1. Perceive and compare the number of objects within 10.
2. Be able to correctly use numbers to record the number of seeds each time.
3. Be able to speak out the process and results of your own operation.
Activity preparation:
1. Physical projector.
2. Make a record sheet with black ink pen; Provide 3 seeds (broad beans, peanuts and corn), and put/kloc-0 per seed in each group; A pair of chopsticks and 1 small bowl.
Activity flow:
(A) in the form of games to stimulate children's interest in participating in activities.
Teacher: Do you know what game we are going to play today, children? Yes, we are going to play the game "See who has more clips". What do you hold with chopsticks? They also have the same name-seeds.
(2) Perceive the number within 10-the first game for children.
1. Make a game request.
Teacher: Today, we should not only see who catches more seeds, but also see who can accurately record how many seeds he catches.
2. The teacher shows the record sheet and introduces the rules of the game.
Teacher: As long as you find the corresponding mark on the record sheet, then record how much you clip in the blank space below. You can't clamp until you hear the start password, and you can't put down your chopsticks until you hear the stop password.
3. Children's games. 、
4. Children's communication.
Teacher: Who will tell me how many things you have? Did he cut as many seeds as he recorded? Who has more seeds than he?
5. Teacher's summary: Children are really capable, not only counting correctly, but also remembering correctly.
(3) Compare the numbers within 10-Children's Game 2.
1. Make a request before the second game. 、
2. Children's games.
3. Children's communication.
(4) How to clip more-children's third game.
Teacher: Let's think about it. How can I clip more? After this editing, you should not only record how many seeds you have edited, but also compare which of your three records has edited the most. Please mark the most in the box below.
Compare whose teaching reflection is the fastest.
I got poor grades in Chinese this time. What's the reason? I had a deep thought and reflection. After careful consideration, I made a profound review. There are still some places that have not been mentioned, and teachers and students are also invited to criticize and correct them.
I don't think the failure of this exam was done in a day. "Rome was not built in a day." In fact, I have summarized the following points:
1, the ideological consciousness is not deep enough. Ideological consciousness is the basic condition of a student. What is the basic task of a student? Is to study hard and study hard. The correct ideology will lead us to the right path. The so-called thinking doesn't pass, what will happen as a result? Not only learning, but doing anything is the most important and crucial.
2. There is no correct learning attitude. Attitude and thought complement each other. Correct and serious learning attitude is the necessary foundation for students' success. Only with a correct attitude can we correctly treat the importance of study and examination results. Examination is a test for students, a way for us to find and correct deficiencies, and a responsible attitude towards students.
3. The basic skills are not solid. There is no denying that a little thing at ordinary times will affect the exam results. Memorizing a letter, every simple calculation and every hard thinking are very important. I just didn't lay a good foundation, which led to unsatisfactory exam results.
4. I usually ask too little of myself. Sometimes people will be lazy, that is, stealing a little laziness. Everyone has this laziness. What is important is that some people have better restraint, while others have worse restraint. People who are usually strict with themselves will be strict with themselves in everything, especially in their studies.
5. There is no correct learning goal. A person who sets a small goal for himself at each stage is usually not very eye-catching, but will shine brilliantly when he takes the exam, because he completes a small goal and finally completes a big goal. However, it is not enough to have goals without actual actions. Complete each goal step by step, and you will find that you have taken a big step forward. As the saying goes, "If you don't accumulate steps, you can't take Wan Li Road; If you don't accumulate small streams, you can't become rivers and seas. "The ancients said makes sense.
6. Lack of self-confidence. All men are equal, whether they are smart or stupid. If a person believes that he can finish it, he will work hard and succeed. If a person lacks self-confidence and dares not try, he will not succeed in his study or work. As the saying goes, "people should not be arrogant, but not impetuous." Pride refers to self-esteem and confidence.
7. Lack of the spirit of "not ashamed to ask questions". Sometimes I feel ashamed to ask questions, which is all wet. We are all students, and we are all here to learn from others. If we have learned anything, we must ask others for advice. This is a normal phenomenon, but I have always misinterpreted the meaning here. Confucius said, "In a threesome, there must be a teacher." . Everyone has his own shortcomings, and everyone has his own advantages. Learn the advantages of others and make up for your own shortcomings. For example, if you are good at math and I am good at Chinese, we can learn from each other, so that both sides can improve and double.
