Useful digital lesson plans for large classes 1 activity goals
1. Discover the numbers in life and get a preliminary understanding of their different uses.
2. Learn to use numbers to solve some practical problems in life and experience the fun of activities.
3. Stimulate interest in numbers and cultivate children's emotional attitude of actively paying attention to things around them.
Activities to be prepared
1, length and weight measurement result card of each child in middle class and large class.
2. Pen and paper
Activity process
1. What's the number?
1. Dialogue: Have you grown taller? Have you gained weight?
2, show the children's physical examination record card, guide children to observe the record content.
3. Children compare medical records.
4. Let the children talk about their findings.
Second, I found the number.
1, the question leads to the topic: Did you find the number?
2. Let the children talk about their findings in groups.
Third, the numbers in the classroom.
1, ask questions to stimulate children's interest in activities:
Are there any numbers in our classroom? Where are the numbers?
Children can look for numbers freely in the classroom together.
3. Talk about your findings.
Fourth, the number of people in my family.
1, group chat: I also have a number at home.
2. Ask the child to introduce the number to indicate the use at home.
3. Discussion: What are the numbers on these items?
Five, the number of the car
1. Communication: What's the number on the car?
2. Discuss with each other about the figures in the car.
3. Understand the use of numbers in different parts and positions of the car.
Six, write the number 1- 10
Useful numbers: large class teaching plan 2 1, I found the numbers.
Standard equipment: pen and paper.
Organizational strategy:
(1) Asking leads to the topic: Did you find the number?
(2) Ask children to record their findings with paintings.
(3) Show the children's records and talk about your findings in pairs.
2. Have you grown taller? Have you gained weight?
Preparation: The result cards of each child's body length and weight in the middle class and the big class (the middle class and the big class are distinguished by different colors, and the children can mark the body length and weight with spaces) Organization strategy:
(1) The dialogue evokes children's memories of their body length and weight measured by the health care teacher.
⑵ Show the children's physical examination record card to guide the children to observe the recorded contents.
(3) Children compare the physical examination records of middle and large classes and record their growth in their own way.
(4) Show the children the records and let them talk about their findings.
3. Number of kindergartens
Get ready: Choose sunny weather.
Organizational strategy:
(1) Ask questions to arouse children's interest in activities: Are there any figures in our kindergarten? Where are the numbers?
(2) Children can freely find numbers together in the kindergarten.
(3) Talk about your findings.
4. What are the numbers?
Get ready: a record sheet for children and parents to explore together, a physical projection or a video probe.
Organizational strategy:
(1) Use video probes to show the record sheets discovered by individual children and parents respectively, and ask individual children to introduce the results of their own exploration and parents' exploration.
⑵ Summarize the findings of children and parents.
⑶ Enlarge the exploration results of children and parents in the activity room to further stimulate the exploration interest and deepen the understanding of the practical significance of numbers.
5. The number of my family
Quasi-equipment: children's own exploration record cards or collected digital items and video probes.
Organizational strategy:
Talk in groups: I also have a number at home.
⑵ Show children's exploration record cards and ask children to introduce the use of digital representation.
⑶ Observe the items collected by children and discuss: What are the numbers on these items?
6. Numbers in the car
Be prepared: Get in touch with Liang Chao's children's father (car driver) in advance, and be ready to introduce the location of the car and the use of numbers in different parts.
Organizational strategy:
(1) Ask questions in previous activities to arouse interest.
(2) Introduce Uncle Liang who came to visit.
(3) The children asked their uncle many questions about the numbers in the car during the exploration.
(4) Visit my uncle's car and learn about the digital usage in different parts and positions of the car.
7. Write the number1-10 (this activity can be completed in several times).
Equipment: pen, Japanese grid paper, digital card written in Japanese grid1-10, blackboard and chalk. .
Organizational strategy:
(1) Observe the digital card to understand the writing requirements of numbers.
