Distinguish the design intention of 1 for the left and right large classes;
Distinguishing between left and right is the content of the spatial orientation of large classes, but the thinking characteristics of large class children are mainly figurative thinking, excessive thinking of abstract logic, not strong enough consciousness and ability, and still in the exploratory state. When they play games, they often can't tell their own left and right, let alone others. In order to guide children to clearly distinguish their left and right, and to perceive the relativity of left and right, this activity is specially designed. According to the requirements of science education in the syllabus: "provide opportunities for children to observe, operate and experiment, support and encourage children to use their hands and brains and explore boldly." I chose the left and right hand operation activities in the thinking game, so that children can perceive and distinguish the left and right spatial orientations in observation, exploration and operation. And interspersed with games, let children initially understand the relativity of left and right in pleasant games, and make judgments and reactions quickly, thus developing children's spatial perception and judgment ability.
Activity objectives:
1, perceiving the left and right, can distinguish itself as the center.
2. Understand the relativity of left and right, and try to make quick judgments and reactions.
3. Strengthen the sense of cooperation in the process of distinguishing right from left and gain positive emotional experience.
4. Cultivate children's comparative judgment ability.
5. Guide children to actively interact with materials and experience the fun of mathematics activities.
Highlights and difficulties of the activity:
Focus of activities:
Distinguish between left and right with yourself as the center.
Activity difficulty:
Understand the relativity of left and right
Activity preparation:
Geometric figures (triangle, rectangle, circle, square) and gesture figures should be distributed to everyone.
Activity flow:
First, self-centered distinction between left and right.
1. Tell me about your left hand and right hand.
Teacher: Today, Teacher Zhang will learn a new skill with the children. The teacher believes that you will learn well. Do you have confidence?
Teacher: Please raise your hand and say, "I am the best!" " "
Teacher: Please put your hands up. Think about which hand you are holding.
Teacher: What can your right hand do? What can you do with your left hand?
The teacher concluded that the left hand and the right hand are good friends. The one near the left hand is left, and the one near the right hand is right.
2. Talk about your body and surroundings.
Teacher: So, in our bodies, what other good friends are like our hands? (Left eye, right eye, left ear, right ear ...)
Teacher: Then who is on your left and who is on your right?
3. Listen to the password and play the game.
Teacher: Wow, your eyes are really bright. You found so many things left and right. Now let's play a game with the left and right sides of our bodies.
Raise your left hand, raise your right hand. Touch your left ear with your left hand and your right ear with your right hand; The left hand touches the left foot and the right hand touches the right foot; Touch your right ear with your left hand and your left ear with your right hand. (Speed from slow to fast)
Second, distinguish between left and right in operation.
Teacher: "You did a good job. Here, a child does a lot of movements with his left and right hands. It wants you to guess which hand made these moves. "
The teacher shows the prepared pictures of different movements such as the left and right hands stretching their fingers and making fists. Let the children look at the pictures, judge the pictures and guess which hand made these actions respectively.
The teacher shows the prepared pictures of different movements such as the left and right hands stretching their fingers and making fists. Let the children observe the pictures, judge whether the gestures on the pictures are made by the left hand or the right hand, and place the pictures according to the left hand and the right hand.
1, show the gesture diagram and identify the first four.
Teacher: Look at the first row and see which hand painted the first picture. how do you know (Imitate the gestures in the picture to distinguish between left and right)
The teacher puts the actions made by his right hand on the right and the actions made by his left hand on the left.
2, children as a group, with the left and right hand classification to put the gesture map.
Teacher: There are two rows below. Please help the children install them. But listen carefully to my request first: "Please put the actions made by your left hand on the left side of the operation panel and the actions made by your right hand on the right side of the operation panel. Immediately after setting up, sit facing the teacher and see which group is the fastest. "
Children's operation, teachers' tour guidance.
3. Collective verification
Teacher: The children are quick, but I don't know how right you are. Then let's verify it together.
Teacher: Let's see if you did it right. If you do it right, put the gesture map on the plate as soon as possible. The children in the back put it on the ground and sat facing the teacher.
Third, distinguish between left and right with the object as the center, and initially understand the relativity of left and right.
Teacher: Just now, the two children cooperated well. Now the teacher wants you to finish the task alone. Do you have confidence?
1, listen to the password and set the geometry
(1) Teacher: Similarly, listen to my request: please listen to my password and arrange the graphic babies on the operation panel. Let the children in the back bring up the two operation boards and boxes on the ground. Each of them took out a stack of graphic babies from the box and put the paper clips back in the box.
Requirements: Please put a rectangle on the left side of the operation panel, a circle on the right side of the operation panel, a triangle on the left side of the rectangle and a square on the right side of the circle. The dismissed children immediately sat facing the teacher.
(2) Collective verification
Fourth, understand the relativity of left and right in the game.
