Design background
There are 30 children in this class, including girls 18 and boys 12. Although the children have a strong interest in Montessori mathematics and have mastered it well in the study of taking things by numbers, because five children have just been transferred from other kindergartens this semester, the combination of numbers and things is the key knowledge of mathematics in the middle class this semester. Considering the above problems and the differences in children's level,
moving target
1, initially perceive the corresponding relationship between 1 1- 15 number and object (quantity).
2. You can read the number 1 1- 15 according to your life experience.
3. Try to cooperate with your peers to complete the operation exploration activities and experience the sense of success.
4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
5. Stimulate children's interest in learning and experience the happiness of mathematics activities.
Important and difficult
Teaching emphasis: initially perceive the corresponding relationship between 1 1- 15 number and object (quantity).
Difficulties in teaching: Let children know the corresponding relationship between 1 1- 15 and things (quantities) in life.
Activities to be prepared
1, teaching aid preparation: Beading, Digital Puzzle.
2. Prepare learning tools: "beading, digital puzzles"; Snowflakes, castanets, beads and digital cards.
3. Page 17- 18 of Volume 4 of the Operation Manual.
Activity process
1, prepare for the activity
Teachers and children greet each other.
② Walk the line and listen to the rhythm. Children are required to walk with their feet on the line all the time. When they walk, they should take several steps while walking according to the rhythm of the teacher's shouting or patting, and then follow the music to do the actions corresponding to the teacher.
2. Group activities
(1) The combination of perception number and thing.
Creative situation: The golden kingdom has many golden beads, and the colorful kingdom has many colorful beads. They want to be good friends. The digital card of the digital kingdom decided to introduce it. Let's help them put them together.
The teacher showed the teaching aid "Beads, Digital Puzzle". What's the difference between gold beads and colored beads on the blackboard? (Different colors, different quantities, all gold beads are 10, etc. )
Guide the children to listen to the teacher clap their hands, and let the children listen carefully to the teacher clap a few hands and tell the teacher. For example, if the teacher takes a photo of 12, please take out the digital card "12" in "Beaded and Digital Mosaic", then take out the corresponding number of beaded cards (2 digits for colored beads and 0/0 digits for golden beads) and put them on the control panel of "Beaded and Digital Mosaic" to spell "65440".
④ Teacher's summary: Golden Beads are composed of 10 golden beads, which constitute 1 10, which we call 10. 1 means 10 (a string of gold beads) for ten digits, and 2 means 2 (two-color beads) for each digit.
⑤ Teachers require individual children to operate the number 13 on the control panel (to consolidate the combination of numbers and things).
⑥ Children operate the learning tool "beading and digital puzzles". Teachers can say any number in 1 1- 15, and ask children to take out the corresponding "beads and digital puzzles" and put them on the control board together. In order to increase children's interest, teachers can clap their hands, stamp their feet or castanets to display numbers, so that children can express them with "beads and digital puzzles".
3. Game activity "Looking for Numbers"
The teacher clapped his hands and asked, "Let me ask you something, kid. Where are 12 and 12?" The child clapped his hands and replied, "Cao Lao.
The teacher told you that 12 and 12 are here. "Then quickly lift the digital card" 12 ".
(2) The teacher takes any group of beads and digital puzzles in11-kloc-0/5, and asks the children to tell which group is missing.
(3) Please say "13" and put the beads and digital puzzles back in the corresponding positions. The game can be played repeatedly.
4. Group activities
Create a situation: I still have many things I want to make friends with digital cards. Let's go and help.
The first group: a group of two people, make 1 1- 15 beads with snowflakes, and indicate the number with digital cards.
The second group: two people play the game of "touching around" In the activity, children with digital cards are in contact with children with corresponding items.
The third group: add beads according to numbers.
5, exchange summary, clean up school tools.
Ask the first group of children to show and explain how they make beads with their good friends; The second group of children explained how they competed with their peers; Ask the third group of children to show the cards they added and communicate the process. Put away your school tools.
Activity expansion
1. Complete the activities on page 17- 18 of Volume 4 of the Operation Manual.
Take the opportunity of walking and count the trees in the garden and the windows of the house. Encourage children to pay attention to the numbers in their lives at any time and say what they represent.
Teaching reflection
Advantages:
1, the activity analysis is more comprehensive, taking into account the differences in children's mastery and learning level.
2. The activity goal is set and the activity is well prepared.
3. The activity ideas are more detailed and clear.
Most children have a good command of this activity class, and the classroom atmosphere is good. The children were able to take an active part in the activity, and the whole activity went smoothly.
Disadvantages:
1, the game is repetitive, and the activities in the game can be combined into one.
2. Although considering the difference of children's level, some children still don't grasp the key points of this activity. They should make more efforts to this child after class, and remember to communicate with parents to help them master this knowledge at home.
3. In the interaction with children, some children asked questions twice, while others didn't ask questions and didn't care about individual children. This aspect should be avoided in the future. If I take this course again, the big frame of the activity link will not change, but I will pay more attention to the details of the activity, the rigor of the language, the children who are slow to move, and be more careful in group activities. For children, mastering difficult operations, simply letting other children operate, or focusing on a variety of operations are great incentives. Teachers should not be stingy with their own language, and say more words of encouragement to children, even if it is a look. Although children's mastery of learning is different, as long as children make progress on the original basis, we should encourage them more.