8. No good study habits. Habit becomes nature, and a correct study habit is related to a person's life. Some people like to take notes in English, which is actually a good way. Over time, they will form a habit. When they see this word, they will take notes by themselves, which will greatly improve their memory ability. Some people's exercise books are neater than others'. These are good study habits. Even if the question is wrong, look back at your check book and you will know what is wrong at a glance. Create chaos, you never know what happened.
Teaching Reflection on Small Class Mathematics Activities "Which is more and which is less" Answer: Baidu Library-Input: Teaching Reflection on Small Class Mathematics Activities "Which is more and which is less" Click Search-Find what you like-Click Download-Save-OK.
Design intention: This activity is the third research class of small class teaching and research group. Because the first seminar and the second seminar are perfect, the third seminar will completely break the previous model and redesign. In the first research class and the second research class, the teacher will explain collectively first, knowing as much, knowing more and knowing less.
The child is going to start operating again. The third research class will be changed to let the children start the operation first, and experience as much, as much and as little in their own operations. At this time, the teacher will guide the children to know as much, as much and as little. In addition, considering that children are in the initial stage of mathematics learning, the characteristics of learning can not be separated from concrete and rich life experience, and the choice and operation of mathematics activities we organize can not be separated from real life.
Teaching demonstration materials and operation materials are combined with life. The Guiding Outline of Kindergarten Education (Trial) points out that children's lives should be chosen, and children's interests should be chosen. It is emphasized that kindergarten mathematics education must return to life, closely connect with children's life reality and fully mobilize children's learning initiative. In the course of this activity, these characteristics of children were fully considered in the use of materials. Activity feeling and reflection: first, introduce from the topic of interest, pay attention to the connection between mathematics and life.
Cognitive psychology and constructivism believe that when children's learning materials are familiar and interesting, they will take the initiative to try and create by using existing knowledge, experience and cognitive methods. It is the nature of every child to like small animals. In this activity, I set up an educational scene with small animals as guests, and introduced that many guests and teachers came today.
Small animals also came to visit. Make children interested in visiting small animals. In addition, let children feel that mathematics is around them through games, promote their enthusiasm for participation and desire to explore, and gain personal experience. Second, deal with teaching materials flexibly and go deep according to children's characteristics.
Starting from children's experience and existing knowledge, create a situation that helps children actively learn, explore, cooperate and communicate, so that children can learn easily at different levels. At the beginning of the activity, the teacher asked the children to queue up for rabbits, then gave them radishes, and asked the children to compare the quantitative relationship between them one by one. Directly manipulating pictures and asking simple questions quickly attracted the attention of most children. Does every rabbit have radish to eat? Children soon understand that there are as many rabbits as radishes. Then they compare the number of monkeys and peaches one by one. Does every little monkey have peaches? Who has more monkeys and more peaches? Who is less? Children have a strong interest, so it is not difficult to do it yourself. Children soon find that there are more monkeys and fewer peaches, and the teacher can encourage them to answer completely. Then ask some children to demonstrate the teaching AIDS on the blackboard, and still compare the number of chickens and bugs one by one. On the basis of the previous operation, children can easily understand the relationship between chickens and bugs. Through in-depth cooperation and communication, we can break through difficulties and make them easy to understand and accept.
Teachers strive to create a relaxed and democratic learning atmosphere for children and guide them to actively participate in mathematics activities.
At the beginning of the activity, the teacher arranged for the children to operate independently, let them explore independently in the operation, and perceive the relationship between the two groups of animals and food by queuing and feeding the animals themselves. In the operation activities, some game situations are created, and the materials are turned into interesting activities with hands and brains, so that children can actively participate in learning activities and operate repeatedly without being bored, which improves the interest and effect of learning.
The whole activity embodies a harmonious relationship between teachers and children, with children as the main body and teachers as the leading factor. Most children can actively participate in learning and achieve the predetermined teaching goals. However, the activity also has some shortcomings: the last extension of the activity gave peaches to the monkeys in the classroom, and the teacher didn't consider the details of the game in advance. For example, there was no red flag in the team of little monkeys, and the children didn't know which monkey it was sent from; Before letting the children operate, the teacher should demonstrate how to send peaches to the monkeys on the wall. The children are at a loss, and this link has not achieved the expected goal. The whole teaching activity seems a bit anticlimactic.
