Understand the overall points of mathematics teaching plan in kindergarten large class

In actual teaching activities, teachers often need to compile teaching plans, which are the basic conditions to ensure the success of teaching and improve the quality of teaching. Let's refer to how the lesson plan is written! The following is my understanding of the math teaching plan for large classes in kindergartens. Welcome everyone to learn from it, I hope it will help you.

Understand the goal of 1 activity in the math teaching plan of kindergarten large class;

1. On the basis of recalling the existing experience, children can understand the running relationship of the second hand, the minute hand and the hour hand by observing and operating the clock face.

2. Understand the reading and recording methods of the hour, half an hour and half an hour.

3. Induce children to form a good habit of observing time and cherishing time in activities.

Activity preparation:

1, teaching aid: slides about various clocks and watches; On one side of the clock, a movable clock face; At 7 o'clock, 8 o'clock, 9 o'clock and 10 o'clock, there is a clock face and a time record card.

2. Learning tools: one for each child's observation record and one for each active clock face; 4 physical clocks.

Activity flow:

First of all, mobilize existing experience and recall relevant knowledge.

1, some time ago, our children and teachers made a survey about clocks and watches together. We know there are many kinds of clocks and watches. Now please look at the clock downloaded by the teacher from the internet and see if you know it.

2. Play the slides in turn and tell the children their names.

What we just saw is only a part of the Zhong family. There may be other types, which we will discuss later.

Last time we knew the clock face, we told you that the longest hand is called the second hand, the slightly longer one is called the minute hand, and the shortest one is called the hour hand. How many numbers are there on a clock face (12)? The top number is 12, followed by 1, 2... 1 1. Please remember which direction the hands of the clock are going. (1 ... 12) Yes, this direction is called clockwise.

Second, exchange questionnaires and tell me when and what you are doing.

1. The children spoke very well. Do you know why we use clocks?

Clock is closely related to our life. A few days ago, our children made a survey and recorded the time of their activities. Now, please take out your own questionnaire and tell us what you were doing. Just tell me where the long needle is, when the short needle is and what are you doing? Okay, let's start with ourselves.

3. Who wants to come up and tell everyone? Please bring 3-4 children up.

This is a good point. The hands on the clock face are constantly changing. What is their operational relationship?

The teacher has prepared several clocks for you. Look at how many hands there are. (2) Can you guess which two hands they are? (Minute hand and hour hand), where is the second hand? Listen (tick) that the second hand is running. What is their relationship at runtime? Let's invite our children to play and see what secrets they have. Note that when you dial the pointer, you must dial it clockwise.

6. Tell me, what did you find? That's good. The minute hand turns once and the hour hand moves one square, which means one hour.

7. What time do the numbers pointed to by the long needle and the short needle indicate? Don't worry, the teacher will introduce you.

Third, understand the whole hour, half hour and their recording methods.

1, ok, please listen to a good story first.

2. The teacher tells the story of "Xiaoming's Autumn Tour" with an expression, and shows the clock face of the relevant time while talking.

3. Ask questions after the speech:

1) Did Xiaoming go on an autumn outing? Why don't you go?

When should he get up? When did he get up?

3) When does Xiao Ming arrive at the kindergarten?

Why is he late? When did he go to bed?

Reflections on Understanding "Clocks and Watches"

This semester, our kindergarten has carried out a series of educational and teaching activities. During this period, I also experienced a difficult process from confusion to understanding. Preschool education is still a brand-new field for me, which needs us to understand and explore. The new "Outline" attaches great importance to reflecting children's dominant position in activities, so I wonder: Is the spirit of the new "Outline" also reflected in my theme activity of "Knowing Clocks"?

Reflection 1: Does the theme content meet children's interests?

Theme teaching emphasizes children's autonomy, and the choice of theme must be based on children's interests. Children's understanding, exploration, planning, problem solving and knowledge acquisition must be based on children's interests.

My theme is for class. I selected some contents that I think children should know and be interested in, which are closely related to children's lives. Through our usual observation and understanding of the children in the class, we can know what the children are interested in. But is this a topic that all children are interested in? It is out of the question. Then, how to guide children who are not interested in activities or who are in line with their own interests is worth discussing. I think, mainly because there are many children, our activities are mainly group activities and we can't respect each child's own interests and needs.

