Design intent
The idea of "being able to feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics" is one of the goals put forward in the scientific field by the Guiding Outline of Kindergarten Education (Trial). Mathematics learning is rooted in children's life and experience, and children's understanding of quantitative relations is based on their understanding of specific things. Therefore, children should use mathematics to solve problems more through real problem scenes, and discover and learn mathematics in the process of personal practice. With this understanding, we try our best to make children's math activities alive, so we designed this activity.
moving target
1, correctly perceive numbers within 5, and consolidate the understanding of numbers within 5.
2. Match the corresponding quantity with the number.
3. Experience the fun after success and enhance your self-confidence in participating in activities.
4. Cultivate children's comparative judgment ability.
5. Cultivate children's ability to recognize numbers.
Activities to be prepared
1, orchard (the idea of 1-5 sticks to different fruits on the tree).
2. A three-dimensional car map with the number 1-5.
Some fruit graphs of1-5.
4. Tapes and tape recorders.
Activity process
First, pick the fruit.
Listen to music and take the children to the stereo fruit tree.
1, Teacher: It's autumn and the fruit in the orchard has been harvested. Take a look, children. What fruit is there on the fruit tree?
Seeing so much fruit on the fruit tree, the children began to talk with joy. Some say: I like bananas best, while others say I like apples best! )
Child A: I saw pomegranate and I like it best.
Child B: There are bananas on the fruit tree. I like bananas.
Teacher: There are so many fruits on the tree. Shall we pick them? "come; Self-sufficiency; Take the exam; Young teachers network; Each child chooses a fruit that you like to eat.
I heard that children can't wait to pick fruits, and they soon picked their favorite fruits. )
3. When children pick fruits, the teacher asks: There is still a little secret hidden in the fruit doll. Have you found it? How many fruits did you pick?
Child A: There are four dots on my apple.
Child B: It's on my banana, too. It's three points.
(Comments: Starting with the fruits that children like to eat in life and taking the form of picking fruits as the starting point, it is easy to mobilize the enthusiasm of children to participate in activities. )
Second, send fruit.
Tick-tock, here comes the bus. (showing a three-dimensional car)
1, Teacher: How many cars are here? Help the car line up. Hearing the sound of the car, everyone clapped their hands happily and wanted to get up in line to get the car. )
The children have picked so many fruits, let's drive them back! Please look at your fruit carefully. Which bus should you take? (children's discussion)
Child A: I mean Apple should take the first bus, because there is a dot on it.
Child B: There are three spots on my banana. My banana will take the No.3 bus.
Step 3 send fruit
Teacher: Please send the fruit to the car. There are as many ideas as numbers. (Teacher's inspection, counseling)
(Comment: Help children accumulate experience about quantity collocation in the game of delivering fruit by car. In this way, everyone can actively participate and start working, and it is carried out in activities. The child is extremely interested and is not bored at all. )
Third, the game: pick the fruit and then send the fruit.
Teacher: Ah! There are still so many fruits on the tree, shall we pick them all and take them out? This time, children can pick one or two fruits (children can pick fruits)
1, Question: What fruit did you pick this time? How many ideas?
Child A: I also picked five pomegranate spots.
Child B: I picked another apple with two dots on it.
2. Let the children send the fruit to the corresponding car and say a nice word: I will send you several cars of fruit. (Please check the children)
(Comment: This link is gradual, from easy to difficult. The experience accumulated by the children in the first game has been consolidated, and they can all express the operation process in complete language. )
3. Children transport fruits.
(1) Teacher: "We want to take the fruit back from the car. Who wants to be the driver of1(2,3,4,5)? It's time for us to go home by bus, too. The teacher demonstrated how to take the bus. ) See how many fruit tickets you have. Take the bus. Kids, get in the car! (Check whether you are on the wrong bus)
When I heard that I was going to take a bus, everyone was very happy and rushed to be a driver.
Child A: I want to be a driver. I'll do it!
Baby B: I can drive. I'll be the driver.
(2) "Tick-tock, the bus is leaving" (children drive out of the activity room)
(Comments: This year, children heard that they were going to take the bus, and they couldn't wait to take the "ticket" to take the bus. During the ride, the matching of numbers was further consolidated, and the children ended their activities in a cheerful game atmosphere.
Teaching reflection:
Through this teaching activity, I learned that children's mathematics is very weak. In order to make them interested in math, I'm going to add more games in future math activities, so that children can have fun and learn from each other while playing. Really let children become the masters of learning and constantly improve their independent inquiry ability.