1 Understanding of teaching plans before and after small class math teaching plans in kindergarten;
Before and after knowing each other
Activity objectives:
First, learning is centered on oneself and the object, knowing the past and distinguishing the future.
Second, through activities, let children form a preliminary concept of space and cultivate their interest in mathematics activities.
Third, learn to use locative words correctly: before and after. Can be expressed correctly and completely with locative words, and read the pronunciation correctly.
Fourth, initially cultivate the ability of observation, comparison and reaction.
Fifth, stimulate children's interest in learning.
Preparatory activities:
1. Give a headdress to the police chief of the cat, several headdresses to the police of the white cat (as many as the children), and a headdress to the mouse with one ear.
Two, a number of mice made of paper (the number is the same as the number of male children in children).
3. A number of toys (the number is the same as that of girls and children).
A big house and a big tree.
5. Create activity situations: put a tree, a house and five or six building blocks in half a classroom. Put mice and toys in front of or behind these items.
6. Let every child know the story of Sheriff Black Cat.
Activity flow:
First, stimulate interest:
(1) dialogue enters the game and assigns the game characters. Children, have you all heard the story of sheriff black cat? The lesson plan comes from: big; Take the exam; Wang Shi. Who do you all like? Today, the teacher tried to be a black cat sheriff, and the children all played white cat policemen. Now let's play games together.
(2) When the phone rings, the sheriff answers the phone. Sheriff: Just now, I got a call from some children. Many mice came to our classroom and stole the children's toys. Ask Sergeant White Cat to help get the toy back. Now I have ordered the establishment of a special police team, and all actions of the white cat police must obey the command of the sheriff. Can you finish the task?
Second, guide children to learn locative words.
(1) Rats are very cunning. They hide in different places. We should scout the enemy first. Go over gently and carefully look at where the mouse is hiding, then remember to come back and report where the mouse was found.
(2) demonstration by the sheriff.
(3) Ask individual police officers to reconnoiter and report the enemy's situation. The request will say: What did the mouse find in the front (back)?
Third, guide children to learn to use locative words correctly.
(1) Ask my younger brother to catch mice, and my sister will watch. Need to remember where the mouse was caught. Tell your sister in front (back) where the police caught the mouse. Affirm rights and correct mistakes.
(2) The mouse has been caught. Now please ask my sister, the police, to bring the toys back. Find the toys and tell everyone where they were found. (Before or after instructing children to use locative words correctly)
Fourth, further understand and use locative words. Just now, the white cat police officers all completed the task well, especially praised XX and XXX police officers, but the biggest and worst mouse escaped an ear. Do you want to catch it? "One ear" is tricky. To grasp, we must first practice our skills.
(1) Listen to the command and ask the police to hide behind the chair; Come to the chair; Take a step forward; Take a step back; Brother, come to the sheriff; Sister, get behind the sheriff.
(2) Drive a tricycle to the construction site. One third of the children are motorcycle drivers. In addition, the children listened to the sheriff's command and lined up in front of or behind the driver according to the order. Three people and a car drove to the rat catching site.
(3) Assign tasks. Some policemen hid behind the hall; Some policemen are in front of the tree; Some policemen hid behind the house; Some policemen are in front of the house. The sheriff hid behind the door. Please take your positions and don't talk.
(4) Grab the "one ear". The big mouse "one ear" played by other teachers appeared and looked around. When the sheriff gave the order "Don't move", the police rushed to catch the big mouse. Send it to a military court.
Five, the game is over. The swat team successfully completed the task and rested in the music. End the game.
Teaching reflection:
After this class, I didn't achieve the expected effect. In order not to make the whole process look too messy, I didn't invite all the children when I was looking for toys to catch wolves. I just invited a few. Because I was too nervous and missed some links, the whole class seemed too simple and the time was too short. The mistakes and suggestions made by leaders and teachers in evaluating classes seem to be very useful to this class. Through the class evaluation, the class has become more organized. Thank you for giving it to me
2. Understand the teaching plan before and after the activity goal:
1. Learning is centered on itself and the object, recognizing and distinguishing before and after.
2. Make children form a preliminary concept of space through activities and cultivate children's interest in mathematics activities.
3. Learn to use locative words correctly: before and after. Can be expressed correctly and completely with locative words, and read the pronunciation correctly.
4. Cultivate children's comparative judgment ability.
5. Develop children's logical thinking ability.
Activity preparation: 1, police chief's cat headdress 1, several police headdresses with white cats (the same as the number of children), and "one ear" mouse headdress 1.
