A lesson plan is a specific design and arrangement of teaching content, teaching steps, teaching methods, etc. by teachers in order to carry out teaching activities smoothly and effectively, based on the teaching syllabus and textbook requirements and the actual situation of students, based on class hours or topics. Practical teaching document. I have compiled the "Special Teaching Hours Kindergarten Small Class Mathematics Lesson Plan", I hope it will be helpful to you.
Special Teacher Kindergarten Small Class Mathematics Lesson Plan Part 1: Understanding Long and Short
1. Activity goals 1. Know the length and shortness of objects.
2. Learn how to compare lengths and be able to compare the lengths of objects.
3. Able to learn to compare lengths from objects in the surrounding environment and experience the fun of long-short cognition.
2. The key points of the activity: recognize length and length, and know that objects are long and short.
Difficulty: Learn how to compare lengths and be able to compare the lengths of objects.
3. Activity preparation: Qiaohu doll, multimedia PPT courseware, and two red ropes of different lengths 4. Activity process 1. Story introduction to stimulate children's interest in participating in the activity.
Teacher: Today, Qiaohu’s mother is taking our good friend Qiaohu to the supermarket to buy things. They saw a lot of interesting things in the supermarket. Do the children want to know what interesting things they saw?
2. Show pictures to elicit the theme (1) Use the golden hoops, pencils, rulers, spoons and other objects of different lengths to let children know that objects are long and short. Teacher: Which object is longer? Which item is shorter?
(2) Through conversation, guide children to observe other objects of different lengths in the surrounding environment, further consolidate knowledge, and let children know that objects have lengths and shorts. Teacher: Children, take a closer look at what other objects are in our classroom. Are there long ones or short ones? Please find it and talk about it.
(3) Through observation, comparison, conversation and other methods, let children learn to compare lengths. Teacher: What method did you use to compare lengths?
(Let the children talk about how to compare lengths based on past experiences) 3. Summary: Know that objects are long and short. When comparing lengths, align one end of the object (use the method of juxtaposition comparison to compare lengths) and operate while talking. : If two friends are comparing length, lie down first and align their left sides; look to the right and you can see the length and the shortness.
5. Activity extension 1. Use two red ropes of different lengths to further consolidate knowledge and let children learn to compare lengths.
2. Invite the children to go home and look for familiar objects in life with their parents to learn how to compare lengths and experience the fun of long and short recognition.
Special Teacher Kindergarten Small Class Mathematics Lesson Plan Part 2: Fruit Classification
Design Intention: The cognitive characteristics of children in small classes are more about gradually gaining cognitive experience through direct perception of the external characteristics of objects. With the arrival of late autumn, fruits of different shapes and colors stimulate children's vision. The "Guide" points out: It is necessary to cherish the unique value of games and life and create a rich educational environment. It is an ingenious idea to use seasonal fruits that are common to young children as educational resources to provide the most direct activity materials for children's cognition and learning. Therefore, I designed the lesson "Fruit Classification" to let children classify fruits according to their names, Color and other characteristics, preliminary learning classification, and experience the joy of playing games with peers and using hands and brains.
Activity objectives 1. Can be classified according to the name of the fruit.
2. Learn to use "put – and – together" to boldly express classification results.
Activity preparation 1. Experience preparation: Recognize various common fruits, such as apples, bananas, oranges, pears and other fruits, and name them correctly.
2. Apple, banana, pear, dragon fruit, grape fruit cards, several classification baskets 3. Environment creation: Create a fruit shop scene.
Activity process 1. Situation introduction teacher: Today, the teacher brought a friend. Do you know her? (Miss Rabbit), by the way, it’s Miss Rabbit. She has opened a new fruit shop. Let’s go to her fruit shop together!
2. Children observe the rules for placing fruits. Lawyer: Take a closer look, how are the fruits arranged in Miss Rabbit’s shop? (Put the same fruits together according to their types) Listen: Who is coming? Daddy Pig is here to buy fruit. Oops, Daddy Pig’s belly is too big and he accidentally knocked over the fruit stand. Miss Rabbit’s fruit fell on the floor. Are you willing to help them put the fruit away? But before we go, we must first learn a skill to put the same fruits together. Can you do it? I first asked two children to come up and try using fruit cards.
3. Individual children try to sort fruits by fruit: These two children first try using our fruit cards to see if they can sort the fruits well. Pay attention to putting the same fruits on the same fruit shelf.
Summary: Look, are they divided correctly? Please tell me, kid, how did you divide it? (Guide them to use "put – and – together"), by the way, only when we learn to put the same fruit cards together will Miss Rabbit ask us to help. Now do other children want to give it a try? Let’s take a look at our materials first. (Introducing operating materials) 4. Group operation, teacher’s roving instructor: Before the test, the teacher has several requirements:
1. Later you will choose a table to operate on. If you find that the basket is not enough, you can choose another table to operate on.
