Small class math teaching plan and reflection in kindergarten I. Activity goal
1, you can use the sentence "What is above (below) xx" to tell the spatial position of an object.
2. Observe the picture, understand the content of the picture, correctly perceive the up and down orientation of the object, and operate as required.
3. Willing to participate in activities with peers and experience the fun of activities.
Activity preparation: Teaching AIDS: large slides, tables and chairs, trees and other scenes are arranged in the outdoor activity venue, and a rabbit is provided. Learning tools: all kinds of small animal toys (more than children), books, children's crayons.
Second, the activity process
1, find out where.
Teacher (showing the toy rabbit): Are you happy that the rabbit wants to play "Where to Find" with us today? Stimulate children's interest in participating in activities.
The children closed their eyes and the teacher put the rabbit on the table. Let the children talk about the location of the rabbit and guide them to tell the whole story of "the rabbit is on the table"
The teacher put the rabbit under the slide and let the children find and tell the whole story "The rabbit is under the table"
Step 2: hide and seek
Open the children's book, observe the picture and say, What's in the picture? Where are they hiding? Who is in the tree? Who is under the tree? Inspire children to color the small animals below.
Look at the pictures to understand Chinese characters: go up and down and circle the small animals below.
Please bring a small animal to each child, put it above or below the scene, and say the location of the small animal as you put it. Let's look for small animals and blink together.
Let the girls release the small animals, and the boys will look for them. Find them, they will hold hands and say where the small animals are, and then exchange.
Three. Activity evaluation
Praise the children who speak positively and completely in the activity.
Let the children look for things above and below the classroom. Activities are carried out in the form of games, which are easy for small class children to accept and participate.
Fourth, reflection activities.
In early childhood, interest is the strongest psychological factor in their learning activities. Once children are interested in learning, they can spontaneously point their psychological activities to the learning object and achieve better efficiency. Therefore, any activity should attach importance to the cultivation of interest. Today's activities, from the selection of teaching materials to the design of teaching methods, can make full use of the form of games according to children's age characteristics and psychological characteristics, so that children can naturally and imperceptibly grasp what is above (below) xx in a positive and pleasant game atmosphere. "Sentence tell the spatial position of the object and correctly perceive the up and down orientation of the object.
Small class math teaching plan and reflection in kindergarten II. moving target
1. can distinguish between "1" and "many", and will be represented by "1" and "many".
2. Understand the relationship between "1" and "many".
3. Cultivate children's comparative judgment ability.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Stimulate children's interest in learning.
Second, the activity preparation
Mother duck headdress; Some bananas; Some candy; A big basket; Courseware.
Third, the activity process
(A) scenario import, found that there are many "1":
1. Show me the mother duck's headdress. Teacher: Today, my mother duck will take her duckling to bear's house. Look, how many mother ducks and ducklings are there? Take out a mother duck, many ducklings.
2. The teacher took the ducklings to bear's house, reading children's songs while walking: A mother duck, many ducklings, where are they swaying? A mother duck and many ducklings are going to bear's house. Xiong Xiong is busy, busy preparing to give gifts.
Teacher: The bear's home is here. Now let's visit the bear's home together. Play the courseware and let the children observe the food settings at home. For example, there is a big cake and many small cakes at home. A red cup, many green cups?
(2) Create a situation of "duckling giving gifts" and know that one physical object constitutes many physical objects.
1. Teacher: Did the duckling bring a gift to the Xiong family? Yang: Yes, I brought bananas. Teacher: Mother Duck also brought a banana to bear. How many bananas are you going to give Bell? Yang: I want to give the bear a banana.
2. Teacher: Now let's give the prepared bananas to the bear. Let the children send bananas and try to say: I send a banana to the bear.
3. Children's operation and teachers' observation and guidance.
4. Teacher's summary: The duckling only sends a banana to the bear, but a banana together becomes many bananas. Bear received a lot of bananas. Thank you very much.
(3) The game "Bear Gifts" knows that many physical objects can be divided into one physical object.
