Generally speaking, according to the process of cognitive development, the learning points of ordinary children include two aspects. From the point of view, they will report the total number by the number of mouths, the number of things and the number of things. Children around 2 years old can count from 1 to 10, but at this time they don't have the corresponding numbers in kind.
Children aged 2-3 can perceive the number of objects at first and can distinguish obvious numbers. When they count by object, they will also enter the process from inconsistent mouth to consistent mouth. At the same time, the development of counting by objects and the total number of words is not synchronous.
At the age of 3-4, most children can calculate orally within 10, some children can count things, and only a few children can report the total. At the age of 4-5, most children can count correctly and report the total (within 10), but not all children can. After counting, you can tell the total number of objects, that is, you have the original concept of array.
Teaching design of five points in kindergarten;
1. Activity goal: 1, the number of experts within 5 points, and match the same number of objects according to the points on the card. 2. Actively participate in activities and feel the joy of learning mathematics in the operation.
Activity preparation: 1 and 1~5 A set of large cards for teachers, several sets of large paintings for children (lack of vases), and some colorful flowers. 2, homemade enough colorful dough, a number of small plates (number of children+number of tables), three large plates. 3. Invite five children to participate.
Third, the activity process:
Teacher: Today, we are going to invite some children to visit our class. Let's decorate the classroom beautifully first. (Show a demonstration painting)
Teacher: What's wrong with the vase? (Withered) Let's make it, shall we? How much do you want to change? What's the matter with you?
Teachers and children count the number of ideas on the vase. Ask children to demonstrate and choose flowers to paste according to the number of points on the vase. Whether the number of flowers counted by teachers and children is consistent with the number of ideas, praise the children's ability.
Teacher: How many guests did the children count? You can use that card to represent it. Ask a child to choose and show the corresponding big card. Whether the number of guests counted by the teacher and the child is consistent with the number of ideas, praise the child's ability.
Teacher: One chair for one guest, and how many chairs do five guests need? Ask children to match chairs for guests, and teachers and children check whether the number of guests and chairs match. Praise the young master's enthusiasm.
Many students will shrink back, escape and even show fear when they see unfamiliar q