2. Each child has a basket of fruit cards, and you have to distribute the fruits into the fruit basket on the table.
3. Hearing the sound of the teacher clapping his hands, he immediately returned to his position.
Teacher’s explanation: Let’s take a look at the fruit cards divided by this group of children. Are they correct? Who can tell me how you divided it?
5. The game is over—Fruit Baby Sorting Line Master: The children have learned how to sort fruits, so now we are ready to go to Miss Rabbit’s fruit shop to help! Please ask the children with the apple pattern on their bodies to stand here, and the children with the banana pattern on their bodies, please stand here. Let's go!
Activity Reflection on this small class lesson "Fruit Classification", my purpose is for the children to classify them on the basis of being familiar with the names of various fruits. Considering the age characteristics of the children in the small class, I created an animal situation that is familiar to them: Miss Rabbit opened a fruit shop. Her fruits were arranged very neatly, but she was knocked down by Daddy Pig who came behind. Invite the children to help Miss Rabbit sort the fruits, and the children will be happy to help. During the process, I first invited several children to work individually. Originally, I thought it would not be difficult for them to classify the three fruits, and they were apples, bananas and pears that the children were familiar with. As a result, the children still made mistakes when they came up to operate. From this, I thought that although the children were familiar with fruits, they were not very clear about the concept of classification, so it would be difficult to operate. During the next group operation, I put in five kinds of fruits. Since the children in the small class had just entered the kindergarten and were not very clear about the routine of the class, there was a situation where not everyone had one piece of material. I immediately guided them in the process. Take a basket of fruit and operate it independently. In the final inspection, I found that a group of children had put several kinds of fruits in the wrong place. Although they knew the fruits, they would make mistakes during the classification process. Therefore, in the following time, I will focus on further strengthening the children's concept of classification. Mastery, so that theory and practice are consistent.
Special Teacher Kindergarten Small Class Mathematics Lesson Plan Part 3: "1" and "Many"
Activity name: Science field Activity content: ""1" and "many""
Activity goals: 1. Cultivate children’s interest in mathematics.
2. Distinguish between "1" and "many", and be able to correctly say what is one and what is many.
3. Learn to make many objects of the same type and divide them into objects one by one.
Activity preparation: 1. Physical teaching aids: poker cards, toys, watercolor pens, straws 2. Plastic pellets equal to the number of children, plastic baskets for toys An activity process: 1. Create a situation to let children distinguish between "1" and "many" "the concept of.
1. Use magic, show a card, let the children say "one", and then show multiple cards to inspire the children to say "many cards". (Use this to create watercolor pens and straws) 2. Invite a child to stand in front, and then continue to invite them one by one, inspiring the children to say "One child makes many children." Then ask the children to return to their seats one by one and inspire them to say "many children are divided into children one by one".
2. Guide children to operate activities and perceive the relationship between "1" and "many". (Objects add up to become many objects, and many objects can be divided into objects one by one.) 1. The teacher takes out a basket of toys and lets the children know that there are many toys in the basket.
2. Scatter a basket of toys on the ground and explain the requirements: Ask the children to quickly pick up a toy, and then they will say that they have picked up a toy. The teacher asked:
There were many toys on the ground just now. The children took the toys away one by one. Are there any more? Toddler: No more.
3. Let the children put the toys back into the basket. Teacher: The children put the toys back into the basket one by one. There are many toys in the basket. (The teacher emphasizes that each one together is many) 3. The ending part guides children to independently find out which objects on themselves or in the activity room are one and which are many.
Special Teacher Kindergarten Small Class Mathematics Lesson Plan Part 4: Understanding Circles
Design intention: In the cognitive process of small class children, they are easily dominated by external things and emotions. Unintentional memory is dominant, and things are often remembered unintentionally. Games and operations are children's favorite forms of activities. If children are simply allowed to learn about circles, they will feel very boring, often have low interest, and the results will not be good. Therefore, when designing this teaching activity, let children learn about some common round objects and characteristics during game operations, thereby stimulating children's interest in observing and exploring things around them, and developing children's perception, observation and imagination abilities.
Activity goals:
1. Ability to grasp the characteristics of circles in cognitive, operational and game activities.
2. Able to find round objects in the surrounding environment and perceive the application of circles in life.
3. Cultivate children’s observation and imagination.
Event preparation:
1. Arrange some round objects in the activity room.
2. A piece of round paper and several round objects (such as mirrors, bottle caps, tambourines, plates).
3. Slides and boxes. There are various round objects in the boxes, some operating papers and colored pens.
activity procedure:
1. Create situations and understand round objects.
Teacher: (with a mysterious tone and eyes) Listen carefully, what is this sound? The teacher beats the snare drum.