Reflection 2: The creation of the environment should be more intuitive and vivid for children to understand.

In this teaching activity of "knowing the clock", although in order to let children directly observe and master the important and difficult points of teaching concisely and clearly, I imagine using the organic combination of music, pictures and objects to assist teaching. But I know the clock with a clock model or a wall clock as a teaching aid, so it is difficult to master the speed and accuracy of the manual model clock, and the observation effect of children is not good, which greatly affects the teaching effect.

On the other hand, in order to carry out the subject of "knowing clocks and watches", I provided children with various materials, including electronic watches, mechanical watches, stopwatches and so on. But children just can't understand and can't tell the difference between electronic watches and mechanical watches. I really want to go up and tell them directly. Their excitement has long been attracted by the small alarm clock and watch on the table. They can't stand their emotions, and Zhang Yucheng has begun to fiddle with it. At this time, I really want to severely criticize him!

After reflection, I think it is actually the environment at work, which causes the difference of children's behavior before and after. The teaching environment is created by teachers from the perspective of adults according to their own life experience, because adults know the difference between these clocks and children don't, which will cause children to play with the "small alarm clock" on the table without listening to the teacher.

Environment is the foundation of human survival and development, and it is also the resource for children's development. Children produce and carry out activities through interaction with the environment. In a sense, preschool education is an environmental education.

Environment stimulates children's corresponding experiences, so creating a suitable environment should first consider children's actual life experiences. With experience, children can create on this basis. If a child's growth is compared to building a tall building, then the child's life experience is the foundation, and the nature and style of the foundation determine the scale of the development of the tall building. Teachers provide an environmental stimulus, and children first look for the experience corresponding to this stimulus, and then respond according to the experience, so as to try to respond with various attitudes and methods. No matter the teacher's presupposition or the generation of children, any activity has a goal, and the environment serves the smooth realization of the goal. It subtly urges children to make judgments based on their original experience, so as to adjust their words and deeds.

The design background of the whole point 2 of mathematics teaching plan understanding in kindergarten.

Every aspect of children's daily life is inseparable from time. In normal activities, there are always several children gathered in front of the clock, talking about' this needle runs fast, this needle runs slowly' and' some are long and some are short'. I found the children interested in this. In order to help children solve their doubts, I designed this class-combining the children's cognitive situation in this class to understand the whole point.

moving target

1. Have a preliminary understanding of the surface structure of clocks and watches and the operating rules of the hour hand and minute hand, and learn to watch the hours.

2. Develop logical thinking ability.

3. Develop the good habit of working on time and cherishing time.

4. Cultivate children's comparative judgment ability.

5. Interested in participating in math activities.

Important and difficult

Key point: learn to see the whole point.

Difficulty: I can dial hours on the clock face.

Activities to be prepared

A circular clock,1-12 hour card and several physical clocks.

Activity process

First, the beginning part

1. Teachers greet each other. Let the children guess riddles: "This is a riddle song. Guess what it is? "

Big round face, no retreat, no mouth.

You can walk without quitting, and you can tell the time without your mouth. (A: Zhong)

Second, the basic part

1. The teacher showed the round clock and asked the children to observe the clock face and understand the surface structure of the clock.

2. Know the minute hand and the hour hand, and explore the movement relationship between them.

The teacher slowly sets the clock to guide the children to observe the movement of the minute hand and the hour hand. Let the children say: the minute hand runs fast and the hour hand runs slowly.

3. Guide children to know the whole hour by setting the clock. The teacher sets the minute hand and the hour hand to "12", and then adjusts the time adjustment button on the back of the clock so that the minute hand points to the number "12" every time it turns, so that the children can pay attention to what has happened to the hour hand. The teacher repeatedly dialed several times to let the children understand that every time the minute hand turns, the hour hand goes by a number, which takes an hour.

Children are divided into several groups, and each group has a real clock face. Let children set the clock in turn, observe and discuss the changes of the minute hand and the hour hand, and guide children to find that as long as the minute hand points to "12", the hour hand points to a certain number.

Teacher's summary: The minute hand refers to "12", and the hour hand refers to numbers. What time is it? Show the card with the whole hour written on it and dial the whole hour with the children. Say "1 o'clock sharp, 2 o'clock sharp, 3 o'clock sharp ..." and set the clock with the child until the two hands overlap on "12" (that is, 12 o'clock sharp).

