Kindergarten mathematics enlightenment teaching plan

Five teaching plans for kindergarten mathematics enlightenment

Teaching plan is a teaching blueprint carefully designed by teachers to organize and guide teaching activities. The process of designing teaching by teachers is a preview process of every link and step in the actual teaching activities. The following is the teaching plan of kindergarten mathematics enlightenment that I arranged for you. I hope you like it!

Kindergarten mathematics enlightenment teaching plan 1 activity goal:

1, a preliminary understanding of the meaning of "double" and "right".

2. Be able to find things around you in pairs.

3. Experience the happiness of solving problems.

4. Guide children to actively interact with materials and experience the fun of mathematics activities.

5. Cultivate children's ability to recognize numbers.

Important and difficult activities

Key point: Know the meaning of "a pair" and "a pair".

Difficulty: Can match items accurately.

Activity preparation:

Gloves, shoes, chopsticks, socks, a pair of teacups, a pair of earrings, a pair of bear dolls, operating materials, stickers, etc.

Activity flow:

(1) Classified game, which leads to the concepts of "double" and "pair".

1, the teacher shows gloves, shoes, socks, chopsticks, etc.

Teacher: Would you please help the teacher tidy up these things? Put the same things together.

Put gloves, shoes, socks and chopsticks. Put them all together and let the children classify and pair according to their existing experience.

2. Observe the classification items and get a preliminary understanding of the concepts of "double" and "pair".

Teacher: Let the children observe the classified things carefully and give the reasons for classification.

This paper mainly introduces the concepts of "double" and "pair", so that children can understand that a pair or a pair consists of two, and understand the concepts of "double" and "pair".

Teacher: We call them a pair of gloves, a pair of shoes and a pair of chopsticks.

Briefly introduce the meaning and conditions of use of "double" and "pair" to children.

(2) Classify the games to further understand the meaning of "double" and "pair".

The teacher showed the teacups, earrings, dolls and other items.

Teacher: Let the children help the teacher sort out these things again, try to match them into a pair or a pair, and talk about the reasons for the classification.

Further strengthen children's cognition and encourage children to speak their minds boldly.

The teacher concluded: It turns out that in our life, pairs of objects are related. We call these two objects with the same purpose or shape "a pair of _ _" or "a pair of _ _".

(3) look for things in pairs around you.

1. Teacher: Besides what the teacher prepared, what other things are there in pairs around us? (For example: body, classroom environment, etc. ) Let the children find out what they can match.

The teacher concluded: It turns out that there are so many things in pairs in our lives. How beautiful they are!

Through this link, children can further understand the significance of activities and enhance their interest in activities. Children's knowledge and ability have also improved.

(D) children's hands-on operation, to further strengthen the experience learned in this activity.

1, Teacher: Today, the teacher also prepared a lot of operation materials for the children, and we all started to pair up.

2. The teacher shows the children's operation data and operates in groups.

3, children's performance display.

In this link, it is mainly to test the child's hands-on operation ability, strengthen the experience gained by the child again and consolidate the knowledge.

The teacher concluded: In fact, in our life, not only those things can be paired, but also people can be paired. Now let's go out and have a try!

(5) Conclusion.

The game of "pair by pair".

(6) Children finish homework exercises.

1. The teacher wants to ask the children a favor. What kind of help? Look, teacher, there are many shoes, gloves and socks on this card, but they are not a pair. I want you to glue the pairs neatly in these three baskets. Please take a closer look. What color basket should shoes, gloves and socks be put in?

2. The teacher has a request: this time a group of children use a piece of homework paper, and the whole group of children stick a pair of shoes in your hand in a purple basket. Did you hear the teacher's request clearly?

3, good! The babies moved their chairs gently and sat there. I'll see which group of babies finish quickly and well.

4. Briefly explain each group of homework.

Activity reflection:

In the activity of "pairing", children master it better, not only knowing that shoes, socks and gloves are paired, but also knowing that many things in life can be paired, and can accurately express "one pair _ _" or "one pair _ _" in language. The children are very interested and active in this activity.