(2) The teacher demonstrated the specification of writing numbers in Japanese font.
(3) Children practice writing the number 1- 10 correctly.
8. Digital comics (this activity can be carried out in regional activities)
Quasi-preparation: point diagram (the pictures provided are connected in sequence to form a specific object image)
Organizational strategy:
(1) Find a graph on the map.
(2) Read from small to large.
(3) Read in the order from largest to smallest.
(4) Connect in numerical order to see what it is. Then paint it with your favorite color.
9, digital deformation painting
Preparation: Pictures with numbers and distorted numbers collected by children and teachers.
Organizational strategy:
(1) Guide children to observe what is on the map?
(2) Find out where the number 1- 10 is hidden.
(3) Numeric sequence and reciprocal.
10, number addition and subtraction (exploring shopping activities in activity supermarkets in combination with themes)
1 1, Numbers in Music (Dolemi)
Preparation: scales in the music classroom collected by Wang and his mother, and music scores collected by children learning musical instruments.
Organizational strategy:
(1) Observe the pictures and music collected by children.
(2) Ask individual children to introduce their own exploration.
(3) roll call and read the numbers in the score.
(This activity later developed into a theme exploration activity around music.)
12, I made it ... with numbers on it.
Standard equipment: pen, paper, waste paper box, paste, adhesive tape, etc. Children's collection.
Organizational strategy:
(1) Talk: "I want to do ..."
Encourage children to say what they want to do and the meaning of the numbers on it.
(2) Children can talk freely and share their ideas with their peers.
(3) Children draw their own designs with strokes.
(4) Children make a digital object with prepared materials according to their own design.
This activity is divided into two parts, the first one is designed for conversation, and the second one is made. Give children 1-2 days to collect and prepare materials between activities)
13, let's measure it.
Quasi-equipment: various measuring tools collected by children.
Organizational strategy:
(1) Understand all kinds of measuring tools and the functions of the numbers on the ruler.
⑵ Discussion: How to measure?
⑶ Exploration: This is how I measured it.
(This activity later developed into a theme exploration activity around measurement. )
14. Hold the exhibition "Useful Numbers"
Quasi-preparation: digital objects collected by children, digital objects designed and produced by children themselves, materials (paper, pens, foam boards, pins, paper clips, tapes, building blocks, etc. ) needed to hold an exhibition.
Organizational strategy:
(1) Talk: What else do you want to do with the digital items collected by everyone and made by yourself?
(2) Discussion: Where will the exhibition be held?
(3) Do it yourself and prepare for the exhibition (choose the venue, classify the articles, arrange the exhibition, etc.). ).
(4) Holding an exhibition of "Useful Figures".
15, know the clock.
Quasi-equipment: all kinds of clocks and watches collected by children.
Organizational strategy:
(1) Jason Chung Exhibition
(2) How does the clock indicate the time?
(3) Make your own clock.
I designed this clock.
Useful Digital Large Class Teaching Plan 3 Activity Objectives:
1. Understand the application of numbers in life and know that numbers can bring convenience to life.
2. Communicate boldly, tell your own findings and try to solve practical problems with numbers.
3. Actively participate in activities and experience the fun of cooperation and communication with peers.
4. Cultivate children's ability to think, solve and react quickly.
5. Cultivate children to share the social quality of cooperation with others and care about others' feelings.
Activity preparation:
1. experience preparation: let children find out where there are numbers in their lives and understand the meaning of each number on their house number.
2. Material preparation: draw a picture with numbers, several items with numbers, courseware about the application of numbers in life, pictures of new animal villages and pictures of small animals.
Activity flow:
(1) Look at the pictures and find the numbers to stimulate interest.
1. Show digital pictures and see what the numbers have become.
2. Summary: It turns out that this is an interesting digital painting, and everything on it is made up of numbers.
(2) Operational exploration, looking for numbers and understanding that numbers can express different meanings.