Reflections on the teaching of "which is more and which is less" in small class mathematics activities
First, introduce topics of interest and pay attention to the connection between mathematics and life.
Cognitive psychology and constructivism believe that when children's learning materials are things they are familiar with and interested in, they will take the initiative to try and create by using existing knowledge, experience and cognitive methods. It is the nature of every child to like small animals. In this activity, I combined these characteristics of children's love for animals and set up an educational situation for small animals to be guests. Lead: "Many guests and teachers came today, and small animals also came as guests." Let children be interested in visiting small animals, and let them feel that mathematics is around them through games, thus enhancing their enthusiasm and curiosity for participation and gaining personal experience.
Second, flexible handling of teaching materials, according to the characteristics of children.
Starting from children's experience and existing knowledge, create a situation that is conducive to children's active learning, exploration, cooperation and communication, so that children can learn easily. At the beginning of the activity, the teacher asked the children to queue up for rabbits, then gave them radishes, and asked the children to compare their numerical relationships one by one. Directly manipulating the picture, simple questions quickly attracted the attention of most children. "Does every rabbit have a radish to eat?" The children soon understood that "there are as many rabbits as radishes". Then the number of monkeys and peaches is still one-to-one. "Does every little monkey have peaches?" Who has more monkeys and more peaches? Who is less? "Children's hobbies are very strong, and it is not difficult to manipulate themselves. Children will soon find that there are more monkeys and fewer peaches. It is enough for teachers to encourage children to answer. Then, ask individual children to demonstrate teaching AIDS on the blackboard, and still compare the number of chickens and bugs in a corresponding way. On the basis of previous manipulation, children can easily understand the relationship between chickens and bugs. Break through the difficulties through deepening and cooperation at different levels, so that children can easily understand and accept.
Third, pay attention to learning methods and let children learn actively in manipulation.
Teachers strive to create a relaxed and democratic learning atmosphere for children and guide them to actively participate in mathematics activities.
At the beginning of the activity, the teacher arranged the children's autonomous manipulation activities, allowing the children to explore independently in the manipulation, and to perceive the relationship between the number of animals and the number of food groups by queuing and feeding the animals themselves. In the manipulation activities, create some game situations, use your hands and brains to turn materials into interesting activities, so that children can actively participate in learning activities, repeatedly manipulate without feeling boring, and improve learning interests and effects.
The whole activity embodies a harmonious relationship between teachers and children, with children as the main body and teachers as the leading factor. Most children can actively participate in learning and achieve the predetermined teaching goals. However, there are also some shortcomings in the activity: the last extension of the activity, "peaches are sent to monkeys in the classroom", the teacher did not consider the details of the game in advance, for example, there was no red flag in the team of little monkeys, and the children did not know which monkey it was sent from; Before letting the children manipulate it, the teacher will demonstrate on the wall how to send peaches to the monkeys. The child is at a loss, and this link has not achieved the expected goal. The whole teaching activity seems a bit anticlimactic.
