I can go to kindergarten happily every day.
Activity materials:
A magic bag and a small towel.
Activity flow:
1, the teacher showed the little star magic bag and introduced the origin of the magic bag, which aroused the interest of children;
2. Let the children observe the magic bag, then take out the small towel, put the small towel in the bag, open the magic bag, and the small towel will disappear. Let the children take turns to see if there are any small towels in the magic bag, which will arouse their curiosity.
3. The teacher read a spell, "Little star, twinkle, little towel, light up, come on, come on, 1, 2, 3!" The teacher took out a small towel from the secret compartment of the magic bag.
4. Repeat, at this time, encourage the children to recite the spell with the teacher, and then the teacher quietly takes out the towel from the black box and puts it in the bag. Ask a child to take out a small towel from the magic bag.
5. If you have enough time to continue the game, you can take out toys or items that children are familiar with, such as cars and dolls, and put them in the bag. The children will read the spells themselves and take out the items themselves. Finally, if children are already familiar with the game, they can perform under the guidance of the teacher.
Small class computing activities: "1" and "multi" 1. Activity objectives:
1, through activities, let children perceive "1" and "many", and initially distinguish between "1" and "many".
2. Cultivate children's interest in logarithmic activities and learn to express them in words.
Second, the key points and difficulties:
Key points: Let children feel "1" and "a lot" by operating game activities.
Difficulties: Learn the difference between "1" and "many" initially.
Third, materials and environmental design:
A chicken and an egg (red, yellow and green).
Fourth, design ideas:
According to the characteristics of small class children's learning number. Children learn mathematics more vividly and intuitively. Therefore, this teaching activity is designed. Let children perceive "1" and "many" through the specific materials provided by teachers, and let children perceive the concept of numbers in a pleasant atmosphere.
Verb (abbreviation of verb) process design;
Ask questions-> try activities-> feedback discussion-> try to improve.
Teaching methods: teacher lectures-> individual games-> discussion between teachers and students-> group games.
(a), ask questions-> try activities:
Teacher: "Gigi, who's here?" Here comes the chicken.
Show me chickens: Teacher: How many chickens are there? (Many chickens) Do you want to play games with chickens? Every child plays games with a chicken.
(2), ask questions-> try activities-> feedback discussion:
Teacher: Giggle, who's here? The hen wants the chick back (the chick takes the chick home and puts it in the basket)
There were no chickens at home just now. What's going on now? (Many chicks)
Teacher: The hen wants to play a game of laying eggs with us. Let's see what kind of eggs we have. There are red balls, green balls and yellow balls. Our eggs are colored balls.
Explain the rules of the game: pick a ball you like, take any one and say, "What color ball do I have?"
Teacher: (Please take an egg for each child) How many eggs do I have here? (a lot). I used to have a lot of balls, but now I give them to children. One for you and one for me.
Please tell the children what color eggs they have.
(3), improvement attempts:
1, Teacher: Now we are going to lay eggs on the grass and say, "Little hen, that's really capable. She gave birth to a big egg and took it home. " (children's games)
Teacher: There were no eggs on the grass just now. How to pull them now? (Many balls)
Teacher: You gave birth to one, I gave birth to one, and it became many balls.
2. Teacher: I don't worry about the eggs on the ground. Let's help mother hen pull the eggs home and say, "What color eggs did I choose?"
(4) comments:
1. There were no balls on the laundry list just now. How to pull them now? (Many balls)
2. Tell your child to play games next time.
Comments:
According to the children's initial experience accumulated in informal activities and the teaching objectives of small class computing activities, Mr. Sun made clear the basic requirements of this activity, that is, correctly distinguish "1" and "many" two different quantities. Teachers can always carry out activities around the goal in their activities. In the activity, teachers can adopt the situational teaching method that allows children to participate directly according to the age characteristics of small class children, so that children can feel the two different quantities of "1" and "many" through the operation of learning tools in interesting, intuitive and vivid scenes, so that children can learn easily and independently. For example, the teacher used three situational games: making friends with chickens, helping hens pick up eggs and laying eggs, so that children could always participate in the games as roles. On the one hand, this not only conforms to the active characteristics of small class children, but also attracts their attention, allowing them to experience and perceive "1" and "many" in interesting games, and through repeated games.