1. Group operations to find out the numbers on the items.
2. Focus on communication and sharing findings.
Try to find the numbers on your clothes and shoes.
4. Summary: Numbers can represent dates, times, numbers, etc. It is really useful and brings a lot of convenience to our life.
(3) Contact life, expand experience, and further understand the application of numbers in life.
1. Question: Where else have you seen numbers in our lives?
2. Watch the courseware and feel the convenience brought by numbers to life.
3. Focus on understanding the meaning of each number on the house number.
(D) Try to solve practical problems with figures.
1. Show pictures of the new animal village and ask for it.
2. Work in groups to help small animals decorate their rooms and make numbers.
3. Show the operation card and check collectively.
Activity expansion:
Go to the classroom, kindergarten, and find numbers in life, and find that numbers are more useful.
Activity reflection:
In the design of this activity, I think it has the following characteristics: 1, life-oriented educational content. The content and material of this activity all come from life, and the final creative activity also serves life. 2. The activity environment is relaxed. During the activity, I pay attention to giving every child a chance to participate in the experiment, supporting and encouraging them to express their different opinions boldly, and giving encouraging comments on their findings, ideas and problems in time to create a safe and relaxed exploration atmosphere for them. 3. Scientific material transfer. In order to achieve the goal that activity materials can stimulate children's exploration motivation and interest, and facilitate children's free choice, although there are not many kinds of materials, the number of similar materials is very rich, which can not only avoid children's competition, but also leave children with broad thinking space. In addition, in terms of material placement and space arrangement, I also made a design to facilitate children's better observation and exploration.
Useful Digital Large Class Teaching Plan 4 Activity Objectives
1. Perceive the close relationship between numbers and daily life.
2. Feel and experience the importance and interest of numbers, and improve children's interest in numbers.
Important and difficult
Teaching emphasis: Perceive the close relationship between numbers and daily life.
Difficulties in teaching: realize the importance of numbers and realize the combination of knowledge and life.
Activities to be prepared
1, courseware
2. Height ruler and electronic scale.
Activity process
Scene introduction: The king of the digital kingdom wants to invite children with numbers to visit the digital kingdom. Stimulate children's desire to find their own numbers.
Second, feel the numbers on yourself and their uses.
(1) Find the numbers on yourself and discuss their meanings and uses.
(2) Measure height and know the relationship between height and numbers.
1, use the rules of buying tickets to stimulate children's desire to measure their height.
Children measure their height.
3. Summary: Height can be expressed by numbers, and the numbers of height let us know our height.
(3) Measure the weight and know the relationship between weight and numbers.
1, watch courseware to stimulate children's desire to measure their weight.
Children measure their weight.
4. Summary: Weight can be expressed by numbers, and the numbers of weight let us know our weight.
Third, the migration experience, who are the characters in life? What do they mean? Expand children's thinking and perceive the close relationship between numbers and our daily life.
1. Discussion: Where else have you seen numbers in your life? What are these numbers for?
2. Look at the pictures of numbers in life and discuss them.
3. Discussion: What would happen if there were no numbers in life? Further feel the importance of numbers in our lives.
Activity reflection
Numbers are everywhere in life, and children will inadvertently find some numbers with different uses, but they cannot clearly feel the importance of these numbers. Starting from children's life experience, this activity makes children feel the extensive use of numbers in life through games, search, discovery and communication, pay attention to the digital information closely related to life around them, realize that numbers can represent different meanings, and feel and experience the importance and interest of numbers. This also reflects the goals of "initially perceiving the usefulness and interest of mathematics in life" and "being interested in further exploring the meaning of various numbers in the environment" in the Development Guide for Children aged 3-6.
First, reflection on the goal orientation.
