Kindergarten lecture notes small class mathematics 1 1. Oral teaching materials:
Perception of numbers within 4 is the content of small class mathematics in kindergarten. In this lesson, children are required to count numbers within 4 fluently. Generally speaking, 3-and 4-year-old children have a certain understanding of the concept of logarithm, so that children can learn to count by hand and mouth, which can lay the foundation for children to learn mathematics in the future. Therefore, I set the goal of this class as:
1. Cognitive goal: Children can initially perceive numbers within 4 through games, observation and operation.
2, thinking development goals:
(1) Perceive the quantity within 4 through activity.
(2) Learn points from hand to mouth and tell the total.
3. Experience the fun of math activities.
Emphasis and difficulty: the number of points with consistent hand and mouth is less than 4.
Second, say to prepare:
In order to carry out the teaching better, I have prepared the operating materials for children such as wall charts, flowers and birds, rabbits and gift boxes for this teaching activity.
Third, preach the law:
The teaching object of this class is small class children. They are young, active, playful, curious and easily distracted. According to this feature, in order to seize their interest and stimulate their curiosity, I adopted the happy teaching method, created the situation and designed the form of games, so that children can learn in games and give full play to their learning enthusiasm.
In order to better highlight children's dominant position, in the whole teaching process, children are encouraged to actively move their eyes, ears, brain and mouth through listening, counting, speaking and doing, and children are guided to learn new knowledge through their own learning experience, so as to actively carry out teaching activities in this class.
Four, said the program design:
Classroom teaching is the main way for children to acquire mathematical knowledge, form skills, develop intelligence and ability, and cultivate ideological and moral character. In order to achieve the expected teaching goal, I made a systematic plan for the whole teaching process, and followed a series of principles such as goal, integrity, inspiration and subjectivity to carry out teaching design. Four main teaching plans are designed:
1. Tell stories to stimulate interest. In this session, I use the story "Spring Girl Comes" to arouse children's love for listening and watching.
2. Guide observation and perceive quantity. In this session, I use the wall chart to let the children tell what is in the picture and how many there are, so that the children can further perceive the quantity within 4 and cultivate their observation ability.
3. Use games to deepen the understanding of quantity. In this session, I let my children play games to further consolidate their cognition of numbers within 4. Cultivate children's practical ability.
In this class, through the teaching design of three links, I not only follow the law of concept teaching, but also conform to the cognitive characteristics of children, guiding children to observe, play and operate, and gain new knowledge; At the same time, pay attention to cultivating children's thinking and ability. In the teaching process, let children learn by mouth, hands, eyes and brain as the main learning methods, so that children are interested in learning and gain something from learning.
Kindergarten Lecture Notes Small Class Math 2 Topic: 1 There are many more.
Hello everyone! The topic of my speech today is "small class math activities" 1 and a lot ". Next, I will explain my understanding and understanding of this activity from the aspects of children, teaching materials, teaching methods, activity objectives, activity preparation, activity process and evaluation.
First of all, talk about children.
This activity is aimed at children who have just entered the park at the age of 3. I summarize the reading characteristics of children of this age as follows:
First, children especially like to recite numbers in sequence, even to 10, which shows that these children are particularly interested in these numbers.
Second, children have not yet established a preliminary concept of quantity. For example, when children introduce themselves, they are always used to using the index finger, middle finger and ring finger to represent three. Once, I changed them into three other fingers, and the children didn't know what they meant. So I want to guide children to perceive "1" and "a lot" through activities.
Second, talk about teaching materials.
Understanding "1" and "many" is the basis of understanding the relationship between quantities and sets and elements. The single quantity "1" is easy to understand and express, and "multiple" is the concept of a set. Children can't perceive the abstract concept of set, but compared with "1", they can easily perceive the sum of these two quantities.
Third, teaching methods.
In the activity, the teacher mainly adopted the methods of questioning method and picture display.
Fourth, speaking and learning.
In the activities, children mainly use the methods of operation, observation and discussion.
Fifth, state the goal of the activity.
