Reflections on the teaching of the math activity "Guess What's Different" in large classes

Reflection on the teaching of "Guess What's Different", a math activity in large classes. Author: Chen Lihua? Time: March 26, 213 2: 33: 17 Reflection on the teaching of "Guess What's Different"

1. Today's children are mostly single children. They pay more attention to themselves and are less likely to pay attention to the similarities and differences between other children around them and themselves. At the same time, one of the theme goals of the big class theme activity "Myself" is to let children discover the differences between themselves and others. Finally, it combines the core experience of "classification" in large classes, the diversity of classification and different classification methods among the same group of objects. Teacher Chen Weijun designed the big class math activity Guess What's Different. Guess What's Different is a very interesting game activity, which allows children to participate in the whole activity as an activity material, making such an activity more interesting. It is also a teaching activity that can meet the thinking level and activity ability of large class children. At the same time, it conforms to the instruction of the new Outline: knowledge in the scientific field should be "situational, procedural, life-oriented and experiential". In today's activity, Mr. Chen Weijun always let the game run through the whole process and let the children actively participate. In the end, he was still unfinished.

2. The activity objectives are clearly oriented and implemented at different levels.

This activity is challenging for children's thinking. The first goal of the activity proposed by Mr. Wei Jun is to "discover that people have many differences and similarities, and classify them from different angles, and try to explain the reasons". This is an activity requirement for children from the perspective of learning experience or cognitive experience. The teacher implements the goal layer by layer through the design of three links: first, ask a child to tell a certain difference and a certain judgment standard, and then ask the child to show it according to the requirements. If the hair is short and long, how can we divide it? Let the children know that it can be divided according to the hair through their own personal participation. Secondly, without telling children the standard, the teacher asked some children to make it, that is, to present a result, and then let the children guess what the rules are or what the classification standard is, which is obviously full of thinking challenges for children. Children need to find out this standard and then clearly express it, such as: the difference between wearing a garden dress and not wearing a garden dress. Finally, the teacher asked the children's groups to cooperate, set standards, and make them according to this standard, and then let another group of children guess. This link highlights the children's dominant position and embodies the process of children's active learning.

2. The goal is diversified and integrated to promote the all-round development of children.

In the process of playing games, children not only gain the experience of mathematical classification, but also learn to abide by the rules of the game, language expression and so on. There are many problems in the activity, some of which are not math problems, but need children to solve them. For example, a group of children have been classified according to the "height" standard, and another group of children have been immediately adjusted to the "braid" standard for classification so as not to violate the rules of the game, which reflects a great value of this activity, that is, paying attention to the cultivation of children's problem-solving ability. In addition, according to the thinking level of large-class children, that is, large-class children have been able to confirm a certain purpose with their peers, and then work hard to do one thing around this purpose. In today's activity, the second goal put forward by the teacher is to "learn to discuss and cooperate in the process of participating in the game". The teacher skillfully designed the game situation of "Guess what's different" so that children can learn to discuss and cooperate during the game. All these have increased the value of today's mathematical activities.

3. The movable operation materials are simple, practical and effective.

Usually, in kindergarten classification activities, teachers will spend time making and preparing a lot of teaching tools. But today, the teacher didn't do this. She just prepared two hula hoops and two elephant toys for integral. These are common and readily available materials in kindergartens, and the teacher made full use of each child's physical (external, carried) natural characteristics (clothing, height, gender and other differences) to organize activities. This is an idea that we should vigorously advocate, that is, teaching design does not lie in how difficult the content link is and how complicated the activity operation materials are, but should first accurately grasp the children's cognitive development level, core experience in the field and core experience in the theme, and then adopt the simplest way to allow children to fully participate, reflecting the practicality and effectiveness of the activity materials and teaching forms.

4. Teacher-child interaction is positive and effective. Teacher Chen Weijun can respond positively and effectively to children's answers, and in the process, he can summarize children's operational behaviors in time ("People can see the differences with their eyes, and some of them can't be seen at the same time, so they need to think about it and find it"), so as to continuously promote activities and also use children's songs ("Red circle, green circle, standing circle according to what difference, three, two, three)