In this activity, my goal is closely related to the requirements of mathematics goals in the scientific field in the Guide to the Development of Children Aged 3-6 and the Outline. The goal is: 1, and the close relationship between perceptual numbers and daily life. 2. Feel and experience the importance and interest of numbers, and improve children's interest in numbers. The whole activity revolves around the goal, from life, connecting with life, clarifying the theme, making children feel the close connection between numbers and daily life, realizing the best opportunity to combine knowledge with life, and achieving the purpose of stimulating children's interest in numbers.
Second, the reflection of the activity process
At the beginning of the activity, I inspired the children with the scene that the king of the digital kingdom wanted to invite children with numbers to the digital kingdom. When I asked the children if they had any numbers, they felt that they didn't have any numbers on them, and some disappointed expressions appeared on their faces.
At this time, I asked my children to find their own numbers in time, which stimulated their desire to find numbers. The activity naturally entered the second link. At first, the child didn't know where to look, and the teacher suggested with appropriate actions, which provided clues for the child's search. The children are actively looking for it. Some children find numbers on the soles of their shoes, while others find numbers on their collars. Everyone is excited about their discovery and excitedly communicates where they found these numbers. When the children shared the numbers they found with their peers, they suddenly realized that there were still so many digital friends hidden in us! At this point, I asked the children to guess that the shoes are big, the numbers are big and the shoes are small with their own life experience, and further verified. This process is a process of children's active participation, guessing and verification, and personal experience, so children are very interested. In active activities, children understand that the numbers on shoes and clothes represent their size, and size can help us find clothes that suit our size.
We found the numbers on us, and now we can go to the digital kingdom. I continue to take the bus to guide my children. According to my own life experience, children under 120cm in height can buy tickets for free, and those above 120cm in height can buy tickets. Then arouse the child's desire to measure his height. Children actively participate in the link of height measurement. In this session, I heard children talking about their height with their peers, such as: I have 125 to buy tickets! I have 1 10 for free. At this point, I asked this question, what does this number we measured mean! The children all said in unison that it represented our height, and then I asked the children what the height figures could tell us. With the experience of previous activities, it is easy for children to say that the height figures can let us know our height.
After that, the courseware was played: children play on the seesaw. Guide the children to talk about the seesaw, because the weight difference between the two children is too big. The natural transition of weight measurement aroused children's desire to know their own weight. In the process of weighing, I heard the children talking, such as: I have 20kg, you have18kg, I am heavier than you, and so on. From the children's conversation, we can see that children can already compare their height with their weight. At this time, I asked my children to guess who is heavier and lighter than two children of similar height. Children's guesses are different, so I asked two young children to tell their weight. Children can immediately tell who is heavy and who is light by the numerical size of their weight. In the process of interesting activities, children not only actively participate, but also know that height figures can let us know our weight.
In this link, I pay attention to the children as the main body, and the teacher plays the role of "guidance", which runs through the scene, allowing children to actively participate in activities in discovery, guessing, verification and discussion, so that children can feel the usefulness and interest of numbers in us.
Through the above activities, children's minds have been opened. Then, I introduce the next link and ask: Where have you seen numbers in your life? What are these numbers for? Children discuss the numbers in their lives around problems. I further guide the children to discuss the usage of these numbers by asking questions and questions, which is also an important part of the whole activity. I gave the children as much time as possible to ask, think and talk. Children are active in thinking and action, and can speak many figures in life, such as those on watches, remote controllers, commodity prices and so on. Even the number and use of water meters that children rarely touch. Let children feel the close relationship between numbers and our daily life.
Before, children's thinking has been very broad. At this time, I will let my children watch the pictures of numbers in life and discuss them, so as to further expand and enrich their understanding and let them perceive the wide use of numbers in our lives through visual, auditory and linguistic senses.
With the perception and feelings of the above links, I ask a question: What would happen if there were no numbers in life? The children are actively thinking and discussing. The children gained a lot of experience through this activity. For example, if there is no car number, passengers don't know which car to take. If there is no channel number on TV, it is difficult to find the TV program you want to watch. There are no numbers, I don't know the price, I can't buy things, and so on; Let children understand that life is inseparable from mathematics, which is of great value to life. So as to cultivate children's awareness of observing life from the perspective of mathematics and improve children's ability to understand mathematics with life experience.