Activity goal is the starting point and destination of teaching activities and plays a guiding role in educational activities.
(1) Emotional goal: Cultivate children's interest in math activities through game activities.
(b) aiming ability: 1 and many of these two different quantities can be distinguished.
(3) Knowledge goal: Know that many are composed of a 1.
The three goals complement each other step by step. .
Sixth, prepare to speak.
In order to better serve the goal of this activity and complete the content of the activity, I have made the following preparations.
(A) experience preparation: can understand the teacher's instructions.
(2) Material preparation:
1. The pictures of two fruit trees and some apples are the materials for children to operate in the first link.
2. A fruit basket makes children feel that many of them are composed one by one in the fourth link.
3. Courseware is to help children perceive the difference between the quantity of "1" and the quantity of "many" by comparing the three groups of pictures in the third link.
Seven, the process of speaking.
There are generally four links in this activity.
The first link is to guide children to operate independently, and help children explore and perceive the meaning of an apple by guiding them to pick an apple in the orchard.
The second link is to guide us to perceive the difference between "1" and "many" by observing PPT, and to distinguish "1" from "many".
The third link is to help children feel that a basket of apples is put in by children one by one, and "many" is composed of "one by one".
Eight. An extension of the activity.
This activity will find out where "1" and "many" are hidden in life. As an extension of activities, it has three functions. First, we can consolidate our understanding of these two quantitative concepts. Second, it can help children to establish the consciousness and concept that mathematical knowledge can be found in life.
Kindergarten Lecture Notes Small Class Mathematics Part III Activity Objectives
1. Teach children to learn the order of four objects according to their length differences.
2. Cultivate children to say the order of arrangement in the language. 、
Activities to be prepared
There are 4 green paper strips of teaching AIDS with different lengths, marked 1 piece.
The first group and the second group of learning tools: four popsicles (or four pencils) with different lengths, each with a marking chart of 1 and operation cards of 4 and 5; Group 3: 3 cards (I, 2, 3 respectively). ), each person has 1 tricolor flower (the number is 1 ~ 3 respectively, such as 1 red flower and 2 blue flowers. ), per person 1 calculation box, operation card11; The fourth group: 1 set of animal cards (1, the numbers are 1 ~ 3, respectively, as shown in. 1 pig, 2 cows and 3 sheep. ), per person 1 click J calculation box, 2 boxes of inkpad, several pieces of cardboard, and operation card12; Group 5: physical sorting material paper 1 sheet (see figure 1), 4 physical cards and operation cards 13.
Activity process
1. Group activities.
Show four pieces of paper, "What's this? What's the difference between them? Which one is long? Which one is short? How can you prove that what you said is right? "(Compare two sheets together)" When comparing, put two sheets of paper together and align their lower ends, so that you can see which one is long and which one is short. "Show me that sign." Who will line these notes on the red line? Think about which note should be in the front row and which note should be behind. Arrange these notes in order and say, what kind of notes should you be in the first row, followed by what kind of notes? "Please ask some children to operate on the velvet board." Please tell us how he queues up his notes. "(longest, long, short, shortest, or shortest, short, long, longest. )
2. Group activities.
Group one and group two, line up for popsicles and pencils.
"Take out the popsicle stick and pencil on the plate first, compare which one is long and which one is short, and then line it up on the red line. After you arrange them, tell me how you arranged them from front to back. "
The third group put the same flowers together.
"Look at the difference between the flowers on the plate, put the same flowers together, count how many there are in each flower, and then send them home in turn according to the number. Then send some cards to Huapian. One card will send 1, saying ... several flowers will give you some cards. ,, .
Group four, line up the animals.
"Please line up according to the number of animals on the card, and then print dots for the animals. Finally, say: how many animals give you some cards. " .
The fifth group, and then line up the cards. .
