Teaching plan and reflection of kindergarten mathematics activities: skipping rope counting
Activity purpose: 1. Feel the usefulness and interest of mathematics in life.
2. Try to count skipping rope in your favorite way and learn to count correctly.
3. Be able to share cooperation with peers and solve problems through consultation.
Activity preparation:
1. Material preparation: A video clip from children's real life-"Argument Moment in Jumping Rope Competition", recording paper and pen.
2. Experience preparation: Before the activity, please ask the children and parents to collect relevant information about sports competitions, observe and understand the process of various competitions and the method of ranking determination; Children have experience in skipping rope and counting skipping rope.
Analysis of key points and difficulties:
1. key point: through practice, try to count skipping rope in your favorite way, and learn to count correctly in the process of increasing your interest in counting. Prepare to use practical experience method, discussion method and game method to break through this key point.
2. Difficulties: It can be found that many problems in life can be solved by mathematical methods. Prepare to make a breakthrough by inspiring questioning method and extending activities.
Activity flow:
1. Import activities: watch videos and discuss.
Teacher: Children, today the teacher brought you a video. Please have a look. What happened in the video?
After watching the video, ask:
(1) What happened to the child in the video?
(2) Why can't jump clearly?
2. The second video (slow play) is convenient for children to observe the corresponding relationship between skipping speed and counting speed, and analyze the problems in field counting.
Ask questions:
(1) Why is the hop count unclear? What's the problem?
(2) If it were you, how would you count skipping?
3. Group practice and collective sharing: How to make the skipping count more accurate?
(1) Children work in groups, and each group takes a skipping rope. Children can discuss the counting method while practicing, and record the counting method of skipping rope through picture marks and other forms.
(2) Collective sharing
A. share the exploration process, such as:
What difficulties did you encounter when you started counting?
How did you come up with the solution?
B. Sharing counting methods, such as:
Look at the count of children jumping rope;
Look at the number of children's heads jumping up and down;
Look at the number of arms of the children who jump rope.
Which of these methods do you like best? Why?
C. discuss counting precautions, such as:
Hops and numbers should correspond;
Stepping on a rope or jumping over the other foot without jumping can't count;
Remember the numbers the children skipped, then count down and say the final result.
4. Learn the skipping count in groups. Let the children try the recording method of skipping rope according to their own wishes and explore new methods.
5. Discussion: What other sports are counted on the spot?
Such as: children's racket, pitching, tail-scratching games; Football, volleyball, etc in sports.
Activity expansion:
Encourage children to continue to use counting methods to solve problems in sports competitions and life, such as giving out bowls and chopsticks and having lunch. And record your own practices by drawing and taking photos, and post them on the theme wall to share with your peers.
Activity reflection:
First of all, the activity closely links children's learning with real life, highlighting the characteristics of "situational, process, initiative and experience" learning in the scientific field. By exploring the activity of "jumping rope counting method", the relationship between mathematics and the real world is close, so that children can learn mathematics from the practical activities of studying real problems and understand mathematics, so as to realize the true value of mathematics and the endless fun of mathematics learning.
Secondly, the activity process conforms to the requirements of the Outline and Guide, that is, children accumulate experience by discovering, analyzing and solving problems, and apply them to new learning activities, which is conducive to the formation of lifelong learning quality.
Teaching plan and reflection of mathematics activities in kindergarten large classes-understanding of 1~ 10 ordinal number
Activity goal: 1, know the ordinal number of 1~ 10, determine the position of the object in the sequence, and preliminarily study the direction.
2. Ordinal number can be used to accurately represent the position of an object in a sequence.
3. Be able to listen to other people's speeches, and pay attention to and learn from the methods used by peers to determine the position of objects.
Activity preparation:
1. Magnetic board with 10 runway drawn longitudinally on it.
2. There are 10 kinds of animals (cards), puppet elephants and 1~ 10 cards in the teaching wall chart (decimal cards are used to record the final animal competition results and large cards are used to record the runway position).
3, children's books on page 22 of the "know ordinal number" material.
Activity flow:
1, guide the children to observe what is on the playground. (Animals are scattered randomly on the runway, which does not correspond to the runway) # Guide children to observe the runway and confirm the number of each runway.