There is a good aspect in the activity, that is, during the activity, the teacher stressed that children should be allowed to express "1" and "many" in language, which conforms to the thinking development requirements of small class children to act in language, and also urges children to understand the concepts of "1" and "many" in the expression process.
Small class mathematics teaching plan: Neighborhood activity target within 10;
1, know the concept of adjacent number, master the adjacent number of 1- 10, and understand and tell the relationship between adjacent numbers.
2. Cultivate children's comparative ability and thinking flexibility.
Activity preparation: Fill in the blanks with adjacent numbers, and hold a drawing and a digital headdress of 1- 10.
Activity flow:
1, import activity
"Some children are very happy today. Do you want to know who they are? " "They are digital children because they have a new home today. Do the children want to see it? "
Step 2 show pictures
(1) Teacher: "Is this house beautiful? Do the children want to live in such a house? "
(2) "Now let's go into this house and see how these characters live."
(3) Introduce the concept of neighbor number by introducing new digital neighbors to children.
Teacher: "The figures are very happy to see the children coming, so they all put on colorful clothes to welcome our children." Now let's meet their new neighbors. "
(4) Introduce digital "neighbors" to children one by one, so that children can intuitively understand the concept of "neighboring".
(5) Ask the children after the introduction, so that the children can initially grasp the adjacent numbers of each number.
3. Send a form to the children, let them draw geometric figures according to the numbers, and get a preliminary understanding of the relationship between adjacent numbers.
(1) Teacher: "Now there are four figures who want to ask our children a favor. I want our children to draw as many triangles, circles or other figures as you like for them. Now I invite these characters to our children's desks. Please pick up the brush in your hand and help them. "
(2) After painting, the classroom hangs a large wall chart on the blackboard and demonstrates it in person. After the demonstration, let the children count together and guide them to find the relationship between adjacent numbers.
4. Show the adjacent numbers to fill in the blanks and have a small competition.
"Now digital wants our children to have a small competition to see who can tell the neighbors quickly and accurately whether they are one more or one less than their neighbors."
Small class mathematics activities: the design concept of leaf classification;
It is mentioned in the outline that children should be guided to have interest and desire in the characteristics and changing laws of common things and phenomena around them. The rich and varied leaves in autumn provide a broad space for children to explore, discover and express. Kindergarten teachers often take their children to pick up fallen leaves. These leaves of different colors and sizes have brought infinite surprises and curiosity to children. "Teacher, this is a yellow leaf. Teacher, look, this is a big leaf! " When the children in the small class held these fallen leaves high and told the teacher, they were inexpressibly excited. Designing scientific activities of leaf classification can satisfy children's desire to explore, actively construct cognition in the process of learning and enjoy swimming in the colorful world of leaves.
Activity objectives:
1 Under the guidance of the teacher, I actively participated in activities and experienced the affection of the mother tree and baby leaves.
2 can eliminate the interference of size and classify leaves according to yellow-green color.
Activity preparation:
A big tree (mainly trunk) has leaves (more than 60 pieces in all, with more yellow and less green).
Each child has a box with three leaves in it. Put them under the chair.
Activity focus: actively participate in activities under the guidance of teachers.
Difficulties in activities: It can eliminate the interference of size and classify leaves according to yellow-green colors.
Activity flow:
First of all, Xiaoye says hello-distinguish colors.
1, autumn comes, autumn wind blows, and small leaves fall one by one. Look, what color is this little leaf? (Picking up a green leaf on the blackboard)-Ask some children (green baby)
2. Then say hello to baby Greentree.
3. What color is this little leaf? (Yellow leaf baby, the method is the same as above)
Second, the mother left to find the baby-consolidate the color and initially perceive the classification.
1. Do you like small leaves? Then please pick up the leaves. Listen carefully. Every child comes here gently (the teacher points to the blackboard) and picks up a leaf. (The child picking leaves gently returns to his seat)
2. The teacher took a yellow leaf and asked: Where is the little yellow leaf? Where is the yellow leaf baby? Please hold the baby up with yellow leaves.
3. The teacher took a green leaf and asked: Where is the baby tree? Where's baby Greenleaf? Please hold up the small leaves.
Repeat it several times.
Third, send the baby leaves home-the colors correspond, and learn to classify in the operation.
1. Mother tree misses little leaves. Let's take Xiaoye home. Show color codes-green house and yellow house, and put them on both sides of the tree.
