The activity goal of 1 in the "classification" of the teaching plan for the middle class in kindergarten:
1, can carry out activities according to the shape characteristics of graphics and consolidate the understanding of shapes.
2. Be able to tell your own classification reasons.
3. Let children understand simple mathematical principles.
4. Interested in participating in math activities.
Activity preparation:
Experience preparation: Young children already know triangle, circle, square, rectangle, trapezoid and ellipse.
Material preparation: one person and one sorting box.
Supporting materials: children's activity operation materials: science, classified by graphic characteristics, and combination of science and graphics.
Activity flow:
1, show "wonderful pocket, review the understanding of plane graphics.
Teacher: This is a painted pocket with many things hidden in it. Please guess what it is. The teacher repeatedly said, "There are many things in the wonderful pocket, let me touch them first", and asked individual children to touch out shapes such as square, angle, circle, rectangle, trapezoid and ellipse, so that everyone could identify and name them.
2. Guide children to operate and learn graphic classification.
Teacher: Please take out the sorting boxes and put the same shapes together.
Children operate, teachers observe and guide.
After the operation, please put all the graphics into the corresponding baskets according to their shapes, and check whether the classification is wrong.
3. Complete the operation materials
Please observe the "classification by graphic features" and "graphic combination" of the homework materials, see which graphics are composed of the above patterns, count the number of each graphic, and make records by classification.
Activity reflection:
"Classification by graphic features" is an activity that requires children to classify and queue according to their shape and color features. In order to attract children's attention and improve their interest in activities, according to the age characteristics of middle-class children, the scene of helping graphic babies queue up is used to stimulate children's interest, so that children can study in a relaxed and happy atmosphere and stimulate their desire to explore. In organizational form, I adopt group activities, game activities and group operations. In the activity, children's thinking is very active and they can actively express their findings in words. In this way, children's abilities can be developed in many ways. In the activity, I improve the opportunity of expression through individual answers and collective answers, and improve children's oral expression ability, reaction ability and observation ability.
Classification of Kindergarten Class Teaching Plans Chapter II Activity Design Background
In this lesson, when the teacher was playing with building blocks, he happened to find that several children didn't build any buildings or cars with building blocks, but some children took triangular building blocks, some took square building blocks and some took trapezoidal building blocks, thus teaching this lesson well in time.
moving target
1, through observation and comparison, learning things can be grouped according to some characteristics, uses, colors, sizes and shapes of objects, so as to cultivate children's ability of analysis, comparison and synthesis.
2. Cultivate children's ability to observe, judge and operate.
3. Guide children to actively interact with materials and experience the fun of mathematics activities.
4. Develop children's logical thinking ability.
5. Stimulate children's interest in learning.
Teaching emphases and difficulties
Children can classify according to size, color and shape, and pay attention to children's understanding of the purpose of items while classifying.
Activities to be prepared
Physical objects: apples, pears, bananas, balls, toy cars, leaves, basketball; Some building blocks.
Activity flow:
1. Teacher shows teaching AIDS: apples, pears, bananas, balls and cars. The teacher asked, children, we should put these things in two baskets respectively. How to divide it? )
2, children's group discussion.
Possible points are:
(1) Classification by purpose.
(2) Classification by shape.
Guide children to say: I put the same shapes together: apples and balls are round, pears and cars are not round; I put the same things together: apples, pears and bananas are fruits, and balls and cars are toys.
3. Show the leaves in the plot of picking leaves. The leaves are different in size and color.
Q: We need to put these leaves in two baskets respectively. How many ways can we divide them?
Possible points of children's discussion are:
(1) Classified by size.
(2) Classification by color.
Guide the children to say: I put the same colors together, or I put the same shapes together.
4. Operational activities.
Sub-building blocks: inspire children to classify according to the size, color and shape of building blocks.
5. Activity expansion:
(1) Children continue to infiltrate the consciousness of classification in other fields.
(2) Teachers can use the daily environment to let children learn to classify. For example, autumn leaves can be classified according to color and shape, and fruits and vegetables can also be classified according to color and shape.
Teaching reflection
By giving this lesson to the children in the middle class, the children in this class can basically master the classification and classification methods of objects. The classification is better in color and size, but it is more difficult to master the shape and use. In the future teaching, we can consolidate the classification of objects through other fields, and we can also learn in children's daily activities.