2. A number of mice made of paper (as many as boys and girls).
3. A number of toys (the number is the same as that of girls and children).
4. A big house and a big tree.
5. Create an activity situation: put a tree, a house and five or six building blocks in half a classroom. Put mice and toys in front of or behind these items.
6. Let every child know the story of Sheriff Black Cat.
Activity flow: 1. Arouse interest:
(1) dialogue enters the game and assigns the game characters.
Children, have you all heard the story of sheriff black cat? Who do you all like? Today, the teacher tried to be a black cat sheriff, and the children all played white cat policemen. Now let's play games together.
(2) When the phone rings, the sheriff answers the phone.
Sheriff: Just now, I got a call from some children. Many mice came to our classroom and stole the children's toys. Ask Sergeant White Cat to help get the toy back. Now I have ordered the establishment of a special police team, and all actions of the white cat police must obey the command of the sheriff. Can you finish the task?
Second, guide children to learn locative words.
(1) Rats are very cunning. They hide in different places. We should scout the enemy first. Go over gently and carefully look at where the mouse is hiding, then remember to come back and report where the mouse was found.
(2) demonstration by the sheriff.
(3) Ask individual police officers to reconnoiter and report the enemy's situation. The request will say: What did the mouse find in the front (back)?
Third, guide children to learn to use locative words correctly.
(1) Ask my younger brother to catch mice, and my sister will watch. Need to remember where the mouse was caught. Tell your sister in front (back) where the police caught the mouse. Affirm rights and correct mistakes.
(2) The mouse has been caught. Now please ask my sister, the police, to bring the toys back. Find the toys and tell everyone where they were found. (Before or after instructing children to use locative words correctly)
Fourth, further understand and use locative words.
Just now, the white cat police officers all completed the task well, and especially praised the XX and XXX police officers.
But the biggest and worst mouse "one ear" escaped. Do you want to catch it? "One ear" is tricky. To grasp, we must first practice our skills.
(1) Follow orders and take action.
Please hide behind the chair; Come to the chair; Take a step forward; Take a step back; Brother, come to the sheriff; Sister, get behind the sheriff.
(2) Drive a tricycle to the construction site.
One third of the children are motorcycle drivers. In addition, the children listened to the sheriff's command and lined up in front of or behind the driver according to the order. Three people and a car drove to the rat catching site.
(3) Assign tasks.
Some policemen hid behind the hall; Some policemen are in front of the tree; Some policemen hid behind the house; Some policemen are in front of the house. The sheriff hid behind the door. Please take your positions and don't talk.
(4) Grab "one ear"
The big mouse "one ear" played by other teachers appeared and looked around. When the sheriff gave the order "Don't move", the police rushed to catch the big mouse. Send it to a military court.
Five, the game is over.
The swat team successfully completed the task and rested in the music. End the game.
Activity reflection: through class and reflection, I realized that there were some shortcomings in this activity. In the whole activity, when one link transitions to the next, the teacher asks questions, so don't guide the children too much and let them do it independently. Only in this way can we see the differences in children's mastery of this activity, so as to consolidate and coach individual children who have not mastered it. In addition, there are some problems, such as children delaying some time in language expression and prolonging the time of the whole activity. This is the reason why I am not fully prepared. In this activity, my language organization is not lively and interesting enough, which leads to a small number of children being distracted. At the same time, it is necessary to further strengthen the regular education for children. These are places that can't be ignored in future teaching.
Understand the design intention before and after lesson plan 3;
Let children use locative words correctly: front and back. Can be expressed correctly and completely with locative words, and read the pronunciation correctly.
Activity objectives:
1. Learning is centered on itself and the object, recognizing and distinguishing before and after.
2. Form a preliminary concept of space and be interested in mathematical activities.
3. Guide children to actively interact with materials and experience the fun of mathematics activities.
4. Develop visual perception and judgment.
5. Stimulate children's interest in learning.
Activity preparation:
1, slow goat headdress
2. Grey Wolf Headdress
3. Pleasant goat headdress (same number as boys) Beautiful goat headdress (same number as girls)
4. A big tree (Big Big Wolf is hiding behind the big tree)
5. A rabbit and a puppy doll.
6. Some toys (placed in front of and behind rabbits and puppies respectively)
7. Create an activity scene: teachers and children sit at one end, with rabbits and puppies in the middle, toys in front of rabbits, toys behind puppies, and trees at the other end. The wolf hides behind the tree.