Three. Success and Shortcomings in Activities
In this activity, I have both successes and shortcomings.
Success lies in the following points:
1, accurate target positioning, capturing life materials in activities, originating from life, making content live, applying it to life and practicing life.
Mathematics originates from life, and there is mathematics everywhere in life. We should pay attention to children's life and learning experience, capture materials close to children's life, select people, things and things familiar with children's life, and take life mathematics as an example to make children realize the vividness, interest and richness of mathematics, thus stimulating children's interest in learning. For example, it is useful to find the numbers on yourself and the size numbers on clothes, which everyone can touch, but children often don't notice them at ordinary times. The activity aroused children's concern about the size of clothes and aroused their interest. ② Discuss the numbers in life and collect images of objects with numbers in different scenes in life for children to observe. Because it comes from life, children are willing to talk and watch. Through speaking and watching, let children feel that mathematics is around and stimulate their interest. By capturing life materials, children can feel that mathematics comes from life, and there is mathematics everywhere in life, which is more conducive to mobilizing and stimulating children's enthusiasm for learning mathematics.
In the process of learning mathematics in life, applying what you have learned is the ultimate goal of learning mathematics, and it is also a vivid embodiment of learning "valuable" mathematics. In teaching, we should reproduce life scenes, guide children to return to life space, practice in life space, feel in life practice, stimulate children to consciously use what they have learned to solve related problems in life, and improve their ability to solve problems in life practice. If you compare the size of shoes with the weight of children by numbers, children over 120cm should buy tickets.
2. Let children learn with strong interest and desire to explore, which reflects the learning style of children's independent inquiry.
Teachers' "teaching" is to better promote children's "learning". In the whole activity, I pay attention to stimulating children's desire to learn actively, such as: a strong desire to find their own numbers; Verifying the numbers on teachers and children's shoes by guessing is a good process for children to learn and explore independently, and it also helps children to establish their own information and experience system and change the role of teachers from "teaching" to "guiding"; Another example is: create a situation for children to measure and weigh, and let children experience the fun and use of numbers. Compared with children's learning methods, teachers' teaching methods become more creators and organizers of learning situations and participants and promoters of children's learning activities; Another example: discuss the numbers in life, leave enough time for children in the process of telling, teachers play a guiding role in this process, and children are the initiative in learning and discussion.
3. Teachers are passionate, and can use actions, language and expressions to stimulate children's interest in participating in activities. Children's attention is relatively concentrated, their thinking is active, and teachers and children cooperate with each other, so that children can jump and pick fruits in happy participation, experience the happiness of success, and show a high degree of interest in learning and a positive spirit of exploration. The whole classroom atmosphere is active, and the children are always in an excited state of active participation.
4. In teaching activities, we can flexibly adjust our strategies to achieve our goals better.
Teachers' "teaching" must be based on children's "learning". During the activity, I pay attention to the children's reaction and adjust the strategy flexibly according to their situation. For example, let the children weigh themselves. The two little girls are a little introverted and forget their own weight. I am flexible, take out nicknames in time to let children reconsider and make teaching activities flexible.
However, I still have some shortcomings in my activities, which need to be improved.
1. For example, after finding numbers and measuring their height and weight, some children have begun to talk eagerly with their peers. At this time, it is necessary to set aside some time for children to communicate with their peers, explore the use of these numbers, and let children better perceive useful numbers in communication; For another example, after weighing, children can play seesaw games with their peers of the same weight to further perceive the use of numbers in life.
2. Activities should be prepared more carefully.
For example, when children were discussing the numbers in their lives, I found a child pointing to the big screen and saying, "I saw 1 10, which can be used to call the police." I turned to look, and there were pictures of the links we didn't enter on the big screen. Although I handled this unexpected situation promptly and flexibly at that time, I think the teaching preparation before the activity must be done more carefully, so as not to affect the children's study.