Kindergarten Mathematics Enlightenment Teaching Plan Part II Activity Objectives:

1, children's sorting activities are not affected by color and size.

2, consolidate the main points of the method, and can say the total.

3. Children are willing to operate and like to participate in game activities with their peers.

4. Experience the fun of math group games.

5, preliminary training observation, comparison and reaction ability.

Activity preparation:

1, children have learned to distinguish between red and green.

2. Teacher preparation

There are six apple trees in the background, and several apples of different sizes, red and green.

Two children operate a fruit bowl and three baskets of apples.

3. Music

Activity flow:

First, introduce white courseware to help grandpa pick apples. Show it to grandpa. The children help him pick apples.

Second, the teacher shows the background picture of six apple trees, consolidates the counting method and tells the total number.

Teacher: Little friend, we have come to Grandpa's apple orchard. Come and count. How many apple trees are there? Young man: Six trees.

Teacher: What color is the apple? Young people: red, green.

Teacher: Let's use our little finger to see where the red apple is and where the green apple is. Please point it out. Young: Young children's freedom refers to red apples and green apples.

Teacher: Are all these apples the same size? Young: Different ages.

Teacher: Let's watch it again. Where is the big apple? Where is the small apple hidden?

Third, let the children help grandpa pick apples.

1. Grandpa asked our children to help his little sister pick apples. What apples should we pick? Pick a red apple and a green apple. How many apples should children pick? A red apple and a green apple. Teacher: This is my sister's fruit bowl. Please put the apples in the fruit bowl and start picking.

Grandpa asked the children to pick apples for his little brother. This time, the picking is different from just now. What apples to pick, a big apple and two small apples? Please repeat what the teacher said and listen carefully before picking apples.

My little brother and sister are very happy to receive the apples you picked for him. My brothers and sisters like apples very much. Do children like them? What are the benefits of eating apples? Young: eating apples is nutritious, cleans teeth, helps digestion, and makes children understand the benefits of eating apples.

4. Division; Please pick apples for yourself, a big red apple, a big green apple and a small red apple. The teacher showed three baskets. What is the difference between them? Did you find out? Yang: The baskets are different in color and size. Later, please put the big red apples in the big red basket, the big green apples in the big green basket and the small red apples in the small red basket. Children operate, and teachers randomly guide and encourage them.

Fourth, the activity ended naturally. Today's children are great. We helped grandpa pick so many apples. Grandpa is very grateful to you. Listen, what did grandpa say to us?

Activity reflection

Kindergarten mathematics education is an indispensable part of preschool curriculum. The new curriculum view and knowledge view also tell us: "Children are not passively accepting knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning, and this role of children is not given by teachers in good faith, but naturally possessed by them as learners." In the field of children's mathematics education, let children really "learn to apply mathematical viewpoints and methods to solve vivid practical problems around them, instead of using them as knowledge reserves or dogmas." We need to reflect deeply from concept to behavior. There is still a long way to go to make mathematics education in kindergartens really effective, even efficient. Let's work together to realize it.

The third part of the kindergarten mathematics enlightenment teaching plan activity goal:

1. Practice counting the numbers within 5 with your hands and mouth, and be sure to read the numbers within 5.

2. Cultivate children's ability to observe carefully and think positively.

3. Guide children to be interested in numbers.

4. Cultivate children's good habits of cooperative and orderly operation.

Activity preparation:

1. Children's books.

2. Display board.

Activity flow:

First, situational introduction.

Today's weather is really good. The little animals came out to play together. The duckling came to the pond. Look, what little animals are playing here?

Teacher: What else is there besides the small animal map?

Second, count.

How many ducklings are there in the picture? Let's take out our little fingers and count together. (How many lotus flowers? How many tadpoles? How many lotus leaves? How many frogs? )

Third, recognize it.