8. Experience preparation: Children know something about the stories of Big Wolf and Pleasant Goat.
Highlights and difficulties of the activity:
Focus of activities:
Learning takes itself and the object as the center, and distinguishes between before and after.
Activity difficulty:
Form a preliminary concept of space, be interested in mathematical activities, and learn to use locative words correctly. Can be expressed correctly and completely with locative words, and read the pronunciation correctly.
Activity flow:
1, clap your hands rhythmically, (before and after shooting)
2. Put your little hand on your lap, hide your little hand and ask questions. Your little hand is hidden there, behind you. Hold out your little hand. Now your little hand is on the other side of your body. Your little hand is in front of your body.
3. Question: The teacher is on your side and the teacher is in front of us. The teacher turned to ask, now you are on my side and we are behind the teacher.
Now please ask a child to come up and stand in front of the teacher. Question: Now xx stands on the teacher's side, xx stands in front of the teacher, and now please ask a child to stand behind the teacher. Problem: He stands on the teacher's side, and he stands behind the teacher.
5, refers to a child, designated, please come and stand in front of me, please come and stand behind me, ask the children, who is in front of me and who is behind me.
6. arouse interest:
Talk to the game and assign game roles.
Teacher: Children, have you seen Pleasant Goat and Big Big Wolf? Who do you like best, Pleasant Goat or Big Big Wolf? Why?
Yang: I like it. ...
Teacher: Today, Teacher Han will play the role of slow temper, and our children will play the role of lambs. Let's play games together.
7, the phone rang, lazy * long answer the phone.
Teacher: (after the bell rings) Hello, who are you? Oh, are you mother bear? You call it.
What is my laziness? Oh, you mean that your baby bear's toy was stolen by Big Wolf. You want me to be lazy and get it back for you, don't you? Then I'll ask my lamb if he wants to help you! Students, Baby Bear's toy was stolen by the Wolf. Would you like to help baby bear get it back? Mama bear, did you hear that? The lambs agreed, so now we are ready to help you.
8. Guide children to learn locative words.
Teacher: Big Wolf is very cunning now. We should teach him a good lesson now. Can you catch Big Wolf with Chief later? But before catching Big Wolf, I have to test you. If you pass, I can let you catch wolves. Do you have confidence? Obey orders and act.
Teacher's password:
Now all the lambs have heard it. The little boy is very happy now. The little girl is a beautiful sheep. Now listen to my command.
Please all the beautiful sheep go behind their chairs.
2) Please all cheerful people sit in their chairs.
3) Please step forward.
4) Please all the beautiful sheep take two steps back.
Now all the lambs are back in their seats. )
9. Guide children to use locative words correctly.
Teacher: Now I'm going to spy on the enemy slowly with joy. Let's go there gently to see where the wolf is, then quietly keep it in mind and go out to catch him together.
* The dragon gently walks with Pleasant Goat to catch the wolf.
Cheerfully, he sent people out to catch wolves and asked: What gray wolf is caught in front (behind)?
Please watch the battle and think about what you see in front of (behind) the toy.
Meiyangyang went out to look for toys and asked: What toys were found in front (behind)?
Further understanding and application of locative words
Teacher: (the phone rings for the second time) Hello, this is Mother Bear! We have caught the wolf and others, and found the baby bear's toy, hmm! You have to say thank you to our samples! {Mama Bear says, thank you, lamb} (You're welcome) Oh, ok, I get it! Goodbye! Mama bear!
Teacher: Mother Bear said please put the toys found by Meiyangyang in front of Baby Bear, and please put the caught wolves behind Baby Bear.
(Children step forward and place as required. )
1 1, game over: our task of catching wolves was successful, praise ourselves.
Teaching reflection:
After this class, I didn't achieve the expected effect. In order not to make the whole process look too messy, I didn't invite all the children when I was looking for toys to catch wolves. I just invited a few. Because I was too nervous and missed some links, the whole class seemed too simple and the time was too short. The mistakes and suggestions made by leaders and teachers in evaluating classes seem to be very useful to this class. Through the class evaluation, the class has become more organized. Thank you for giving it to me
Understand the activity objectives before and after lesson plan 4,
1, preliminarily distinguish the positional relationship centered on self or others before and after.
2. The theoretical short sentence "xx comes before xx" and so on.
Activity preparation:
1. Give a headdress to the police chief of the cat, several headdresses to the police of the white cat (as many as the children), and a headdress to the mouse with one ear.