Toddlers: snare drum sound.
Teacher: Look, it’s really a snare drum. Look carefully, what does the snare drum look like?
Toddlers: Round.
Teacher: Come and touch it. How do you feel?
Teacher: Ask the children to touch along the surface and edge of the snare drum and share their feelings with each other.
Young: round and slippery.
Young: round, young: the edges are smooth, young: no edges and corners… (Children communicate and fully express their opinions).
Teacher: Like a snare drum, something that is round and smooth and has no edges or corners is a circle. (Introducing the topic of circles.) Teacher: (shows a round piece of paper) Question: What does it look like?
You: It's like a plate, You: It's like the sun, You: It's like… Teacher: Tell me, what other things have you seen that are also round? (Encourage children to name the round objects they see at home or elsewhere.) 2. Let’s search together in the activity room. What are the round objects? (Children are searching at home.) 3. Communicate your findings.
4. Observe the round object on the slide and perceive the characteristics of the circle.
5. Further perceive the characteristics of circles 1. Show the blackboard with geometric figures and take a closer look. Which figures are circles? Pick them out and have them stand in a row.
2. Children choose by hand.
5. Practice operations and add paintings.
1. Children, do you know what a circle can be made into? The teacher performs a magic trick on the children.
One circle transforms into a big sun, two circles transforms into a cute chick, three circles transforms into a delicious candied haws, and four circles transforms into a cute… Caterpillar.
2. Prepare some paper with circles for young children, and inspire them to add a few strokes on the circles to turn them into another pattern (such as the sun, apples). Encourage them to draw as many as possible.
3. Watch the shapes transformed from circles in the slides to stimulate children's imagination.
6. Extension: Children, there must be a lot of round things in your home. Go home and look for them carefully. Then use the circle to do a magic trick, okay?
Special Teacher Kindergarten Small Class Mathematics Lesson Plan Part 5: Understanding 1 and Many
plan for design:
According to the age characteristics of small class children, several lively and interesting games are carefully designed throughout the entire activity. Among them, each game contains highly targeted independent knowledge points. At the same time, there is still a step-by-step connection between the games. Strive to allow children to master knowledge about 1 and many more solidly and thoroughly in a relaxed and happy atmosphere.
Activity 1 Activity name: Let’s go on an outing Activity goal:
Recognize one object and many objects, and know which ones are one and which are many.
Event preparation:
Environmental layout—1. A pond surrounded by building blocks. There is one big fish and many small fish in the pond. One frog, many tadpoles.
2. A tree model with a big bird, multiple small birds, and multiple apples hanging on the tree.
Activities and Guidance:
1. The conversation leads to the topic: "The weather is really nice today, shall we go for an outing together?" (The teacher counts the number of people in the activity with the children, so that the children clearly know that there is only one teacher, but there are many children.) 2. Teacher Lead the children to the pond and guide them to tell them where this place is? (Pond) 3. What’s in the pond? (ducks, small fish, frogs, tadpoles) How many big ducks are there? (1) How many little ducks are there? (many) How many frogs are there? (1) How many tadpoles? (Many only) Then continue to inspire the children to observe and think about what else in the pond can be represented by one and many.
4. The children sit around and rest under the big tree. Guide the children to observe and say that there is a big bird and many small birds on the tree; there are many birds, many leaves and many apples on one tree.
Activity 2 Activity name: Little monkey picking peaches Activity goal:
Through hands-on operations, let children experience it personally – many can be divided into 1 and 1.
Activity preparation: little monkey head ornaments and peach tree models.
activity procedure:
1. The children acted as little monkeys and sang and danced around the peach tree. And guide them to say "There are many peaches on the tree." 2. Ask each little monkey to pick a peach and say "I picked 1 peach." Personally feel that many can be divided into pieces.
3. Each of the little monkeys raised the peach in their hands and said loudly: "Many can be divided into 1 by 1." Activity 3 Activity name: I sent the bear home Activity goal:
Through operation, children can feel and understand personally – one and one together become many.
Event preparation:
The teacher scattered many toy bears and a house model in various corners of the classroom.
activity procedure:
1. Introduce the topic: "Children, the baby bears in the Little Bear Paradise have all come out to play games, but they are too playful and have gone too far. Now, they cannot find their way back to the Little Bear Paradise? Let us Can the children send a little bear home? (The children each picked up a little bear, and then each said again: "I found a little bear—")
2. Ask the children to take turns sending their bears to the "Bear Paradise". And ask each child to say "I sent a little bear home".
3. Finally, ask the children to observe the current "Bear Paradise" and guide them to say "One bear and one bear together are many bears, and one and one bear together are many."