Experience in real life is an important source for teachers to create collective teaching activities. Linking theme activities with daily life and mathematics knowledge will make mathematics learning more meaningful.

The class is carrying out the theme activity of "I make friends with plants", and the children are responsible for the planting and care of small plantations in kindergartens. The plantation has just been renovated and the children like it very much. They found that there was no fence on the plantation, and they all said, "Teacher, there was a fence on the plantation." "Other vegetable gardens have fences." "With the fence, wild cats won't step on it." "We can protect vegetables." Children have a desire to make fences, and teachers have taken into account the requirements and value of education, so the activity of "designing fences for plantations" has emerged. In the first design, children designed all kinds of fences, and we were surprised to see the appearance of laws, which also showed that perceptual experience in life is an important foundation and premise for children to learn. I seized the opportunity in time to guide my children to discover the difference between order and disorder. The children expressed their preference for regular fences-neat and beautiful-and wanted to design the plantation fences to be regular, so this activity came into being.

moving target

1. Discover the regular arrangement of objects in life and feel the beauty of the rules.

2. Willing to use two kinds of objects to create laws and solve problems in life.

Important and difficult activities

Key points: Willing to create rules, sort them by rules, and discover beauty.

Difficulties: understanding the significance of repeated occurrence of rule groups in the sequence, and the sense of neatness in continuous arrangement.

Activities to be prepared

Experience preparation: children, parents and teachers collect life rules and take photos together; The child randomly discharged some rules in the game; Have the desire to participate in the design of plantation fence.

Material preparation: PPT, computer, camera, "magic circle" made of regular photos in life (made of colorful deformable hair roots).

Business materials: hole boards and chess pieces, cans, block building blocks, rhythm bars, cartons, etc.

Activity process

1. By sharing photos, stimulate children's interest in designing rule fences, initially understand and understand rule sorting, and feel the commonness and beauty of using rule sorting in life.

(1) Show photos of plantations, stimulate children's interest in participating in design, and define the activity task-design regular fences.

Teacher: What are we busy with these days, children? What did you find?

Yang: Because our plantation has no fence to protect plants, we should design the fence of the plantation.

Teacher: Yes, we will design and make fences together. In your first design, you drew many fence styles, which one do you like?

Yang: An ordinary fence.

Teacher: So we are going to design regular fences today.

(2) Guide children to observe the collected photos of regular objects one by one, and find out the sorting method between two objects in the photos.

Teacher: Before you start designing, let's enjoy the photos you found with your parents before the activity. What do you see? In what way are the railings on the slide arranged? What is repeated in this arrangement?

Teenager: They are arranged in a blue, a yellow and a blue and a yellow way.

Teacher: You have observed it carefully. The railings of the slide are composed of blue railings and yellow railings, and the previous set of rules are repeated and arranged at intervals.

(3) Through the observation and communication of all the photos, I know that two different objects can order regularly, I can find the beauty of ordering regularly, and I am willing to create rules and design plantation fences.

Teacher: How do children feel when they see so many pictures of regular objects in their lives?

Young: very good; It looks very comfortable; It's not monotonous, it's neat.

Teacher: So today we will also create a regular fence.

(The teacher introduces three sets of data and operation requirements collected by teachers and children. )

2. Complete the task of designing the plantation fence: choose two kinds of objects to create rules, and try to learn to sort the two kinds of objects according to the rules.

(1) Children choose their own materials and try to create rules and order with two objects.

(2) Teachers observe and guide individually, randomly find different methods and problems in the regular arrangement of two types of articles and record them.

3. By sharing the design of children's fences, we can further discover and understand the significance of regular arrangement. I think that two kinds of objects can create many different laws and sort them, which can inspire children to discover and create more laws and apply them to life.

(1) Share children's sorting methods, and further discover and understand the significance of regular sorting. Improve the law and verify the order of the law. )

Teachers use cameras to show the rules of children's design separately, and ask children to introduce their own rules, or observe and discuss collectively to find out the rules.

Teacher: children, you are great! Design has created many laws. Who wants to show us their arrangement?

See how this child is arranged. Is there anyone who thinks differently from him? How do you think this is arranged?

When there is confusion in children's sorting:

Teacher: The rule of this child is a rhythm stick and a box to form a group of good friends. The magical "magic circle" is about to change. See if the rules are repeated in the back row.

(This link uses the "magic circle" to verify the law, help children solve the recursion of specific units, and sort the core knowledge points according to the law. Because it is easy for children to confuse specific units, and the curved circle of colored hair roots clearly defines the regular group, which is convenient for children to test themselves and make the sorting not chaotic. It can also let children clearly see whether the rules are arranged completely. )

The changeable material makes the law present multiple representations. For example, the same two materials-cans and rectangular building blocks, have different laws due to the increase or decrease of arrangement and quantity.

Teacher: Why do XX and XX choose white and blue pieces, but their arrangement rules are different?

Teenager: Because XX is a blue and white chess piece, and the other child is a blue and white chess piece.

Teacher: What is the same? What is the difference?

Yang: The color is the same, but the quantity is different.

Teacher: Oh, the original materials are the same, and different quantities can also create different regular sorting.

Comparing different laws, it is found that the same material can create many different laws from different dimensions, such as different placement positions and quantities. )

(2) Knowing that two kinds of objects can create many different laws and sort them, germinate children's desire to find and create more laws in their lives, and continue to create plantation fences.

Activity reflection

It is clearly pointed out in the guide that in the process of solving real life problems, it is important and interesting to feel mathematics. This activity takes children's real life as the background, and uses specific scenes to arrange and design fences for children. Real task-driven educational activities are close to children's lives, which not only stimulates children's interest in activities, but also better realizes the contextualization of collective mathematics activities, which makes children apply mathematics knowledge and experience in game situations, and the sense of reality is influenced by the significance of mathematics learning to their own lives, highlighting the core values of mathematics education-"solving practical problems in life" and "improving children's thinking and mathematics experience". Teachers effectively grasp the characteristics of children's concrete thinking, pay attention to guiding children to directly perceive, experience and operate in activities, help children to sort out the order of laws, expand the experience of identifying laws, discover the beauty of laws in life and create laws independently. The whole activity conforms to children's cognitive model and teaching logic: observation, creation, comparison and repeated comparison. Through the environmental design strategy, that is, the scene content comes from life, the intrinsic motivation of children is stimulated, so in the whole activity process, children have a clear sense of task, are willing to create laws, and focus on sorting out and designing fences with laws; Through the intuitive generalization strategy, the regular groups are circled by the "magic circle" to judge the units in the sequence, so that children can understand the regular sorting; Through multiple expression strategies, children can have various forms of expression and communication, which can be language, actions, symbols, or communication between teachers and students and peers, so as to achieve an effective combination of abstraction and intuition, thinking and perception, and promote the development of children's thinking. In the routine sorting activities, we should not only pay attention to the sorting results, but also pay attention to children's knowledge and understanding of rules and even the level of thinking development through their diversified manifestations, give appropriate and necessary support and guidance, and promote the development of children's mathematical thinking such as migration and generalization.