-0 radishes to the rabbit's house.
Question: How many radishes are there in the basket now? (more radishes)
Teacher's summary: The children sent 1 radish, and the rabbit had many radishes. 1 and 1 add up to a lot.
4. The rabbit treats you, and get familiar with the relationship between "1" and "Duo".
1, divide oranges
Rabbit: "Thank you for sending me radishes one by one, so that I have a lot of radishes." I treat you to oranges. How many oranges are there here? "(There are many oranges)
Now the teacher will divide it. Close your eyes, carefully touch some oranges in your hand, and then tell your good friend, "I have 1 orange."
Step 2 eat oranges
Share oranges with your partner, mom and dad to end the activity.
The purpose of "understanding" 1 and "more" in the teaching plan of small class mathematics open class in kindergarten.
1, guide children to try to understand "1" and "many" with multiple senses.
2. Understand the relationship between "1" and "many" and "1" and "many".
3. Cultivate children's ability of observation, analysis and oral expression.
Activities to be prepared
Create a game palace scene (parking lot, red lanterns, providing "1" and "many" objects). Every rabbit has a chest ornament and plays drums.
Activity process
First of all, the dialogue aroused children's interest.
Teacher: "It's a beautiful day today. Mother rabbit takes her baby rabbit to the game palace to have a look. Let's start by car! "
Second, understanding "1" and "Duo"
1, issue the ticket
"Game palace here, but can't literally go in. You have to have a ticket to get in. " The teacher asked, "Do you have a ticket?" (No) "Does Mom have a ticket?" (Yes) "How many?" ("Many" is repeated three times)
Requirements: Now that the mother has given the tickets to the baby, how many tickets do you have? After the ticket was issued, he asked, "Does Mom have a ticket? How many? What about the remaining tickets?
Summary: multiple votes can be divided into one vote, that is, multiple votes can be divided into one vote.
Step 2 enter the game palace
Requirements: It is not crowded to enter the game palace. Please give the tickets to the teacher in the Game Palace before entering (until all the children are there). The teacher asked, "Honey, where are your tickets?" How many are there? (many)
Summary: when a ticket is put together, it becomes many tickets, that is, there are many tickets one by one.
(1) Observation parking lot
The teacher asked, "What's in the parking lot? (One big car, many cars)
(2) Observe lanterns
Look, what's hanging on the game palace? Are they the same age How many big ones are there? How many small ones are there?
Third, the difference between "1" and "Duo"
Let the children find out what there is only one thing and what there are many things in the game palace.
Fourth, the game: mother rabbit and little rabbit
Teacher: Mom wants to see which rabbit is the most capable. How many times does Mom jump? Listen to mom's drum again.
Now my mother wants to see if the little white rabbit has heard clearly and done it right. My mother plays the drum and the baby will pick it. Mom knocks many times and the baby jumps many times. (The child practices repeatedly) Then the mother says, "Look, how many radishes are there in the vegetable field? (More) Now please pull out a radish for each baby "(emphasize one by one). Q: "How many radishes do you have?" (1) Teacher: "Please put the radish in the basket." (When all the radishes are put in the basket) Q: "How many radishes are there in the basket?" (many)
Summary: Many radishes can be divided into one radish, and a radish together becomes many radishes.
Verb (short for verb) activity is over.
Teacher: Today, we played games in the Game Palace and learned skills. We know that one becomes many, and many can be divided into one. These babies are very capable. Now let's drive home with radishes.
The activity intention of "understanding" 1 and "multi" in the teaching plan of small class mathematics open class in kindergarten.
Children in small classes are young, and the concepts of logarithm and quantity are not well understood. Children can distinguish 1 object, but they know little about many objects. In order to let children correctly distinguish 1 and many things from their senses, I have prepared this activity.
moving target
1, know "1" and "many", initially learn to distinguish 1 from many objects, and understand the relationship between 1 and many.
2. Learn to express 1 XX and many XX in language.
Activities to be prepared
There is a door on the left and right of the game palace. There is a red circle on the left door and many green circles on the right door. Several tickets (with one circle and multiple circles respectively); "Puppet Theater" has a doorplate, a puppet rabbit headdress, a vegetable field made of building blocks, a number of radish cards, a basket, a number of paper planes and music tapes. drum
Activity process
First, situational introduction
Teacher: Hello, children. Today, the teacher will take the children to a fun place. This place is a game palace. Children, please do well, start our car and go! Hey? (Teachers and children drive with music)
Teacher: here comes the game palace, but you can't just enter it. You need tickets. Please wait a moment, children. The teacher will buy tickets for you.
Second, understanding "1" and "Duo"
1, Ticket Issue: The teacher asked, "How many tickets does the teacher have?" (Guide the child to say "a lot" several times), does the child have a ticket? Give the child a teacher's ticket. Teacher's question: Does the teacher have a ticket? So where did all those tickets go just now?
The teacher concluded that many tickets in the teacher's hand have been distributed to the children one by one.
2. Look at the tickets: The children looked at each other. Are the tickets in your hands the same (different)? Guide the children to say a red dot and many green dots.
3. Compare the marks on the game door
Please enter the corresponding door according to the mark on the ticket in your hand.
Step 4 enter the game palace
Remind children not to be crowded when entering. The two teachers picked up tickets at the door respectively. After the children went in, the teachers put away all the tickets and asked the children, Do you still have any tickets? Teacher, are there any tickets here? How many/much?
The teacher summed up: The teacher put away the tickets in your hand and put them together, which became many tickets. So: "There are many of them."
Third, play games with puppet rabbits.
When you get to the puppet theater, show it to the puppet rabbit and play games with it. The teacher plays the mother rabbit and the children play the baby rabbit. Let children observe the number of mother rabbits and baby rabbits, and guide them to say "1" and "many". Please listen to the drums, dance once, dance many times, and practice dancing in group. Help mom pull out radishes, each child pulls out one, puts it in a basket, and observes the number of radishes in the basket.
The teacher summed up: many radishes can be divided into one radish, and a radish together becomes many radishes.
Fourth, the game is over.
The teacher concluded: one by one will become many, and we can also turn many into one. The teacher gave the children a paper plane and threw it on the grass outside the game palace.
Activity reflection:
Children can participate in activities very well, and distinguish 1 and a lot through activities. In the third game, some children behaved casually and didn't play according to the rules of the game, but the overall activity still achieved good results.