Goal:
1, through different methods, distinguish the thickness of 2-5 objects and sort them.
2. Cultivate children's ability to observe and compare.
3. Teach children to develop a careful and serious learning attitude.
I am willing to tell you my thoughts boldly.
Prepare:
Wooden boards, books, scarves, paper, socks, towels, biscuits, shoe boxes, drinks, building blocks and baskets.
Process:
(1) Visual inspection
1, Teacher: What kind of coats do the children wear in winter (thicker than what you are wearing now)? What about what you are wearing now (thinner)?
Show me a board: I have a board here. Do you think it is thick or thin?
Teacher: Then I'll take out a piece now. Is this board thick or thin now?
Summary: It turns out that one thing can't be compared. More thickness requires more than two things. Teacher: How do you know the thickness of this board (with your eyes)? Teacher: Your little eyes are really bright. The thickness can be seen at a glance.
Show it to the bookseller: Then please tell me who is thicker and who is thinner in these two books: please point them out. How did you know?
4. Show the shoe boxes Teacher: Hey, what about these two boxes? Please lift them up. You can sum it up in this way: we can compare the thickness of things through our own eyes.
2. Touch
1, the teacher shows the scarf Teacher: It's cold. What kind of scarf should I wear? Please think about which one I should wear. Teacher: Do you all think it is this thick? Teacher: How do you know? Teacher: By the way, you can touch it and compare it.
2, the teacher let the children touch, come up to distinguish the teacher: Mr. Jin let the children touch, see which one is thick and which one is thin: just now we can touch it with our own hands and compare the thickness of the object.
3. Put two things with different thicknesses under each chair Teacher: Teacher puts a basket under each chair of your children. Please compare the things in the basket. Put a purple time sticker on the thickest place. The pasted children sent the basket here and remembered where to put it. The teacher checks 2-3 items. Summary: Our children are great. They can compare the thickness of objects by touching them.
(2), the investment ratio
1, the teacher showed two pieces of soap with inconspicuous thickness (on the table and on the floor). Teacher: Then please have a look. Who is thicker than these two bars of soap? Teacher: Wow, some people think it's so fast, others think it's so fast, whose ass is thicker? Please try to compare.
Teacher: Well, that's great. Your method is really good. You compare two pieces of soap together.
Teacher: Hey, there's a bar of soap. Is it thicker or thinner than the soap here? Teacher: What method do you compare? Talk about thick and thin.
2. Show me the cookie box Teacher: Who is the thickest and thinnest of these three boxes of cookies now? Please compare with the teacher: What method do you use to compare and summarize: For some objects whose thickness is not obvious, we can use the method of side-by-side comparison.
Third, supermarkets.
1, showing things with different thicknesses Teacher: Did all our children learn how to put the thickness just now? There is a clerk in the supermarket who wants to ask you for help. Would you like to? It turns out that the supermarket has a lot of things of different thicknesses to sort out and find their own home. Look at the supplies section, the beverage section, the food section and the toy section. Teacher: Please take one product for each child later and find them first.
Check: Teacher: Let's see if they are arranged correctly. This group, this is the thinnest and this is the thickest.
Teachers test and summarize in turn: Today, we have learned many methods of thickness, which can be seen with eyes, touched by hands, or compared together.
Operator: There are many things in our home and classroom that can be used to compare the thickness, so let's compare them in the classroom now.
Activity reflection:
After the activity started, in order to increase the interest of the activity, I adopted the method of scene introduction; The rabbit went to buy clothes and asked the children to help the rabbit choose a suitable dress. Sure enough, the performance firmly attracted the children's attention from the beginning. The children began to actively help rabbits. Even after the activity, a child said to me, "Teacher, I think your performance today is very interesting."
But there are also some fly in the ointment. I compared the thickness of three clothes, lacking rigorous mathematical language to summarize, such as which is the thinnest, which is the thickest and which is in between. At the same time, because the three clothes have been arranged in order after comparison, it is meaningless for children to sort, so they are not allowed to sort in reverse. Here, goal 2 is ignored. In fact, you can ask your child, "In what order and how are the clothes arranged?" This will lead to positive and negative ranking. It seems that when we design activities, we haven't considered them thoroughly enough, and we need to strengthen our exercise in dealing with improvisation in class.
Next, I asked the children to find out what else in life can be thinner. Because of the lack of life experience and the lack of examples of great demand, the children were tested at once. It seems that we should pay more attention to the education in daily life, and teachers should be a conscientious person to expand children's knowledge.
Finally, in the comparison of grouping operation, I divided the children into four groups. The first group compares the thickness of books, the second group compares the thickness of clothes, the third group compares the thickness of wooden boards and the fourth group compares the thickness of paper. Because I ignored the positive and negative sorting in front of me, I asked my children to arrange the objects directly according to the thickness here, but I didn't let them compare the thickness first. Too fast and too fast directly leads to the monopoly of the children with strong ability, while the children with weak ability or introversion do nothing. In fact, if children are allowed to choose an item freely, then compare it with their peers, and then queue up, they will be moved, and then let the children exchange ideas and try in groups. Activities will be more interesting.