In the "forest game" class, I designed a riddle guessing session, which made the children particularly interested. The specific game process is as follows: Before class, I posted some small animals that children like on the blackboard. These animals are cut out with colored paper of different colors, and each animal writes a digital riddle. In class, I first asked, "Do you like riddles, children?" The children happily replied that they liked it, so I asked them to look at the small animals on the blackboard together and said, "Each of these small animals will give you a riddle. Guess who gave it to him. " Hearing this, the children were so happy that they raised their hands to guess. I asked the children to guess in groups, and each group guessed a riddle. As a result, almost all the children guessed the number represented by the riddle, so I awarded them the small animal award. I am really happy to see them showing off with beautiful animals happily.
2. Combination of numbers within10
When teaching the composition of numbers within 10, I designed a game of "touching the ball" to consolidate the composition of numbers within 10. If I show the number 8 first, I say to the students, "Hey, hey, how many balls have my three balls touched?" Students can say, "Hey, hey, your three balls touched five balls", and the number said by the students must add up to eight with the number said by the teacher. In such a pleasant atmosphere, almost all students can say the touched numbers quickly, so the composition of numbers within 10 is quickly remembered by children. 10 2 Division and Multiplication of Numbers
When teaching "division and combination of numbers within 10", I designed a ball throwing game to let students discuss different methods of division and combination of numbers. Divide the students into groups, call the students to take the ball of 10, let the one who reports how many balls he has thrown throw first, and let him tell us his thoughts. If a student throws it, there are three balls outside the basket. Some people said that I wanted to combine 3 and 7 10, so I threw 7 balls; Some said that the previous classmate threw four balls into six outside the basket, and now there are three outside the basket. I'm sure he threw seven, because there was one less outside and one more student who came up with the correct answer from different angles, which reflected the individualization and diversification of thinking and, more importantly, cultivated students' innovative thinking.
3. Addition and subtraction within10
When teaching addition and subtraction within 10, students like to participate in "riding games" with me. Before the race, the teacher needs to prepare some drivers' headdresses and calculation cards and send them to each student. At the beginning of the game, the classmate who gets the driver's headdress will become a car driver and stand proudly in the designated place. I usually wear a headdress as a "little driver", and each headdress is written with a 65430. Students who get the formula card will take different "cars" according to the number of points on the card. After all get on the bus, the driver will check the tickets, and those who take the wrong bus will be fined. After the ticket inspection, the driver will lead the passengers to "get on the bus" with the music. The children are particularly excited because of my participation. They all want to get in my car and are proud to play games with their teachers.