1, you can experience the position and order of up and down, back and forth in specific life practice or game situations.

2. Cultivate students' concept of space up and down, before and after.

3. Enable students to accurately judge the up and down, front and back positions.

4. Let students know the relativity of position.

Emphasis and difficulty in teaching

Teaching emphasis: correctly distinguish the position and order of up and down, front and back.

Teaching difficulties: the cultivation of students' concepts of up and down, front and back space.

teaching tool

courseware

teaching process

First, create situations and introduce new lessons.

Teacher: Teacher Goat wants to teach students to draw smiling faces. Look, what is it missing?

(Courseware demonstration)

Teacher: Where should we draw our eyes on the nose?

Where should we draw the mouth on the nose?

Teacher: Shall we study today? Up and down, back and forth?

Write on the blackboard: up, down, front and back.

Second, the new teaching knowledge:

(A), up and down teaching

1, show courseware: theme map

(1) Teacher: What is the picture? A: Yes, cars, trains and ships.

Teacher: Think carefully: Who is on whom? Who is under whom to describe their positional relationship?

Blackboard writing:

(2) Teacher: Let me look at the relationship between the car and the train first.

(3) Courseware demonstration: trains and ships

Teacher: Who's up there? Who's down there?

Teacher: Who can tell me who is above whom? Who's under who?

The teacher explained with reference to the picture: life says: The train is under the boat? The teacher asked in time: below?

Teacher's summary: For cars, the train is under the car, for ships, the train is above the ship, and the train is above the ship for a while and below the ship for a while. Why?

After the teacher explained the finger map, he concluded: When we talk about the relationship between the upper and lower positions in the future, we should also say who is above and who is below.

2. Teacher: Let's have a look in the classroom. Can you tell us who is above whom? Who's under who?

2. First put the math textbook on the desk, the exercise book on top of the textbook, the pencil box on top of the exercise book, and tell each other who is above and who is below.

Division patrol guide

Call the roll to report the exchange.

3. Front and back

(1), transition: Teacher: We have just learned the positional relationship between the upper and lower levels. In our life, there are not only two kinds of positional relationships between superiors and subordinates, but also other positional relationships.

(2) looking for? Before and after? Activities.

The teacher asked three children to stand up. ) Can the positional relationship between the three of them still be expressed in words?

Teacher: Who is in front and who is behind?

Teacher: Who can use it? Who is in front of who and who is behind who? Say a word

The teacher stood up and asked, who is in front of her? Who's in the back?

Teacher: Tell each other who is in front of you and who is behind you.

Health activities.

(3) The courseware shows the theme map.

Teacher: Please observe carefully. Who can tell us who is in front of cars, trucks and buses and who is behind?

Third, consolidate the practice.

1, forest game (courseware demonstration)

(1), the game has started. Who is in front and who is behind?

(2) Who is in front of the rabbit? Who is behind the rabbit?

Teacher: There is something wrong with what he said before. Who will finish it for him?

Teacher: Who won the championship?

2. Courseware display: Go-kart competition:

2. The go-kart race has started.

The car (1) 1 is in front of the car () and behind the car ().

(2) 1 car ranked first ();

Car No.5 is behind the car (), (encourage students in time)

It's in front of ().

3. Courseware shows "New Tortoise and Rabbit Race"

The teacher told the story of the race between the tortoise and the hare, and gave ideological education to the students. We should not be proud of our studies, but study hard like little turtles.

Teacher: The game has started. Who will talk about the positional relationship between rabbits and turtles?

Teacher: What's the relationship between them? Before and after? To express, what else can you express? Look, they are climbing the mountain.

Teacher: It's downhill. Who will talk about the positional relationship between the tortoise and the rabbit?

Teacher: The tortoise won. We should try our best to give full play to our advantages in our study, so as to make progress in our study.

4, courseware display bookcase

The teacher asked: which side of the doll is the book? Which side of the basketball is the cup? What's the lamp on?

5, courseware display bookcase:

Guess: The naughty boy has five children in front and four in the back.

The teacher explained.

6. Observe the pictures in the classroom and talk about the position relationship between the desks and the lecture tables in the lecture hall.

7. The teacher stands in front of the students and faces them. Let the students talk about the positional relationship between teachers and students, and point out who should be in front of whom and who should be behind whom when talking about before and after in the future.

8. Students talk to each other.

9. What's on the blackboard? (Light) Who can tell us their positional relationship?

Imagine what's above us.

What's under us?

Fourth, class summary.

We learned the whole story today? Have you learned?

"Up and Down, Before and After" Teaching Plan (2) Teaching Objectives

1. In specific activities, let students experience the position and order of up and down, front and back, and initially cultivate students' spatial concept.

2. Be able to determine the position and order of objects up and down, back and forth, and express them in your own language.

3. Through the forming process of the spatial position relationship, the method of recognizing the spatial position of objects is preliminarily realized.

4. Enable students to gain positive emotional experience in learning activities and further stimulate students' interest in learning.

Emphasis and difficulty in teaching

Teaching emphasis: be able to determine the position and order of objects up and down, back and forth, and express them in your own language.

Teaching difficulty: cultivate students' ability to distinguish spatial orientation.

teaching process

First, create a situation and perceive the position.

Teacher: Now the traffic is convenient and orderly, and everyone obeys the traffic rules. Do you want to see it? Please look at this picture. (Figure 1: The car passes the intersection and pedestrians are waiting; Figure 2: The car stopped and pedestrians crossed the zebra crossing)

Second, explore new knowledge.

(1) Teaching? Up and down? The positional relationship between them.

(1) Observe the picture and recognize it? Up and down? The positional relationship between them.

Teacher: Do you know what is directing such orderly traffic? (traffic lights)

Teacher: Yes, it's a traffic light. They are really useful.

Teacher: Please observe carefully. How is the red, yellow and green light set here? Speak softly with the children at the same table.

Question in connection with reality: Just now, the students made it clear that Three Lamps District's position is up and down.

Let's see, is there such a relationship between the upper and lower positions in our classroom? What about our bodies?

2 practice.

Put the math book on the desk, put the pencil box on the math book, and then press your hands on the pencil box.

Say, what's in the math book? What's that under your hand?

(2) teaching? Before and after? The positional relationship between them.

1 cognition? Before and after? The positional relationship between them.

Please continue to look at the pictures. The green light is on and the car keeps moving. At this time, several cars appeared on the screen. Can you use them? Before and after? What is their positional relationship?

Student exchange. (The teacher writes on the blackboard at the right time: front and back)

Teacher: Which car do you like, use it? Before and after? Tell me its location.

2 practice.

A. Show pictures of the Chinese zodiac, and ask students to talk about who is in the front row, who is in the back row, who is in front of who and who is behind who.

B. the seats in the classroom also have such a positional relationship before and after. See who is in front of your seat and who is behind it. In other words, you are in front of this classmate and behind another classmate (please stand up when you are read). You can also ask: How many people are there in front of him from the back? What about the back?

Third, the use of knowledge. Consolidation exercise

(1) Teachers and students play together? Do it. Games. Then two people at the same table got up from their seats, said the direction and position, and played a game of clapping their hands.

(2) do it? Irony? Games.

Fourth, the problem summary

What have we learned today? (The teacher points to the blackboard)

? Up and down, back and forth? We often meet in life. Can you give the teacher an example like this?

Learned? Up, down, front, back? Location knowledge must be applied in life. Let the children go home and tell their parents about the life towel? Up, down, front, back? .

homework

Finish the exercises after class.