Two, a number of mice made of paper (the number is the same as the number of male children in children).
3. A number of toys (the number is the same as that of girls and children).
A big house and a big tree.
5. Create activity situations: put a tree, a house and five or six building blocks in half a classroom. Put mice and toys in front of or behind these items.
6. Let every child know the story of Sheriff Black Cat.
Activity flow:
First, stimulate interest:
(1) Have a heart-to-heart talk and enter the game, and assign game roles.
Children, have you all heard the story of sheriff black cat? Who do you all like? Today, the teacher tried to be a black cat sheriff, and the children all played white cat policemen. Now let's play games together.
(2) When the phone rings, the sheriff answers the phone.
Sheriff: Just now, I got a call from some children. Many mice came to our classroom and stole the children's toys. Ask Sergeant White Cat to help get the toy back. Now I have ordered the establishment of a special police team, and all actions of the white cat police must obey the command of the sheriff. Can you finish the task?
Second, guide children to learn locative words.
(1) Rats are very cunning. They hide in various places, so they should first inquire about the enemy. Go over gently and carefully look at where the mouse is hiding, then remember to come back and report where the mouse was found.
(2) demonstration by the sheriff.
(3) Ask individual police officers to conduct reconnaissance and report the enemy's situation. The request will say: What did the mouse find in the front (back)?
Third, guide children to learn to use locative words correctly.
(1) Let the younger brother catch the mouse and the younger sister watch. Need to remember where the mouse was caught. Tell your sister in front (back) where the police caught the mouse. Affirm rights and correct mistakes.
(2) The mouse has been caught. Now please ask my sister, the police, to bring the toys back. Find the toys and tell everyone where they were found. (Before or after instructing children to use locative words correctly)
Fourth, further understand and use locative words.
Just now, the white cat police officers all completed the task well, especially praised xx and xxx police officers, but the biggest and worst mouse escaped an ear. Do you want to catch it? "One ear" is tricky. To grasp, we must first practice our skills.
(1) Listen to the command and act.
Please hide behind the chair; Come to the chair; Take a step forward; Take a step back; Brother, come to the sheriff; Sister, get behind the sheriff.
(2) Drive a tricycle to the construction site.
One third of the children are motorcycle drivers. In addition, the children listened to the sheriff's command and lined up in front of or behind the driver according to the order. Three people and a car drove to the rat catching site.
(3) Assign tasks.
Some policemen hid behind the hall; Some policemen are in front of the tree; Some policemen hid behind the house; Some policemen are in front of the house. The sheriff hid behind the door. Please take your positions and don't talk.
(D) Grasp the "one ear"
The big mouse "one ear" played by other teachers appeared and looked around. When the sheriff gave the order "Don't move", the police rushed to catch the big mouse. Send it to a military court.
Five, the game is over.
The swat team successfully completed the task and rested in the music. End the game.
Understand the teaching plan before and after 5 goals: power system: interested in spatial orientation, actively participate in operation and game activities.
Capability system:
1, which can distinguish the front and back with itself as the center.
2. Under the guidance and demonstration of the teacher, with the object as the center, you can tell the difference between before and after.
Knowledge system: before and after cognition.
Preparation: First, teachers' teaching AIDS
1, Brother Bear, Sister Bear, Kangaroo, Hedgehog, Radish
2. Others: blackboard, magnetic buckle
Second, children's learning tools.
1, page 20 of the operation manual
Process: 1. leading-in
One day, Brother Bear went to the garden to pull out radishes. It made great efforts, but the radish did not move. Brother Xiong quickly asked Sister Xiong to pull out radishes together. Sister Xiong held Brother Xiong's waist and pulled hard, but the radish still didn't move.
Kid, who's in front of Sister Bear? (Brother Xiong)
Sister Xiong asked kangaroo to pull out radish together, and kangaroo, sister Xiong and brother Xiong worked together. "Gnome male-"pulled hard, but the radish still did not move.
Kid, who's behind Sister Bear? (Little Kangaroo)
Who is in front of Sister Bear? (Brother Xiong)
At this time, the hedgehog came to help and pulled out the radish together. Let's "hey, hey, hey" and pull hard.
Son, who is behind the kangaroo? (Little Hedgehog)
Who is in front of the kangaroo? (Sister Xiong)
The radish is finally pulled out! Everyone can eat delicious radish soup today.
