We went for an outing. Small class math teaching plan 1 activity goal:
1, correctly perceive the number within 5, and say the total.
2. You can find the corresponding position according to different pictures and your own "ticket".
3. Be able to actively participate in activities and experience the fun of mathematics activities.
Activity preparation:
5 self-made cars, each with different fruit pictures and illustrations; Children have a "ticket" with different fruits and different quantities (1~ 5); 4 animal pictures (the number of each animal is different); 4. Park landscape map; Music "Let's go for an outing".
Activity flow:
First, import
1, Teacher: Today, the teacher drove the children for an outing. You see, there are already several cars waiting for us to pull. Let's count how many cars there are! (Teachers and children count together)
2. Let the children count the number of seats in each carriage and tell the total.
3. Teacher's summary: It turns out that each carriage has five immovable seats.
Second, the basic part
1, sit according to the fruit.
Teacher: Which bus should you take? The secret is in your ticket, please have a look!
Let the children observe their tickets, and then sit in the car and draw pictures of the corresponding fruits according to the fruits drawn on the tickets.
Play the music "Let's go for an outing" and let the teacher beat the time with the children.
2. Show the park landscape map for children to observe.
Teacher: The park is here. What beautiful scenery did you see?
3. Sit in the order of 1 ~ 5 according to the number of fruits on the ticket.
Teacher: After visiting the park, the teacher wanted to take everyone to visit the zoo, but the driver's uncle made a request to the children. Let's have a look.
Show the chart 1, ask children to observe and guide them to understand the meaning of the chart.
Teacher: This is the driver's uncle asking everyone to sit in the order of 1, 2, 3, 4 and 5. In other words, how much fruit do you have on your ticket to sit in the first seat of these two cars?
Please count the number of fruits on your ticket, and then find the corresponding seats according to the number of fruits on the ticket in the order of 1~~5.
Play the music "Let's go for an outing" and let the teacher beat the time with the children.
4. Show pictures of animals for children to observe.
Teacher: How many small animals did you see when the zoo arrived?
5, according to the number of fruit by car
Teacher: After visiting the park and zoo, we are going back to kindergarten now, but the uncle driver has given the children a problem again. Let's have a look.
Show the second picture, ask the children to observe and guide them to understand the meaning of the picture.
Teacher: The ideas in these pictures represent quantity, that is to say, there are several kinds of fruits on your ticket, so you can ride in a car with several kinds of ideas, no matter what fruit.
Let the children count the number of fruits on their tickets, and then find the corresponding car according to the number of fruits on the tickets.
Play the music "Let's go for an outing" and let the teacher beat the time with the children.
Third, the end.
Teacher: The kindergarten is here. Please get off one by one!
We went for an outing. Small Class Mathematics Teaching Plan 2 Activity Objectives:
1, correctly perceive the number within 5, and say the total.
2. You can find the corresponding position according to different pictures and your own "ticket".
3. Be able to actively participate in activities and experience the fun of mathematics activities.
4. Memorize lyrics and learn songs with the help of atlas.
5. Let children understand the humor of songs.
Activity preparation:
5 self-made cars, each with different fruit pictures and illustrations; Children have a "ticket" with different fruits and different quantities (1~ 5); 4 animal pictures (the number of each animal is different); 4. Park landscape map; Music "Let's go for an outing".
Activity flow:
First, import
1, Teacher: Today, the teacher drove the children for an outing. You see, there are already several cars waiting for us to pull. Let's count how many cars there are! (Teachers and children count together)
2. Let the children count the number of seats in each carriage and tell the total.
3. Teacher's summary: It turns out that each carriage has five immovable seats.
Second, the basic part
1. Take the bus. Teacher: Which two trains should you take? . The secret is in your ticket, please have a look!
Let the children observe their tickets, and then sit in the car and draw pictures of the corresponding fruits according to the fruits drawn on the tickets.
Play the music "Let's go for an outing" and let the teacher beat the time with the children.
2. Show the landscape map of the park and ask the child observer: What beautiful scenery did you see when you arrived at the park?
3. Sit in the order of 1 ~ 5 according to the number of fruits on the ticket. Teacher: After visiting the park, the teacher wanted to take everyone to visit the zoo, but the driver's uncle made a request to the children. Let's have a look.
Show the chart 1, ask children to observe and guide them to understand the meaning of the chart.
Teacher: This is the driver's uncle asking everyone to sit in the order of 1, 2, 3, 4 and 5. In other words, how much fruit do you have on your ticket to sit in the first seat of these two cars?
Please count the number of fruits on your ticket, and then find the corresponding seats according to the number of fruits on the ticket in the order of 1~~5.
Play the music "Let's go for an outing" and let the teacher beat the time with the children.
4. Show me the animal map. Child observer: Here comes the zoo. How many small animals do you see?
5, according to the number of fruits Driver: After visiting the park and zoo, I am going back to kindergarten now, but the driver's uncle has given the children a problem again. Let's have a look.
Show the second picture, ask the children to observe and guide them to understand the meaning of the picture.
Teacher: The ideas in these pictures represent quantity, that is to say, there are several kinds of fruits on your ticket, so you can ride in a car with several kinds of ideas, no matter what fruit.