5. Game activity: What time is Lao Lang and Lao Lang?

Holding the 1- 12 clock card in his hand, the teacher walked in front and pretended to be an old wolf. The child walked behind the old wolf and asked, "What time is it, old wolf?" "Lao Lang" raised the card of 1 point and replied: "1 point." The children continued to ask "Lao Lang". When "Wolf" answers "It's dark", the other children must quickly return to their seats to keep quiet. The last child who returned to his seat was eaten by the "old wolf" and the game was repeated.

Third, the conclusion part.

Teachers and children sing "Song of the Bell"

Fourth, the extension part

Guide children to correspond their daily life with time, such as saying "It's 8 o'clock now, let's have breakfast" at breakfast to help children establish a sense of time.

Teaching reflection

This lesson is followed by children.

Activity reflection:

Activities conform to children's age characteristics, create situations to stimulate interest, and let children know the time through game activities. Stimulated children's interest in learning. Study in groups, observe and discuss the changes of the hour hand and the minute hand, so that children can clearly know that as long as the minute hand points to "12", the hour hand points to a certain point. Teaching AIDS and learning tools are fully prepared, and the clock face and physical alarm clock reach one for each person, creating sufficient operating materials for children. During the activity, a few children are inattentive and their listening needs to be strengthened. In addition, teachers' language should be childlike.

Key points of understanding math teaching plan in kindergarten large class 3 activity design background

Kindergarten mathematics is a systematic and logical subject with its own characteristics and laws. It is closely related to children's life, and mathematics activities are designed in combination with children's life reality and knowledge and experience. . Time without intuitive images is abstract, so I use the routine of children's familiar day activities to guide children to know the whole hour and half an hour, such as entering the garden at 8 o'clock and leaving the garden at 3: 30 ... This will easily lead to children's emotional experience and be understood and accepted by children.

moving target

1, understand the surface structure of clocks and watches, the movement and law of hands and minutes in time, and learn to watch hours and half hours.

2. Develop children's logical thinking ability.

3. Educate children to cherish time and develop good habits of working and sleeping on time.

4, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.

5. Guide children to be interested in numbers.

Teaching emphases and difficulties

Emphasis and difficulty: the understanding method of the whole point and the half point.

Activities to be prepared

1, solid wall clock, homemade big clock (rabbit on minute hand, turtle on hour hand).

2. Prepare a cardboard clock for each child.

Step 3 Courseware

Activity process

Section 1: Mobilize emotions and introduce topics (B2)

First, the teacher courseware demonstration: let students know all kinds of clocks and watches.

1, little friend, the teacher took you to the store to see what store you went to today. (watch shop)

Second, show the wall clock.

1. Question: What's its name? What other clocks are there at home (big clocks, small alarm clocks to remind us to get up early, so people call them watches for convenience)?

2. What is the function of the clock? The clock keeps moving, showing people the time, and people work, study and rest according to the time on the clock.

evaluate

After observation, students answer questions with their own life experience.

Part II: Exploring New Knowledge (A 18)

First of all, the teacher showed the homemade big wall clock.

1, please look at the shape of this clock (round), and what other clocks (square, frog, heart, etc.). ) Some children have seen it.

Let the children see what's on the clock. (There is a number of 1- 12 and two hands) The teacher explains that the number "12" on the clock is always above and "6" is always below, and teaches the children the names of "hour hand" and "minute hand".

Second, show the courseware to the children to help them know the shorter hour hand and the longer minute hand, and feel the operating rules of the hour hand and the minute hand.

Third, know the whole time.

1. Show the clock face at 3 o'clock and let the students know. Look at the clock face. Do you know what time it is? (at 3 o'clock)

how do you know

At 2 o'clock or 3 o'clock, what time does the minute hand point? What time does the hour hand point? The teacher posted the clock face at 3 o'clock on the blackboard.

3. The teacher shows the clock charts of 5 o'clock, 6 o'clock, 9 o'clock and 12 o'clock. Let the students talk.-What time is the minute hand? What time does the hour hand point? What time is it now? Then put the picture on the blackboard.

2, the characteristics of the whole period of time and the method of understanding the whole period of time.

Display courseware

These clocks all show the whole time. Let's see what they have in common. (Minutes all point to 12)

Teacher: Can you tell us how to watch the whole thing?