There are five ducklings. Let's look at the number "5". (1~4 ditto)

Activity expansion:

Count the balls.

Chapter IV Activity Objectives of Kindergarten Mathematics Enlightenment Teaching Plan

1, perceive the quantitative relationship of things, add and subtract application problems according to objects and pictures, and learn to add and subtract 7.

2. Learn to say the meaning of the formula in clear language.

Activities to be prepared

1, 2 background pictures, 7 rabbits and 7 kittens as magnetic teaching AIDS, 2 groups of numbers 1-7, and arithmetic symbols "+","-"and "=".

2. Children's operation materials: one piece of paper and one piece of pen.

Activity process

Review the composition and addition and subtraction within 7 first.

1, Game: What time does my train leave?

Rule: The teacher shows different arithmetic problems (such as 3+2=? Q: When does my train leave? The child replied: 3+2=5, your train leaves at 5 o'clock. This game is repeated several times.

2. Show the number 7 and review the composition of 7.

Ask individual children to write 7 compositions from small to large or from large to novel.

Second, oral application questions, learn the addition and subtraction of 7.

1. Show the diagram 1 to guide children to observe:

This picture shows five rabbits playing on the grass. At this time, the teacher put two rabbits on the picture. Please describe the picture in three sentences according to the picture and the teacher's operation just now.

-Ask children to express their ideas with addition arithmetic (5+2=7).

-Children read formula questions and encourage them to say the meaning of each number and symbol in the formula.

2. Show Figure 2 to guide children to observe:

The picture shows seven kittens playing in the amusement park. At this time, the teacher took three kittens from them. Please look at the picture and tell the meaning of the picture in a coherent language according to the teacher's previous operation, and list the formula (7-3=4).

Let the children say the meaning of each number and symbol in the formula.

Third, children's operation activities.

1, paper, pen, one hand, children list 7 addition and subtraction problems according to their meaning.

2. Check the children's homework and comment together.

Chapter 5 Activity Objectives of Kindergarten Mathematics Enlightenment Teaching Plan

1, learn natural measurement and master the correct measurement method.

2. Know that the length of the measuring tool is related to the measurement result. The longer (or larger) the measuring tool, the less the number of measurements, and the shorter (or smaller) the measuring tool, the more the number of measurements.

3. Partners can cooperate with each other and communicate boldly.

4. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.

5. Guide children to be interested in numbers.

Activities to be prepared

Measuring tools (all kinds of long sticks, rulers, ropes, cartons, etc. ), pen, recording paper, blackboard, box, mark.

Activity process

1, lead-in: divide the children into five groups for running competition.

Teacher: Do you know how far you just ran? Is there a way to know? (measurement)

2. Put forward measurement requirements: There are many materials here. Each group should discuss and choose a material to measure, and record the measuring tools and results and give them to the teacher.

3. When a child tries to measure for the first time, the teacher observes whether the child's measurement method is correct and guides the child to cooperate with his peers.

4. Ask two groups of children whose measurement methods are right or wrong to demonstrate and discuss which method is more accurate. The teacher explained the correct measurement method (the end of the first measurement is the beginning of the second measurement, followed by the measurement).

If the children's measurements are correct, please ask a child to demonstrate and the teacher will explain.

5. Let children reflect on whether this set of measurement methods is correct, and make a second measurement to verify the results of the first measurement.

6. Please choose a child from each group to introduce the measurement results of this group.

7. Ask questions to make children think: Why are the measurement results different? (because the measuring tools used are different, some are long and some are short. The longer (or larger) the measuring tool, the less times it is measured, and the shorter (or smaller) the measuring tool, the more times it is measured.

8. Game: Looking for treasure. Try to measure it for the third time.

The child drew a map marked with the location of the treasure from the touch box, and measured it according to the map to find the treasure.

9. Conclusion: Today, we learned to measure with various tools, and we also know that the measurement results are related to the size and length of the measuring tools. Besides the measuring tools used now, what else can be used for measurement? Will the children try it back?