Let the children count the number of fruits on their tickets, and then find the corresponding car according to the number of fruits on the tickets.
Play the music "Let's go for an outing" and let the teacher beat the time with the children.
Third, the end.
Teacher: The kindergarten is here. Please get off one by one!
Teaching reflection:
The teaching links are clear and the activities are carried out smoothly. However, considering that it is parents' open day, although the atmosphere is much richer with parents' participation, parents' intervention and more or less guidance and intervention make the progress in the link not obvious enough, and "jumping to get the fruit" is not prominent enough. I didn't think about it in advance. I didn't expect some parents to help their children pick fruits directly.
However, the overall effect of teaching activities is still good. Children actively participate in games, answer questions well, and their performance ability deserves encouragement and praise. Of course, the leaders and teachers also raised some details about my activities.
1. Does situational creation interfere with children's sight?
For young children, the creation of scenes is undoubtedly attractive and interesting. But when the children were asked to talk about what they saw in the second link, the careful children told me that there were 25 peaches on a fruit tree. At this time, I have realized that the presupposition of the activity still happened. I am surprised that the children in our class are so careful. Therefore, in the creation of this scene, should the teacher turn the fruit tree upside down at the beginning, and ask other teachers to help turn it in the last link, so as not to interfere with the children's sight. Or simply draw a situational picture from scratch and let the children observe the picture directly.
Second, emphasize the one-to-one correspondence between numbers and points and clapping.
Mathematical activity is to interpret the content to be expressed with simple and clear sentences. The most important thing is simplicity, which can be understood and accepted by children. This can be directly reflected when children operate. The children in our class are very clever, and the teacher understood it once, and the operation was great. However, the senior teacher suggested that it is best to emphasize the details, or to explain clearly how many times the animals bark and clap their hands. The details of this link are worth discussing and thinking about.
Third, "jump up and pick the fruit"
The link is clear, but the level is not obvious enough. Because it is an open day for parents, considering the interaction between children and parents, parents are chosen to participate in music games and fruit picking games. The atmosphere is lively, but due to the intervention of parents, some parents focus on having fun with their children.
It is not to guide children to operate by themselves, but to check by parents. Therefore, it seems that the gradual progress at different levels is not obvious enough, which is also a question worth pondering.
For me, I think it is most important to make children happy. The children like my activities. They participate in games and are willing to interact, perform and operate with teachers. It was a pleasure and a successful activity. Because the subject of the activity is always the child, and the teacher is the guide. It is very pleasant to master knowledge in a happy and relaxed atmosphere. I think children like this kind of activity very much. Parents' participation creates an atmosphere by going to the next level, and they cooperate with the activities.
It takes courage to face so many people for the first time in the customs clearance class and parents' open day. I think I have succeeded, because I have already practiced it. Every new attempt is a kind of training. Experience makes me feel full, harvest makes me feel practical, and children's happiness makes me feel happy. It is another challenge and a growth, and what awaits me will be the attempt and experience in the next field.
Let's go for an outing. Small class math teaching plan 3 1. Activity objectives:
1. Help children understand the relationship between "1" and "duo" through game activities.
2. Mobilize children's enthusiasm to participate in mathematics activities in a happy situation.
Second, the activity preparation:
1.Stud (a big building block) 2. Fish and fishing rod 3. Cat headdress 4. Basket 5. Music tape 6. Simulated pond.
Third, the activity process:
(A) activity import, stimulate interest
1. Role penetration
"I am a mother cat. Who are you? "
2. A mother cat and many kittens.
Kittens, let's go to the forest by train. (Listening to music)
(2) Dividing stumps
1. The forest is here. There are many small stumps. What colors do you have?
2. How many small stumps are there in a * * *? (rich character: many small stumps)
3. A kitten moves a small stump you like.
4. Where have many small stumps gone? How many small stumps have you moved? (Ask questions one by one)
Summary: Many small stumps can be divided one by one.
(3) fishing rod
1. What do you like best, cats and babies? (Small fish, mice ..)
Let's go fishing. Look, how many fishing rods are there? (Guide the child to say: Many fishing rods)
3. Fishing rod: How many fishing rods did you take?
Summary: Where have many fishing rods gone? It turns out that many fishing rods can be divided into one.
The cat went fishing.
1. How many small fish are there in the pond? (many)
2. Make a request: A baby cat caught a fish.
3. Hand fishing rod: One fishing rod becomes multiple fishing rods.
(5) collecting small fish
1. Collecting small fish: We put a small fish in the teacher's cauldron and cook it.
2. Guide the child to say, "I released a small fish."
3. How many small fish are there in Mother Cat's cauldron now? (many)
Summary: A small fish has become many small fish.
(6) separate the small fish.
1. Many small fish are cooked, and we are going to share them.
2. Guide the child to say, "I took a small fish."
Baby cat, how many small fish did you take? Summary: Many small fish can be divided into one fish and one fish.
4. Now we are in eat small fish. What is that smell?
(7) The activity is over.
1. The little fish is finished, and we are going home.
2. Put the stump: Please give the small stump to mom and guide the children to say, how many small stumps did you give?
3. Summary: A small stump has become many small stumps.
4. Go home by train.