Please ask the baby with green trees to live in the green house and the baby with yellow leaves to live in the yellow house. (Put leaves in batches)
3. Summary: Xiaoye and her mother are back, so happy. It's nice that babies with green leaves live in green houses and babies with yellow leaves live in yellow houses.
Fourth, help the big tree mother-further consolidate the classification in the operation.
1, when the autumn wind blows, many leaves fall off. Help mother to plant trees and divide the baby's leaves into green and yellow. Show four plastic baskets, two yellow and two green. )
2. Put a small box under each child's chair, which contains 2-4 leaves.
3. Briefly comment on the postoperative operation of children.
Fifth, expand activities to stimulate interest in continuing exploration.
1, please line up in yellow and green.
Let's go outside to pick up leaves and see what other colors there are.
Design intent:
Say hello to the baby with leaves, let the children quickly enter the role, get to know the baby with green and yellow leaves, and pave the way for the next link.
Role-playing allows children to feel deep affection and initially perceive the significance of classification.
Let children learn to classify in situations through games sent home to meet their needs.
Further consolidate the color classification in the process of operation.
Extension links keep children interested in classification activities and stimulate their desire for research.
Small Class Math Activities in Kindergarten: Visiting Apple Orchard I. Activity Conception
Small class children who have just entered the park for two months are still very unstable in attention, and they are easily distracted, so they can't always pay attention to the teacher's explanation. Therefore, I take the fruit "Apple", which children are most familiar with, as the protagonist, and adopt a lively scene teaching method, so that children can always participate in the game as a role, feel the quantity, and learn to classify and pair by color through the operation of school tools in the interesting, intuitive and vivid scene of "visiting the apple orchard". The story of one link after another not only conforms to the active characteristics of small class children, but also attracts children's attention, allows children to experience and perceive in interesting games, and arouses children's curiosity and interest in logarithm.
Second, the activity objectives
1, develop children's perception of the color and quantity of items, and try simple classification.
2. Children practice with clips during playing to develop their small muscle groups.
Children can take part in activities happily.
Third, activity preparation
1, music outing and apple.
2. A number of chairs, a path paved with crepe paper (25cm wide) and two red, yellow and green baskets.
3. Flowers made of several colored apples and paper cups (with more children, the number of petals is 2, 3 and 4 respectively).
4. Digital camera.
Give each child an orchard ticket with apples of different colors printed on it at the door in advance.
Fourth, the activity process
The first is to introduce the content of the activity.
1, teacher: "Today, the teacher invited children to play in the apple orchard. Look, there is a road ahead. We must take the path and cross the ditch to get into the apple orchard. Be careful when walking along the path, and never step on the grass beside you. Let's start together! "
2. Children take the path and cross the ditch into the apple orchard (this link makes the activity more real and exercises the children's balance and crossing ability).
Pick apples.
1, walked into the "orchard", teacher: "Ah, there was a strong wind last night, and all the apples on the apple tree were blown off by the strong wind. Let's help pick apples! "
The children dispersed to pick apples, and the teacher participated in the children's activities.
2. Children pay attention. The teacher asked the children to touch and kiss the baby apple to satisfy their curiosity.
3. The teacher showed the apple babies he picked up and used the opportunity to let the children count collectively.
Teacher: "Look, I also picked up some apple babies. Please count it for me! " "
4. Let children clip small apples on clothes (let children clip apples, the first purpose is to practice clamping things with clips and develop children's small muscle groups; The second purpose is to lay the foundation for later activities and let yourself and others see the number of apples more clearly.
(1) Teacher: "Haha, you have all become apple trees! Let's sing the song "Apple" and dance the apple dance together! Once the music stops, the little apple tree can't move. "
Play the music, stop the music and take pictures of the children: "Let me see which apple tree doesn't move, and I'll take pictures of him." Children especially like taking pictures, so taking pictures in this session can make the activity more interesting. Moreover, children in small classes are active, and taking pictures can make them better obey the rules. )
The teacher asked each child, "How many apples are there in your tree?" (Consolidate children's understanding of quantity. If there are more than four, children can be represented by "many". )
(2) In the second game, let the children sit down and rest as soon as the music stops: "Let's play again. The little apple tree was tired just now. When the music stops, we can sit down and have a rest. "
When the music finished and stopped, the teacher asked each child, "How many apples are there on your tree?"
Take a group photo again
Three apples.