1. Teacher: Little Bear also prepared presents for the ducklings. Look at that. Teacher: How many lollipops are there? Yang: Many lollipops. Teacher: Why did Bear prepare many lollipops? Yang: Because we have to give it to every duckling.
2. Teacher: The bear will give the duckling a lot of lollipops. Each duckling can only take one lollipop. Let the child hold a lollipop and try to say, I want a lollipop.
3. Children's operation and teachers' itinerant guidance.
4. The teacher commented on the child's operation results. The teacher concluded: The bear gave many lollipops to the ducklings one by one, and each duckling received a lollipop.
Fourth, the end of the activity
It is getting late. Mother duck wants to take her duckling home. End naturally.
Reflection on the Teaching of verb (abbreviation of verb)
Teachers should first thoroughly understand the teaching materials before class, design teaching methods according to children's age characteristics, and be good at serious reflection after class, find out the shortcomings, improve them and improve the teaching level. In the teaching of "understanding 1" and "many" in small class mathematics, according to the characteristics of small class children's lack of life experience and being easily distracted when participating in activities, I adopt the situational teaching method of letting children directly participate in teaching activities, so that children can always participate in games as roles in interesting, intuitive and vivid situations. It not only conforms to the active characteristics of small class children, but also attracts children's attention, so that children can experience and perceive "1" and "duo" in interesting games, thus arousing children's curiosity and interest in logarithm, thus achieving the teaching purpose.
Reflective textbooks "1" and "Many" are the beginning of children's counting activities, which are more suitable for children around 3 years old. According to their physical and mental characteristics of young age, fun, good games and short attention time, I designed cognitive activities "1" and "many". Learning only "1" and "a lot" is abstract and boring for younger children. With game activities, children can play in middle schools and schools, which can not only meet the needs of children's games and activities, but also achieve the goal of mathematics education well. According to this guiding ideology, I chose a textbook for small class children to learn the difference between "1" and "many", and carried out this activity by means of game teaching method and scene setting. Always carry out activities around the goal in the activities to help children understand the relationship between "L" and "Many".
Small class math teaching plan and reflection in kindergarten III. Design intent
This activity is a game-based mathematics game from life, which fully embodies the important goal of mathematics activities-let children feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics. The materials "shoes" provided in the activity are necessary for children to use in their daily life. Starting with children caring about their shoes, children's interest in learning can be stimulated. With game activities, children can play in middle schools and schools, which can not only meet the needs of children's games and activities, but also achieve the goal of mathematics education well. According to this guiding ideology, I designed activities close to children's lives. The activity is simple and intuitive, which accords with the concrete characteristics of children's thinking, and allows children to establish a shallow concept of numbers in the game.
Second, the activity objectives
1. You can find the same items in the same kind of objects and pair them.
2. Distinguish the differences between objects in color and pattern.
3. Develop visual perception and judgment.
4. Guide children to actively interact with materials and experience the fun of mathematics activities.
5. Develop children's logical thinking ability.
Third, activities are both important and difficult.
Key points: Match shoes according to their size, color and style.
Difficulty: Looking for the secret of the sole, especially the shape: the two ends are big and the middle is concave, but the two shoes are in opposite directions.
Fourth, activity preparation
Material preparation: a pair of shoe racks, leather shoes, sandals and rain boots; A variety of socks with different patterns, matching materials and operating materials for children's activities.
Verb (abbreviation of verb) activity process
1. Introduced in the form of "Clean up the room:" to stimulate children's interest in activities.
2. Match the shoes and let the children find another shoe according to the shoes on the shoe rack.
Observe the rain boots, sandals and leather shoes on the shoe rack.
Enlightening question: Look at what shoes children have. Please find the same shoes from the basket and put them together.
Children operate alone, and the teacher guides the children to express tangency: I put xxx and xxx together.
3. The game of "drying socks" allows children to match socks with the same color and pattern according to the socks on the hanger.
Guide children to observe the colors and patterns on socks. Question: What color is this sock? What's the pattern on it? Please find another sock like it.
Children operate alone and practice pairing.