Kindergarten class teaching plan "classification" Chapter III Activity objectives:
1, know which are non-toxic and harmless waste materials, and know that they can be recycled.
2. Know the garbage classification mark.
3. Participate in the practice of garbage sorting and recycling, and use the recovered money to buy gull food to feed gulls, and feel the significance of environmental protection.
4. Willing to interact with peers and teachers and like to express their ideas.
5. Test children's reaction ability and exercise their personal ability.
Activity preparation:
"Garbage Classification" PPT has three recyclable garbage bins, which are labeled with cans, waste paper and plastic bottles, and some recyclable garbage is on them.
Activity flow:
1, dialogue leads to the topic:
Teacher's question: What rubbish have you seen, children?
What do you usually do with this rubbish?
2. Look at PPT and know the garbage classification mark.
(1) Show pictures of classified trash cans and ask: What is this? What are they for?
(2) Know the signs of garbage classification. Children discuss: What is recyclable garbage?
(3) Teacher's summary.
3, children's practical activities "garbage sorting and recycling"
(1) Children observe what is in their garbage bags and whether they can be recycled.
(2) Know the trash cans labeled with cans, plastic bottles and waste paper.
(3) Children sort garbage.
(4) Please go to the garbage collection station to collect garbage.
4. Extended activities: Parents take their children to buy gull food with garbage collection money to feed seagulls and experience the fun of environmental protection activities.
Activity reflection:
Through exploration and practice, let children learn what recyclable items are and cultivate their ability of careful observation, induction and classification. The extension of the activity expands education from in-class to out-of-class, which plays the role of family education and allows children to experience the fun brought by garbage collection.
Kindergarten class teaching plan "classification" Chapter IV Activity objectives:
1. Items can be classified according to their uses.
2. Can correctly express their classification reasons.
3. Be able to actively communicate your findings with your peers and stimulate your desire to explore things further.
4. Willing to make bold attempts to inspire children to explore the fun of scientific experiments.
Activity preparation:
Experience preparation: children have mastered the relevant experience of commodity use.
Material preparation: several physical objects, map marks, physical pictures, sorting boxes, sorting boards, etc.
Activity flow:
First, understand the introduction activities of goods and stimulate children's interest.
Second, organize items so that children can learn to classify items according to their uses.
1. Guide the children to divide the items in the basket into three squares according to their characteristics and think about how to divide them.
2. Talk to your partner about your classification reasons after classification.
Third, the teacher observes the child's operation and gives individual guidance.
Fourth, teacher-child interaction.
Teacher: Who can tell us how he separated them and why he put them together?
Fifth, use map markers to help children sort out their classification experience.
1. Teacher: Show me the tag cards, such as mouth, hands, apples, building blocks, cars, etc. And guide the children to choose the labels representing "eat", "play" and "use" respectively.
The teacher instructed the children to put the items into their baskets according to the marks.
Six, practice in groups, consolidate the classification according to the purpose of the goods.
1. Introduce the operation data.
Make a request.
3. Children's operation and teachers' patrol guidance.
4. The teacher's summary.
Teaching reflection:
In this activity, it is mainly to let children classify items according to their uses and correctly express the reasons for classification. In the activities, I first introduce activities in the way of "knowing things", so that children can "sort things out" and learn to classify things according to their uses. All children can classify things according to different uses such as food, daily necessities and toys, and can also tell the reasons for classification. Then guide the children to mark "send items home" with maps, and the children can also put items into their baskets according to the marks. However, in the following operating materials, children's classification of items according to their marks is very different. Some marks are so different that many children can easily read them wrong. Although I suggested it before the operation, understanding is one thing. When doing it, a large number of children do not carefully observe the marks and make mistakes in classification. All these reflect that children are not careful enough to observe the picture and do things too fast.
After entering the big class, I found that many children lack self-confidence in their own behavior, which is manifested in: they always like to look at other people's answers when operating, and even some children just get the operation materials to see what others do, and don't like to use their brains.