1, teacher: "Now it's time for the apple babies to go home. Let's send them back! Look, what color basket is that? "
"What color basket should the baby red apples be sent to? ……"
2. Children send apples to baskets of corresponding colors. The teacher guided the children to find the wrong apple and let them correct it themselves. (The child tries to classify by color for the first time. )
Looking for friends
1, guide children to take paper cups of the same color according to the color of apples on the tickets.
Teacher: "before we entered the apple orchard, everyone gave a ticket." What color is the apple baby on their ticket? " Let's find a good friend for them Look, there are many small flowers there. Please find a small flower the same color as your baby apple, will you? "(The child tries to match colors for the second time. )
2. Teacher: "Kid, is the color of the flower heart the same as the color of the apple baby on your ticket?" How many petals are there on the little flower? " (once again consolidate children's understanding of quantity. )
"Listen, the apple babies over there are clamoring to be friends with Xiaohua. Let's help them. Look at the color of the flower heart in the teacher's hand. Then what color apple baby should I find to be friends with it? " Guide children to discover that apple clips can be used as petals, and emphasize that a petal can be clipped with clips.
3. Children each take a paper cup flower and find the corresponding apple clip to decorate it. You can choose another paper cup flower if you do it first. (Let the children clip things with clips again, infiltrate the concept of one-to-one correspondence, and practice color matching for the third time. )
Teachers' itinerant guidance. (Playing the music "Apple")
4. Take photos as a souvenir and correct any mistakes found. (By taking pictures, children can quickly gather around the teacher, and it is also convenient to check the children's operation results. )
5. Go home and end naturally.
Teacher: "Today we came to the apple orchard and did a lot of things. We are all capable children. Now let's take Xiaohua home! " "(play music" outing ") the original way back.
The Activity Goal of Small Class Mathematics Teaching Plan "Formation of Learning 2"
1. Stimulate the interest of counting in activities.
2. Cultivate the ability to take things by number.
3. Understand the actual meaning of "2" and try to express the formation of "2" in language on the basis of operation.
Activities to be prepared
1. Courseware: tree, bird;
Put a lot of rabbits (equal to the number of children) in the classroom.
Activity process
First, import
The tone of being a guest with rabbits aroused children's interest.
Teacher: "little friend, a small animal came to visit our class today." Who is it? " Where is it? Please find it quickly! "
Second, expand
1. The formation of experience 2
(1) Let the children find 1 rabbit from under the chair.
Teacher: The rabbit is hiding under the children's chairs. Every child finds a rabbit.
-How many rabbits did you find?
I found a rabbit.
(2) Let the child find another rabbit.
Teacher: This little rabbit is a little lonely. Can you find another partner for it?
Rabbit's little friend is hiding in our classroom. Let's find it!
The baby found another rabbit.
(3) How many rabbits do you have now?
(Now I have two rabbits)
Teacher: First you find 1 rabbit under the chair, and then you find 1 rabbit in the grass, and it becomes two rabbits. What is 1 plus 1?
(1 plus 1 equal to 2)
(4) Ask the children to repeat: 1 plus 1 is 2.
2. The formation of courseware perception 2
Rabbit is a guest of our class. We should prepare carrots and vegetables for rabbits.
(1) courseware playback:
Please give one rabbit 1 radish first, and then another rabbit 1 radish.
1 radish plus 1 radish How many radishes are there? What is 1 plus 1? (1 plus 1 equal to 2)
(2) Teachers use velveteen teaching AIDS to demonstrate the formation process of 2:
Invite 1 rabbits to eat 1 vegetables first, and then invite other 1 rabbits to eat 1 vegetables. 1 How much green vegetables do you add? What is 1 plus 1? (1 plus 1 equal to 2)
Step 3 read the number 2
What are the numbers of two rabbits, two radishes and two vegetables? (indicated by the number 2)
What do children look like when they read numbers 2 and 2? (Like a duckling swimming in the water)
4. Understand the practical significance of 2.
(1) Q 2 can mean two rabbits, two radishes and two grasses. What else can it mean?
Summary: 2 can represent all objects with a quantity of 2.
(2) Courseware plays some pictures to help children understand the practical significance of 2.
Third, the end.
Play the music and let the children look for objects that can be represented by 2 in the classroom.
Teacher: There are many objects in our classroom that can be represented by 2. Please listen to the music and look for them.
When the music stops, come to the teacher and tell your friends, and it will naturally end!