1. Now, please turn the operation panel (180) to see what has changed. Who is on the left side of the operation panel now? Who is on the right side of the operation panel? Where has the triangle changed? Why? (Different directions have different positions. )
2. Competition
Teacher: Now I ask each child to take a picture, baby. Four people in each group cooperate and stand according to the line on the map. When you hear me shout "attention", you should stand up and look at me at once.
"Look who is on your left and who is on your right? You are the first on the left and the first on the right. " Ask where one or two children are at random, and then play games.
(1) Count the second child from the left, count the first child one step from the right, count the third child from the left and raise his hand, and count the fourth child one step from the right.
Now, please turn around and face the visiting teacher. What has changed now? Who is on your left and who is on your right now?
Fifth, contact with reality and end the activity.
"A correct understanding of the left and right is of great help to our lives. For example, walk on the right when going up and down stairs, and on the road. Now, let's be drivers, use the figure in our hands as the steering wheel, and drive to the classroom from here. Let's see how many more turns we have to make. Which direction do you turn every time?
The children drove back to the activity room and naturally ended the activity happily.
Reflection after class:
When designing activities, I chose this game, and combined with the ability level of large class children, I joined geometry, answering contest and game. Through step-by-step link design, children can make a transition from self-centered left and right to a preliminary understanding and understanding of the left and right position and relativity of objects in imitating gestures. In the process of continuous play and learning, it stimulates children's interest in learning, promotes the development of children's directional ability, and cultivates children's ability to overcome difficulties and solve problems, as well as their ability to cooperate and adjust each other.
Distinguish between left and right large classes 2 Design intention:
The thinking characteristics of large class children are mainly figurative thinking and transition to abstract logical thinking. Their consciousness and ability are not strong enough, and they are still in the state of exploration. Judging from the situation of children in this class, most of them have reached the level of distinguishing themselves, but it is still difficult to distinguish the left and right of objects. In order to guide children to clearly distinguish the left and right of objects, perceive the relativity of left and right, and also to combine with other fields, this activity is designed. Let children perceive the left and right in the game, distinguish the left and right spatial orientations, and develop their spatial perception and judgment ability.
Activity objectives:
1. Only on the basis of distinguishing your own left and right can you distinguish left and right with the object as the center.
2. Cultivate a sense of spatial orientation and improve the flexibility of thinking.
3. Be willing to observe and compare, and actively participate in game activities.
Focus of activities: On the basis of distinguishing between left and right, we can distinguish between left and right around the object.
Difficulties in activities: cultivate a sense of spatial orientation and improve the flexibility of thinking.
Activity flow:
Beginning part:
The introduction of games is to consolidate the difference between left and right centered on the theme.
1. Game: "I say you do it"
Touch your right ear with your left hand, your left knee with your right hand and your nose with your right hand. ...
2. Game: "Little feet and small hands"
I held out my left hand, I took it back, I held out my left hand and waved it, I took it back.
I held out my right hand, I took it back, I held out my right hand and waved it, I took it back.
I stretch out my left foot, I take it back, I stretch out my left foot and swing it, I take it back.
I stretch out my right foot, I take it back, I stretch out my right foot and put it back.
base component
1. Ask the children to demonstrate the game of "little feet and small hands" and draw the left and right division centered on the object.
Teacher: Do any children want to come up and demonstrate the game of "little feet and little hands"? (Invite two children to play games with their backs to other children)
Teacher: The other children stand up and we will do it with them.
Teacher: Did they do it right? Is it the same as what you did?
Teacher: Now let the two of them do it face to face with us again.
Teacher: What did you find? Did you do the same thing?
Teacher: You think it's different. Why is it different?
Teacher: You feel the same way. Why is it the same?
The teacher concluded: when we are in the same direction as others, our left and right sides are the same. When we face others, our left and right sides are opposite.
2. Game integration
(1) Touch it
Teacher: Let's touch it together.
Yang: Touch where?
Teacher: Left foot touches left foot. ...
Teenager: Hey, hey, hey.
(2) Return to your seat according to the password.
Please take three children to their seats and play wood games together. Children who are not in their seats should sit well according to the teacher's instructions. (Example: Please sit so-and-so on the right and so-and-so on the left ...)
At the end:
Teacher: Now we can not only distinguish our own left and right, but also learn some new skills through today's activities. When we are outdoors, children can play the games we played today.
Activity reflection:
This activity fully considers the age characteristics of children. Before that, children had early experience of distinguishing their left and right. The whole activity process is to let children experience and perceive themselves and others in the game, which greatly increases their interest in participating. In the implementation of this activity, there is a link to let children distinguish the left and right of other objects. However, this connection has almost no image with our real life, and the object-centered distinction between left and right focuses on distinguishing the left and right of others. Therefore, this link is a bit redundant, and it is easy for children to confuse the left and right of objects.
Although children have a high degree of participation in the whole activity, some children are still weak and still can't tell others' left and right. Then, in view of the phenomenon of individual differences, I think we can use the rest time to guide individual children and pay attention to the development of children with weak ability.