In order to fundamentally enhance children's self-confidence, I think we teachers must pay attention to let children really master what we want them to master, because only by letting them really understand and learn can they have a sense of identity with themselves. In addition, after each class, teachers should reflect, summarize, revise and accumulate experience in time, find more explanation methods acceptable to children, and make them perfect and better, so that children can start from cultivating interest, starting from basics and starting from basic habits, and enjoy mathematics and learning.
Kindergarten class teaching plan "classification" Chapter 5 Activity objectives:
1. Perceive the colors of red, yellow and green objects and classify them according to the colors.
2. Willing to participate in group operation activities, and initially learn to operate according to the requirements of each group activity.
3. Cultivate children's preliminary classification ability.
4. Improve the ability of logical reasoning and form a good habit of doing things in an orderly way.
5. Be willing to participate in activities and experience the fun after success.
Activity preparation:
1. Red, yellow and blue badges. (One color each accounts for one third of the total number of children)
2. A basket of red, yellow and blue wooden beads; There are several bead-threading ropes, and each rope end is tied with a wooden bead (such as a red wooden bead) as a classification mark.
3. A basket of red, yellow and blue snowflakes, and bottle dolls (each bottle doll has a ribbon on its head as a sign of classification).
A small red, yellow and blue house made of cardboard boxes, and some small pieces of red, yellow and blue paper.
Highlights and difficulties of the activity:
Guide children to try to classify objects according to their red, yellow and green colors.
Activity flow:
1. Game: Color touch music.
Show the breastplates of three colors in turn, and let the children say the colors.
Each child chooses a badge to hang around his neck. When the teacher says "touch the music with color", children of the same color touch each other.
Play the game 3-4 times, and children of the same color can also make faces.
2. Do classification exercises in groups.
Play the game of "threading beads".
For example, the rope is tied with red wooden beads, and this rope is wearing red wooden beads.
Play the "Feed the Doll" game.
A bottle doll with yellow hair feeds him yellow snowflakes
Play the game of "Go home one by one".
Blue paper goes back to the blue house.
Suggestion:
1. In group activities, children can choose freely.
2. Put the materials of this activity in the puzzle area for children to operate.
End of activity:
1. It can recognize three colors: red, yellow and blue.
2. It can be classified by color.
Activity reflection
Activities through children's own personal operation, games and a series of activities, let children master how to classify by color. Although the purpose of several activities is to classify children by color, the children are not bored, and their enthusiasm for participating in the activities is high, which enriches the original single activity and completes the goal well.
Activity Objectives of Class 6 in Kindergarten Teaching Plan Classification
1, which can be classified according to the names of fruits.
2. Learn to use "put xx and xx together" to boldly express the classification results.
3. Develop visual perception and judgment.
4. Stimulate children's interest in learning.
Activities to be prepared
1, experience preparation: know all kinds of common fruits, such as apples, bananas, oranges, pears and so on, and say the names correctly.
2, apples, bananas, pears, pitaya, grape fruit cards, a number of sorting baskets 3, environmental creation: create a fruit shop scene.
Activity process
1. Introducer: Did the teacher bring a friend today? Do you know her? (Miss Rabbit), yes, it's Miss Rabbit. She opened a new fruit shop. Let's go to her fruit shop!
Second, the children abide by the law of fruit placement Teacher: Take a closer look. How are the fruits placed in Miss Rabbit's shop? (Put the same fruits together according to their types), Listen: Who's here? Father pig comes to buy fruit. Oh, father pig is so big that he accidentally knocked over the fruit stand. Miss rabbit's fruit fell all over the floor. Would you like to help them put it away? But before we go, we must learn a skill to put the same fruits together. Can you do it? I'll invite two children to come up first and try with a fruit card.
Third, individual children try to classify by fruit. Teacher: These two children try our fruit card first to see if they can divide the fruit well. Pay attention to putting the same fruit on the same fruit rack.
Summary: You see, are they divided correctly? Ask so-and-so children to talk. How to divide it? (Guide them to use "put xx and xx together"), by the way, Miss Rabbit will only ask us for help if she learns to put the same fruit cards together. Now, do other children want to have a try? Let's take a look at our materials first. (Introduction of operation data)
Fourth, the collective homework, the teacher tour instructor: Before the exam, the teacher has several requirements:
1. You can select a table to operate in the future. If you find that there are not enough baskets, you can choose another table to operate.