"Let's talk about how the cards on the front of the material paper are arranged first, and then go down, think about who it is and finish the cards. Let's talk about how the cards are arranged from beginning to end. "
In group activities, the teacher pays attention to sorting activities to see if children can arrange according to the difference in the number of objects and tell the sorting order. '
3. Activity evaluation.
Show the activities of pencil sorting, please tell us how to arrange it, and experience the order of arrangement and the neatness of the queue.
Kindergarten lecture notes small class mathematics 4 questions: comparison length
First of all, talk about activity teaching materials
Today, I said that the content of the class is "comparing the length" of math activities in small classes. Comparison and ranking are often used in small class teaching and game activities. I put the common straws in children's life into activities, guide children to observe the shape characteristics of straws with enlightening and targeted questions, and focus on exploring and discovering the method of comparing lengths, that is, aiming at one end of straws, you can compare the lengths of the other ends. In the activity, raise the problem directly to the activity goal, highlight the key points, stimulate children's problem consciousness, feel the need of comparison, understand the method of comparison, and cultivate children's ability to constantly find and solve problems in this process.
Second, state the goal of the activity.
According to the above analysis and the age characteristics, ability and development level of small class children, this goal is formulated:
1, know the length and learn to compare the length of objects.
2, you can sort from short to long or from long to short, and experience the fun of hands-on operation.
Third, talk about activity preparation.
1, teacher: a straw; A straw is lined up from long to short.
2. Children: a number of straws with different lengths, thicknesses and colors; Each person has 3 straws of different lengths, 1 sorting card.
Fourth, it is difficult to say that activities are difficult.
Important: The length of the straw can be compared by aiming at one end.
Difficulties: By comparison, the three straws can be sorted from short to long, or from long to short.
Verb (abbreviation of verb) oral teaching method and learning method
In the process of activities, teachers give children free time and space, provide rich materials, interact with children effectively through heuristic exploration and observation and comparison, and further stimulate children's exploration interest. Children discover, explore and perceive different appearance characteristics of straws in activities, and compare the lengths of straws with one end aligned. In the whole teaching process, children actively participate in activities, and feel the necessity of comparison through taking a look, comparing and talking, thus paving the way for breaking through the difficulties of this activity.
Six, said the activity process
This activity is divided into four parts:
First of all, guide children to observe straws and understand their shape characteristics; Secondly, by comparing each other, let children initially perceive the difference of straws and explore the method of comparing the length; Secondly, guide children to sort the three straws from short to long or from long to short, and strengthen the ratio method; Finally, two different sorting methods are shown to guide children to check the sorting situation.
In the first link, at the beginning of the activity, directly show the straw and ask: "Look, what is this? What does a straw look like? " Stimulate children's interest in observing straws, and further deepen children's understanding of straws through seeing, speaking and multi-sensory perception of the shape characteristics of straws.
The second step is to provide a straw again and guide the children to choose the second straw for comparison. Through observation, children can feel the diversity of straws, including color straws, thick straws, thin straws, long straws and short straws, which enriches their understanding of straws. Focus on guiding children to observe and operate through their eyes, initially perceive the length of straws, and explore comparative methods. Teachers use enlightening questions to guide children to explore comparative methods, expand their experience and improve their problem-solving ability.
In the third link, on the basis of knowing the method of comparing lengths, let the children sort by comparing the lengths of three straws. Strengthen the method of children's ratio and cultivate children's ability to sort by length. Through a child's operation in front of the group, it helps the child to intuitively observe and understand the sorting method and lay the foundation for his next operation. At the same time, teachers use enlightening questions to spread children's thinking, so as to help children perceive another sorting method from long to short and enrich their sorting experience. Cultivate children's imagination and innovative consciousness, and experience the fun of using mathematics.
Finally, in the fourth link, teachers consciously display sorting cards from short to long and from long to short on the blackboards on both sides, so that children can check the sorting situation. This will not only help children intuitively perceive these two different sorting methods again, but also consolidate their sorting experience and let them experience the happiness of success.