4. Children operate "finding gloves" and match corresponding gloves according to colors and patterns.
5. The game "Touch" guides the children to match the relevant parts of the body.
How to play: With the accompaniment of the music Touch, children can find the parts with the same name to touch according to the instructions, such as small hands touching small hands, small feet touching small feet, head touching, etc.
Sixth, teaching reflection.
At the beginning of the activity, I created a situation of "helping shoes find friends", so that children can start by paying attention to their shoes. Through observation, children can know that there are two shoes on their feet, and they are the same. They are a pair of good friends. In the link of "Help Shoes Find Friends", please ask children to find another same shoe among many shoes according to the single shoe in their hands. After problems arise, guide children to observe and discuss in time, so that children can learn from each other's experiences through discussion. This way of learning from each other enables children to accept other people's views and achieve the purpose of learning. Help children solve the problem of confusing features, let children know that two shoes with the same color, pattern and size are a pair of shoes, and enrich the concept of a pair of shoes. In the operation link: the design of materials takes into account the same size and pattern of shoes, different colors, different colors and patterns, and different colors and patterns, which are all shown in the operation materials. Because of the child's problem in the previous "finding shoes" link, now the child's problem has been solved, and the shoes can be correctly paired in the operation. In the whole activity, the teacher's guidance was targeted, from shallow to deep, and went deep at different levels, which effectively promoted the development of children's cognition and achieved the expected educational goals.
In the last link "Shoe-touching Dance", the shoes provided for children have handsome choices in color, style and size, which is convenient for children to quickly find friends who are the same as their own shoes in the "Shoe-touching Dance" and exchange different shoes with the children next to them in the game. Guide children to continue to learn pairing in the form of games, infiltrate the concept of mathematics into games, and let children learn and grow happily in games.
Small class math teaching plan and reflection in kindergarten 4 1 page. Design concept
For young children, the classification operation includes two levels. One is seeking common ground, that is, picking out objects with the same attributes, such as peach out all red blocks in a pile of blocks. The second level is classification one, which is to divide a group of objects into several groups with the same attributes, such as dividing a pile of building blocks into three groups of red, yellow, green and yellow according to color. Seeking common ground is the basis of classification, because the standard of seeking common ground is ready-made, and children should produce their own standards when classifying. The two kinds of activities have different requirements for children's generalization ability, so children should be allowed to seek common ground while reserving differences in design to improve their ability to master standards and prepare for the emergence of standards. After classification, it is difficult to classify middle-class children. Children have not reached the level of being able to describe the same characteristics of a certain kind of things in language, or they don't know how to express the standards that appear in their minds when classifying. Therefore, children can choose a tag card to represent the classification standard after classification, and then gradually transition to language description.
Second, the activity objectives
1. Learn to classify objects according to their shapes, colors and sizes, and explain the classification standards.
2. Cultivate the preliminary generalization ability.
3. Cultivate children's comparative judgment ability.
4. Develop children's logical thinking ability.
5. Experience the life of mathematics and the fun of mathematics games.
Third, activities are both important and difficult.
Explain the classification standard after classification.
Fourth, activity preparation
1. Various structural toys, such as snowflakes, size series.
2. Sorting boxes and tag cards.
Verb (abbreviation of verb) activity process
1. Let children accumulate perceptual experience about the same characteristics of objects through operational exploration. It shows that teachers should provide children with different levels of materials for seeking common ground and classification in the operation exploration stage, and each level should provide a variety of materials, so that children can abstract the same characteristics of various materials through repeated operations. For example, the "different levels" of classified materials can be embodied in physical classification, graphic classification and quantitative classification. It can also be classified according to one feature (size), two features (size and color) and three features (size, color and shape).
2. Improve the ability of children's abstract classification standards through group discussion. It shows that group discussion can be designed at two levels, and children with low and medium abilities focus on standardized discussion. The focus of competence lies in the discussion of conversion standards.
3. Consolidate the operation by providing new materials to improve children's interest in the operation.
Sixth, reflection activities.
After this activity, I found that children always put different toys in different pots after playing with them. Sometimes it is misplaced, and the children next to it will remind you. I hope that children can exercise their self-care ability and do their own things at home.