Every child has a basket of fruit cards. You should divide the fruit into fruit baskets on the table.
Return to your position immediately after hearing the teacher clap your hands.
Teacher's explanation: Let's look at the fruit cards distributed by these children. Right? Who can tell me how you divide it?
Fifth, the game is over-the fruit babies are sorted and lined up.
Teacher: The children have learned the skill of dividing fruit. Now we are going to help Miss Rabbit's fruit shop! Please stand here. There are apples and bananas on your body. Let's go!
Activity reflection
In this small class of "fruit classification", my purpose is to classify all kinds of fruits on the basis that children are already familiar with them. Considering the age characteristics of small class children, I created an animal situation that they are familiar with: Miss Rabbit opened a fruit shop, but her fruit was neatly arranged, but was knocked down by the pig father who came from behind, causing the children to help Miss Rabbit sort out the fruit, and the children were happy to help. In this process, I invited several children to operate alone. Originally, I thought it was not difficult for them to classify three kinds of fruits, namely apples, bananas and pears, which children are familiar with. As a result, the child made a mistake when he came up to operate. I thought, although the child is familiar with fruits, he is not very clear about the concept of classification, and it will be more difficult to operate. In the following collective operation, I put five kinds of fruits. Because the children in small classes have just entered the park, they are not very clear about the routine of class, so there is a situation that everyone has not been assigned a piece of materials. I immediately guided them to operate with a basket of fruit by themselves in this process. In the final inspection, I found that a group of children misplaced several kinds of fruits. Although they know about fruits, they also make mistakes in the process of classification. Therefore, in the next time, I will focus on further strengthening children's grasp of the concept of classification, so that theory and practice are consistent.
The Design Intention of Chapter 7 of Kindergarten Class Teaching Plan Classification
Classification is the process of classifying projects into categories according to their similarities and differences, that is, merging projects with the same or the same characteristics. For small class children, classification includes two levels.
One is seeking common ground, that is, putting the same items together, such as watermelon and watermelon, candy and candy.
The second level is classification, which means putting items with the same characteristics together. On the basis of finding the same gifts, this lesson divides the gifts into three categories: edible, playable and books.
Seeking common ground is the basis of classification, because the standard of seeking common ground is ready-made. When classifying, children should come up with their own standards, and they will put watermelons and sweets in food boxes. Therefore, in the design, children should be asked to seek common ground while reserving differences, and gradually improve their ability to master standards, and then they should be asked to carry out classification activities. Through vivid game forms, children can accumulate relevant experience in the process of moving, playing and doing, and improve their interest in mathematics activities.
moving target
1, let children find the same items and know how to put them together.
2. Practice the classification of items and form a good habit of sorting things out.
3. Let children experience the happiness of cooperation and sharing with their peers through games.
Activities to be prepared
Food, PPT, toys, books, lockers, small animal headdresses.
Activity process
I * * * divide this activity into three major links, namely perception-cognition-classification.
At first, the scene was designed. In the forest kingdom, the rabbit won the prize in the abacus mental arithmetic competition. Let's congratulate it. Let children act as small animals, and children will have a great desire to perform. Put the congratulations together and perceive the classification first. Import theme. The second link is seeking common ground, that is, putting the same items together. Show the gifts brought by the teacher, watch PPT and let the children observe what gifts there are. Gifts are too messy, guide the children to organize together. First, take out an item and put it together. Take out another item and put it together. Let the children know that the same items should be put together. The third link is classification, that is, putting items with the same characteristics together. It is the sublimation and deepening of the second link. I use the game teaching method, and let the children classify the gifts they bring into the lockers with icons according to edible, playable and books. You can eat not only one kind of food, but also fruits, cakes and sweets, all of which need children to judge and operate by themselves. Let children experience and feel repeatedly in the game. Finally, some teachers and children came to the grass outside with food boxes to share food, so that the children could finish their activities happily in the game. This activity extends to regional activities. In the educational activity area, put "I can classify" toy cards for children to operate and put all kinds of things together.
Teaching reflection
Through this teaching activity, I learned that children's mathematics is very weak. In order to make them interested in math, I'm going to add more games in future math activities, so that children can have fun and learn from each other while playing. Really let children become the masters of learning and constantly improve their independent inquiry ability.