Second, the main body
1. Review stories and analyze knowledge points.
Children, please think about it. Who was the first to pull out radish? (Brother Xiong)
Did Brother Xiong pull it out at the beginning? (no)
Who lined up behind Brother Bear to help him pull out radishes? (Sister Xiong)
Sister Xiong came to help, but did the radish come out? (no)
Who pulls radish behind Sister Bear? (Little Kangaroo)
Kangaroo came over and didn't pull out radish. Who came later? (Little Hedgehog)
Who is at the head of the line? (Brother Xiong)
Who is at the back of the line? (Little Hedgehog)
Here comes the hedgehog. Did you pull out the radish? (Pull out)
2, children's operation and practice.
Children operate by themselves and perceive before and after.
Send the "Operation Book" on page 20 to guide children to perceive the operation before and after.
Children, look at what's in the operation book. (Bus and a group of small animals)
It turned out that a group of small animals were traveling by car. Would you please look at any small animals?
Where are these little animals sitting? Please put a sticker on it.
Children, please say, what is the order in which small animals sit? The tiger sits in front of the upper floor, the calf sits behind the tiger, the hippo sits behind the upper floor, the puppy sits in front of the hippo, the rabbit sits in front of the lower floor, the hedgehog sits behind the rabbit, the panda sits behind the lower floor and the fox sits in front of the panda. )
Third, the end.
Summarize and review, self-evaluate.
Zhihu teaching plan before and after 6 activity objectives: 1. Learn to know before and after according to the sequence of objects.
2, through the form of game activities, correctly perceive before and after.
3. After completing the operation activities, you can clean up the operation data yourself.
Activity preparation: 1. Teaching AIDS: a toy cat, a dog, a monkey, a sheep and a pig.
2, children's books, baskets, scissors, paste, rags.
Activity flow:
First, group activities.
1.
Show a cat, a dog, a monkey, a sheep and a pig on the table in turn, and guide children to observe the number and arrangement order of animals. Say: What small animals are there on the table? How many/much? Who's in front? Who's in the back?
Let children close their eyes by playing games. The teacher changed the order of the animals before and after, and then asked the children to open their eyes and say, who is in the first row? Who's in the back?
Adjust the animal arrangement order and queue direction (from left to right, from right to left) to further understand the order.
2, grab the chair game, arrange five chairs in a row from left to right, please arrange six children in a row, one listens to music with the other and walks around the chair. As soon as the music stopped, the children immediately grabbed the chair and asked, who is sitting in the small chair in front? The music played and the game continued. After playing the game three times, another group of children will come up to play the game.
Second, business activities. (1), guide the children to look at the picture and say: What's on the picture? Please color the front building red and the back building yellow.
(2) Look at the picture and say: Who is it? What are you doing? Please put a rabbit in front of the tassel and a small flower in the back of the skirt.
Third, activity evaluation. Ask the children to talk about how they operate, praise the children who have completed the operation activities as required, and evaluate their operation contents.
7. Understand the teaching plan before and after the activity goal:
1, you can distinguish the relationship between two objects.
2. In operation, we can correctly use locative words to express the up-and-down relationship between them.
3. Experience the fun of group games.
Focus of activities:
Can distinguish the up-down relationship between objects and express it with locative words.
Activity difficulty:
Perceive the relativity of up and down directions between objects.
Activity preparation:
1, a doll, a hat and a pair of socks.
There are many toys in the toy cupboard.
Activity flow:
First, routine activities: refers to the five senses.
Children sit in chairs and play with "five senses", and teachers speed up and increase interest.
Second, teachers and students explore together.
1, the teacher shows the doll and asks the children to tell the relationship between eyes and nose, nose and mouth.
The teacher puts on a hat and socks for the doll. Please tell the children about the relationship between hats and socks.
3. Children can sense up and down directions.
Teacher: "The wolf is going to open a toy store tomorrow, but the things on the shelves haven't been put up yet. Who can help the wolf? "
4. Distinguish the relationship between two objects.
Please put the toys on the shelf. (Children can operate freely)
5, preliminary perception of the relativity of up and down.
Summary: When expressing the position of an object, you must say complete words, such as "XX is above XX, and XX is below XX".
6. Look at the picture and say it.
Show the wall chart and guide the children to observe orderly;
3. The teacher summarizes the comments and asks the children to say who is in front, who is behind, or who is in front of a certain child. What about the back?
Four: play games. (Up shot, blind shot, front shot, back shot)