Kindergarten Lecture Notes Small Class Mathematics Part 5 I. Activity Textbooks
Today, I said that the content of the class is "comparing the length" of math activities in small classes. Comparison and ranking are often used in small class teaching and game activities. I put the common straws in children's life into activities, guide children to observe the shape characteristics of straws with enlightening and targeted questions, and focus on exploring and discovering the method of comparing lengths, that is, aiming at one end of straws, you can compare the lengths of the other ends. In the activity, raise the problem directly to the activity goal, highlight the key points, stimulate children's problem consciousness, feel the need of comparison, understand the method of comparison, and cultivate children's ability to constantly find and solve problems in this process.
Second, the activity objectives
According to the above analysis and the age characteristics, ability and development level of small class children, this goal is formulated:
1, know the length and learn to compare the length of objects.
2, you can sort from short to long or from long to short, and experience the fun of hands-on operation.
Third, talk about activity preparation.
1, teacher: a straw; A straw is lined up from long to short.
2. Children: a number of straws with different lengths, thicknesses and colors; Each person has 3 straws of different lengths, 1 sorting card.
Fourth, the focus and difficulty of the activity:
You can compare the lengths of straws by aligning one end.
Difficulties: By comparison, the three straws can be sorted from short to long, or from long to short.
V. Teaching methods and learning methods
In the process of activities, teachers give children free time and space, provide rich materials, and effectively interact with children by using heuristic exploration and observation and comparison methods to further stimulate children's interest in exploration.
Children discover, explore and perceive different appearance characteristics of straws in activities, and compare the lengths of straws with one end aligned. In the whole teaching process, children actively participate in activities, and feel the necessity of comparison through taking a look, comparing and talking, thus paving the way for breaking through the difficulties of this activity.
Activity process of intransitive verbs This activity is divided into four parts:
First of all, guide children to observe straws and understand their shape characteristics; Secondly, by comparing each other, let children initially perceive the difference of straws and explore the method of comparing the length; Secondly, guide children to sort the three straws from short to long or from long to short, and strengthen the ratio method; Finally, two different sorting methods are shown to guide children to check the sorting situation.
The first part, at the beginning of the activity, shows the straw directly. The question is: "Look, what is this? What does a straw look like? " Stimulate children's interest in observing straws, and further deepen children's understanding of straws through seeing, speaking and multi-sensory perception of the shape characteristics of straws.
The second step is to provide a straw again and guide the children to choose the second straw for comparison. Through observation, children can feel the diversity of straws, including color straws, thick straws, thin straws, long straws and short straws, which enriches their understanding of straws. Focus on guiding children to observe and operate through their eyes, initially perceive the length of straws, and explore comparative methods. Teachers use enlightening questions to guide children to explore comparative methods, expand their experience and improve their problem-solving ability.
In the third link, on the basis of knowing the method of comparing lengths, let the children sort by comparing the lengths of three straws. Strengthen the method of children's ratio and cultivate children's ability to sort by length. Through a child's operation in front of the group, it helps the child to intuitively observe and understand the sorting method and lay the foundation for his next operation. At the same time, teachers use enlightening questions to spread children's thinking, so as to help children perceive another sorting method from long to short and enrich their sorting experience. Cultivate children's imagination and innovative consciousness, and experience the fun of using mathematics.
Finally, in the fourth link, teachers consciously display sorting cards from short to long and from long to short on the blackboards on both sides, so that children can check the sorting situation. This will not only help children intuitively perceive these two different sorting methods again, but also consolidate their sorting experience and let them experience the happiness of success.
Teaching reflection:
After the whole activity, I found that there are still differences in ability between children. Most children are better, but they lack expression, and some children can't express their views. At this point, we need to further think about how to guide them to speak their ideas boldly in mathematics activities and help them to sort out and summarize. Before the activity, I also read some articles about "competition duration" and reflected on the activities of my peers, so I was more cautious when preparing school tools and making requirements. Introducing the concept of "alignment at one end" helps children to understand quickly. I believe it will be helpful to compare three more objects in the future. The whole activity let the children start with magic and end with games. Generally speaking, they feel that their children can integrate into the atmosphere of the whole activity as soon as possible, and they are also very happy.