After-class reflection on "Who runs fastest" through mathematical activities "Who is the fastest?" Children can distinguish the position of objects in the sequence according to different directions and learn to use numbers to represent the position of objects in the sequence. In the first link, let the children distinguish between left and right positions. Some children don't quite understand this question, because they don't know the concept of left and right, so I asked them, "Which hand do you write with?" As soon as the question was over, most children raised their hands holding pens. Some children raise their hands when they see others raise their hands. When asked what hand it is, they can't answer. Some children are sitting there, not knowing what you are talking about. For these children, I walked up to them and raised my right hand one by one, telling them that "the hand used for eating and writing here is the right hand". Anything near your hand is on your right. I taught them several times and basically remembered them. Then I ask questions; "Kid, do you know where the left side is?" As soon as the question came out, Zhong, Rui, Li, Li and other clever children understood it at once, and excitedly held out their left hand and told me that this was left. The other children slowly reacted and held out their left hands. Then I used some things in the classroom to ask the children where they were. By constantly asking questions, the children have basically mastered the left and right directions and absorbed the first focus of this lesson. The next step is to let children understand the order of the same object in different directions. Looking from left to right is different from looking from right to left. The last link is homework practice, and the teaching AIDS are placed in the corresponding positions, so that several children can see who is running at the front at a glance. For this, I have adopted two methods: one is to use physics teaching AIDS; The other is to invite several children to operate, and they should give the corresponding digital cards to the children who run first, second, third and fourth respectively. I didn't carefully consider the difference of children's level when designing this activity. The content of this activity is easy for old classmates to accept, but it is more difficult for some freshmen who have never been to kindergarten, and it takes a lot of effort to guide them. After the activity, I made a summary. First of all, we must understand the knowledge level of each child, so as to design a more suitable teaching method for children, so that not only children learn happily, but also teachers teach easily. Although the activity discipline is a bit chaotic, the overall effect is still good. Kuangyan 2012,3,29
The teaching plan of "Guess Who Runs Fastest" in the math activity of middle class 1. Teaching contents and objectives;
1, define the content and objectives.
Through learning, we can discover and express the aesthetic feeling of the head portraits on the back, further learn the methods of sketching and line modeling, and cultivate students' observation ability, line modeling ability and picture organization ability.
2. Implied content and objectives
Guide students to communicate with each other in group study and inquiry, and cultivate students' awareness of cooperative inquiry. Through learning activities, cultivate students' interest in art learning and the habit of careful observation.
Second, the teaching focus, difficulties and key points:
Key points: Learn to capture the head features of the characters on the back and show them by line drawing.
Difficulty: how to use lines to express the characteristics of characters' heads.
Third, the design concept.
This course is a painting class and an important part of art class. Students show great interest in "guessing", and they like it very much in the class of playing middle school and entertaining. In class, students can experience the fun of creating beauty with different observation methods by feeling the characteristics of the figure's back, and integrate naive entertainment activities into art learning activities. Teachers can fully stimulate students' interest in happiness and give full play to their painting ability.
Fourth, content analysis.
Guess who I am is a modeling performance class in the first volume of the fourth grade of the People's Art Edition. The content is to guide students to try to draw hairstyles, headdresses, clothes, etc. on the back of characters from different previous observation angles by sketching. This lesson is the continuation of the sketch content in the previous art class, which reduces the difficulty of sketching characters for the students who have just entered the fourth grade, thus improving their interest in learning.
Verb (abbreviation of verb) student analysis
The fourth-grade students are in a transitional period, and the content of this course is just suitable for their needs. It is not only interesting, but also full of new painting skills. Students "enjoy" such learning content and design certain suspense in the course of class, which is more helpful for them to learn new painting skills in a subtle way.
Sixth, the teaching process.
1. Introduce new courses and organize language teaching.
Show a classmate's back and head. Please guess who it is. The teacher takes pictures with a digital camera before class. Understand the observation methods of the characters on the back and cultivate students' observation and analysis ability.
Q: Why can you guess the classmate just now?
Writing on the blackboard: hairstyle, headdress, clothing.
Topic: Guess who I am.
2. Appreciate "The Girl by the Sea" and "Yu Shu Gong Ji Tu".
Students appreciate the model in the textbook and draw the future world.
Discussion: What is little Peng Fa doing in the picture? how do you know
Look at the students' homework in the textbook. Say which one you like and why.
Analyze the direction of hair and the organization of lines with the teacher.
3. Think while observing the teacher's demonstration.
A lesbian learned to be a model at the front. Teachers and students analyzed the direction of hair and demonstrated how to sketch with lines. Remind students to show the shape of the head, some lines should be arcs, and pay attention to the change of their direction.
4. Students' practice.
Assign homework, patrol counseling
Students draw the back of their former classmates' heads.
Appreciate the creation of two students in the textbook. Q: What do these two works show respectively?
How does your group use its own works to create?
Students speak and discuss in groups. (Cultivate students' ability to model observation lines)
Guide students to complete group and collective creation.
5. Teachers organize students to summarize and evaluate.
Step 6 expand after class
Show some line drawings on the back of parents. Guide students to go home for further study.