Teacher: Count, how many runways are there in a * * *? Teacher: Which is the first runway? how do you know (Count from the left, point to the adjacent runway on the right in turn, ask which runway this is, and then get on the runway 10) # Guide children to mark the position of the runway with numbers.
Teacher: Who will number each runway? What does the number 5 on the teacher's finger track mean here? What can we usually use "5" to represent? Now you know how many functions numbers have. It has two functions: one is to indicate the number of objects, and the other is to indicate the position of objects.
2. Help small animals prepare for the competition.
# The teacher showed the puppet elephant and asked the track to be prepared as a referee: Please stand on your own track and prepare for the race! 1, bunny. Please ask some children to come up and help the rabbit find his own runway, and then put other animals on different runways. Don't say it in order, let the children find the corresponding runway.
3. Guide children to judge the situation of the game after the game starts.
# The teacher moved the animals to let the children see the situation in the game.
Teacher: In the middle of the race, let's see who runs first. Where did you see it? (The nearest key line is the number 1). How do other animals rank?
Move the animals again, show the competition results, encourage the children to observe carefully and judge the competition results of each animal.
Teacher: The game is over. 1 Who won? Where did other animals get it? What animal runs the first track? Try to record the results of animal competitions with numbers.
Teacher: Who can tell you where the small animals that took part in the sports meeting came from? Teacher and children discuss: In this competition, the kitten has two digital friends (indicating the location of the runway and the result of the competition). What do they mean? (Number of stops, ranking in the competition)
4. Collective operation activities.
According to the prompt, guide the children to finish the content of "Animals on the stairs" on page 22 of the children's book.
Teaching reflection:
The main goal of this activity is to know the ordinal number of 1- 10, learn to determine the position of an object in the sequence and master the ordinal number, and use which number to accurately represent the position of an object in the sequence. Considering that the sequence is diverse and the direction of the sequence is not fixed, in teaching, I make some ordinal changes, such as:
1. Identify "sequences" with different arrangements, such as horizontal and vertical arrangements.
2. Confirm the ordinal number from different directions, such as what is the ordinal number from left to right? What are the numbers from right to left? What is the ranking from top to bottom? What is the ranking from bottom to top?
3. Confirm the order of similar objects. Which object ranks first?
Teaching plan and reflection on mathematics activities in kindergarten large classes: understanding trapezoid
Activity goal: 1. Guide children to perceive the basic characteristics of trapezoid.
2. Inspire children to learn to classify according to graphic features and consolidate their understanding of geometric figures.
3. Cultivate children's good operating habits and learn to put used things in the school basket.
Activity preparation: teaching AIDS: several trapezoids; A triangular, rectangular and square piece of paper. Learning tools: trapezoidal, triangular, rectangular and square, suitable for children.
Activity flow:
I. Group activities
1, graphic classification.
Show some rectangles and trapeziums of different sizes and shapes and ask, "Who will put the same graphics together?" Ask a child to operate it. "How many numbers are there in each type?"
2. Know the trapezoid.
Show me the trapezoid. "What is this figure? What is the difference between it and a rectangle? " (They are all four sides and four corners. The upper side of the trapezoid is short and the lower side is long; The upper two sides are flat, different in length, with four corners of different sizes. "
3. Guide children to observe right-angled trapezoid and quadrilateral.
"Are these two figures trapezoidal?" "Which figure is trapezoidal? Where do you see that it is trapezoidal? " It is flat from top to bottom, with different lengths, and its four corners are different in size.
Second, group activities.
The first group: variable trapezoid. "Please take a drawing paper and cut it into a trapezoid."
Group 2: Color the trapezoid.
"Look at the numbers in the picture. Please color the trapezoid. "
The third group: trapezoid looking for a home
Trapezoids of various sizes and colors find their own homes.
Three. Activity evaluation
Focusing on individual children, demonstrate how to become a trapezoid and inspire children to come up with various methods.
Teaching reflection:
Compared with other activities, mathematics activities in kindergartens are boring and monotonous, which easily makes children lose interest in learning. Because the children in this period are young and their logical thinking has not yet developed, I created an operable environment for the children in this activity, which is rich in materials, selective and operable. Enable children to operate materials independently and express their ideas boldly. Children's autonomy, selectivity and independence have been fully reflected. Through a series of game activities, the preset requirements of the overall goal of the theme have been achieved.