Health: The minute hand points to 12, and the hour hand points to what time. (like)

3, recognize the full time

The teacher quickly took out several different whole hours, and the students answered.

4, pull all the time

Pull out what the teacher or student said on the clock face.

5. Know half a point: Show the clock face with half a point, let students observe the position characteristics of the hour hand and the minute hand, and discuss in groups.

6. Group report: Ask the representatives of several groups to talk about the position characteristics of the hour hand and the minute hand in half an hour.

7. Teacher's summary: A few hours after the hour hand, the minute hand points to 6, which means what time is it?

evaluate

Observe carefully, think seriously, operate by hand and draw a conclusion.

The third quarter hands-on operation, try to practice (B7)

1. All children are required to mark all the time (get up at 7: 00 a.m., have class at 8: 30 a.m., have lunch at 12 p.m., finish school at 3: 30 p.m. and go to bed at 8: 00 p.m.) on the homemade cardboard clock face according to the above method. Teach children to do various activities according to time since childhood, cherish time, don't be late for school, and don't play on the road after school.

2. Patrol the classroom and help the children in difficulty.

3. Time collision (online): Please connect the time on the clock face with the time below with a line.

4. Summary: The minute hand points to 12 and the hour hand points to what time.

When the hour hand passes, the minute hand points to 6, which means what time is it?

5. Look at the pictures and talk about dogs and pigs. When and what are they doing? Why is it time for the pig to go to bed, and the homework has not been finished? Teach children to follow the timetable.

The fourth quarter to play games and consolidate new knowledge (B3)

Play the game "What time is it?" Let the children set the clock.

1, talk about the rules of the game: children dress up as lambs and dial the clock. When the teacher says when, the lamb rings the clock. Ask the old wolf to watch the clock. When the lamb rings the bell, it stops. When the wolf saw that the time was right, he stopped eating the lamb. When the time is wrong, he eats mutton.

2. Let the children use the clock as the steering wheel and drive out of the classroom to play games. (End of course)

evaluate

All the children operate independently according to the content of the courseware presented by the teacher, try to practice, choose the whole course and half time, and consolidate what they have learned in the game.

Section 5 [Extension after class]

Let the children go home and know the clock with their parents.

Teaching reflection

The day before the math activity "Know the clock", I asked the children to take the alarm clock at home to the kindergarten, so that they could understand and know the clock more intuitively. On the day of the activity, the children were so proud and devoted to playing with their alarm clocks, but from the final written operation results, the children's grasp of the situation was not ideal. Why is it not ideal to have materials that can be directly operated? After careful consideration, the following conclusions are drawn:

(a) Lack of previous experience. Although the children all brought alarm clocks, they all brought them on the day of the activity, and there was not enough time to effectively guide them to observe and understand. Children lack time to understand, discover and explore this new material.

(2) Too much stimulation during activities. In the activity, most children pay attention to their own alarm clocks, and then they care about whether there is anything new and special about other people's alarm clocks. It is difficult for children to concentrate all their attention on classroom teaching.

In view of the above two points, the following measures have been taken and achieved good results:

(1) Help children consolidate their understanding of one hour and half an hour in the form of games. The game "What time is it, Wolf?" It was changed to "What time is it for XX children and XX children?" Driven by the rhythmic game language, children's enthusiasm for participation is very high and the effect is good.

(2) Operation and production deepen the understanding of time and clock. A large number of clock faces, hour hands and minute hands are all prepared to make clocks for children. In the process of making, I have deepened my understanding of the whole point and the half point, and I can also explore and discover more secrets by myself.

(C) painting activities to increase the sense of competition. Let the children draw two clocks, the time above is the hour and half an hour respectively, and the specific time is determined by themselves. The requirements of the activity are: tell what you have been doing in these two hours and decorate the clock face beautifully. Finally, let's compare and see whose time is accurate and whose clock is beautiful, and decorate a "beautiful clock kingdom"

(4) Increase the operating materials related to the clock in the area, so that children with weak ability have the opportunity to continue to operate and consolidate, and choose freely, and children have no psychological burden.

Through the above remedial measures, the children in our class have a better understanding of clocks and watches, and also designed some beautiful clocks and watches, which enriched the regional materials and killed two birds with one stone.