In future activities, I think I should also strengthen theoretical study, enrich my experience, let go more boldly, fully trust my children's ability, and let them have more space and opportunities for independent exploration.
Useful digital large class teaching plan 5 goals:
Look for numbers in life and feel the close relationship between numbers and people's lives.
Interested in numbers, further consolidate the understanding of numbers.
Prepare:
Teachers and students collect common articles or pictures with numbers written on them (watches, alarm clocks, calendars, rulers, scales, medicine bottles, household appliances, thermometers, etc.). ) and display it indoors.
The teacher prepares other items or pictures with numbers and displays them in categories.
Process:
Children introduce objects with numbers and explain what the numbers on the objects mean.
Guide children to recall their existing life experiences and think about where or what they have seen.
Numbers, and guess the meaning of numbers and their functions in people's lives (such as house numbers, license plates, traffic lights, sound decibel meters, etc.). ).
Teachers show other objects or pictures with numbers to inspire children to tell the purpose of the numbers on each object, so that children can experience the close relationship between numbers and people's lives. For example, tell me which items in the house have numbers on them.
What does this mean? Think of other places or objects where you have seen numbers. What are their uses?
Discussion: What would happen if there were no numbers in life?
Teaching Plan 6 for Large-scale Digital Classroom Objectives:
1, feel the rich changes of numbers and experience the convenience and fun that numbers bring to life.
2. Review the numbers and counts within 9 and distinguish 6 from 9.
Compilation: 1. Draw three geometric figures (and small animals).
Every child has a digital card.
3. Each group should provide white paper, paste and marker.
Process:
First, look at the picture to fill in the phone number.
(1) We are going for a spring outing. I want to invite small animals to join us. Please find a way to inform them. (Children talk extensively)
Teacher: You're really smart. You've thought of many ways. So, what is the best way?
(2) When making a phone call, let's check the phone number of the animal house first.
Teachers show their graphics cards separately. (monkey, bear, rabbit)
Teacher: This is the phone number of Little Monkey's home. Let the children observe and find that the little monkey's house has only figures, but no numbers.
(3) Guide children to look at pictures, count and count. (After all the three companies have observed, let's translate the figures.) (Each person has one operating appliance. You can paste numbers with numbers, or you can write numbers with a pen)
Second, perceive the rich changes of numbers.
(1) Thinking: These numbers are all six digits. Why are the phone numbers different?
(Numbers are arranged in different order)
(2) Observation: Which of the three telephone numbers is different?
(The number of the little monkey's house is 9 and 6, and the number of the little bear's house is 6 and 9; Bunny's family doesn't have these two numbers, but some are 2, 7)
What is the same?
All three numbers are six digits, and the first two digits are 5 and 8. )
(3) Distinguish between 6 and 9
Q: Teachers often make mistakes between 6 o'clock and 9 o'clock. Please help me remember it.
Let the children say that the circle of 6 is below and the circle of 9 is above. )
Show the number 23456789 according to the child's story.
Third, exchange the collected phone numbers.
Enhance children's understanding of telephone.
(1) Ask your child to read out the phone number he brought.
Understand that the phone number is multi-digit.
(2) Do you know how many digits the phone has? (Please tell your child according to your own life experience)
(The home phone number in Shanghai is 8 digits, and the mobile phone number is 1 1 digits; The commonly used private telephone is 3 digits. )
Fourth, give the animal a phone number.
(1) There are still many small animals that haven't called yet. Let's use numbers to help them make up their phone numbers.
Tip: You can paste numbers or write with a pen.
Consciously let several children come up to read numbers.
(2) Teachers put forward new requirements after the patrol. Remind your child whether he has used every number and count how many digits you have made up the phone.
Expansion activities: Make the phone number made up by children into a phone book.