Teaching plan for addition and substitution activities for children within 10 years of age
The following is a lesson plan for a large class of children with an addition and substitution activity within 10: ** 1. Activity Target ** 1. Proficient in addition and subtract within 10, understanding that the same answer can correspond to multiple questions. 2. Familiar with some important phone numbers in life and willing to know how to contact your companions. ** 2. Event preparation ** 1. 10 plus and minus question card, deciphering phone number practice paper, phone number card composed of addition and subtract questions, red flag, yellow flag, blue flag, green flag, scoreboard. 2. The theme activity "I'm going to elementary school" was carried out to make children have the desire to know how to contact their peers. ** 3. Activity process ** #(I) Introduction: Review addition and substitution within 10 1. create situations - Teacher: "The children are about to graduate. A few days ago, everyone talked about the ways to contact each other after breaking up. There are letters, greeting cards, visiting, and phone calls. Today, we'll play a game of deciphering phone numbers." 2. Deciphering a phone number - The teacher showed a number card consisting of eight addition and deduction questions, such as 3 + 3, 7 - 4, 8 + 1, etc. Ask questions from multiple angles, such as,"What's the first number on this phone?" What number is 6 '? Who is the last one?" - The teacher would then ask the child if he or she knew whose phone number it was. Finally, the teacher would tell the child that it was the kindergarten's phone number and let the child remember it. 3. Mental Arithmetic, Deciphering the Phone Number - The teacher showed the second phone password and asked the child to calculate it in his mind. He remembered the answer in his heart and waited for everyone to say it together. - The teacher showed the third phone password and asked the child to accurately and quickly decipher the phone password. #(2) Learning Part: Set a password for a phone number and crack it 1. calculate the answer according to the formula - The children were divided into four teams, red, green, yellow, and blue. Each team was given 10 phone passwords. In the form of a group competition, they would compete to see which team could decipher the phone number faster and more accurately. - Each group will exchange their checks and then each group will send a representative to report the score of the other group. 2. Try to make up questions according to the answers - The teacher gave three special phone numbers (such as 110, 119, and 120) and asked the children to set a password for these phone numbers with numbers within 10 (every number in the phone number is the answer). The password had to be cracked by other groups, so the harder it was, the better. - The children were divided into groups to try to make up the questions. The groups exchanged questions and cracked them. Finally, the children were asked to paste the telephone number that they had cracked on the blackboard. Read more exciting novels for free
The teaching plan and reflection of addition and substitution of rational numbers
The following is a teaching plan for the addition and substitution of rational numbers: ** 1. Teaching objectives ** 1. ** Knowledge and Skill Target ** - Students can understand the concept of algebra and algebra. - He understood that addition and deduction of rational numbers could be transformed into each other, and he was familiar with the mixed operation of addition and deduction. 2. ** Course, Method, and Target ** - Through the learning of rational number addition and deduction, the students 'calculation accuracy and verbal expression ability were cultivated. - Let the students experience the transformation of mathematics in the process of calculation. 3. ** Emotions, attitudes, and values ** - It allowed the students to experience the beauty of the mathematical unification of all addition and substitution operations. - By solving related computational problems, students would be interested in mathematics and feel the value of mathematics in their lives. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - He understood the addition and subtract hybrid algorithm as an addition algorithm. 2. ** Difficulty ** - The form of omitting the bracketed sum was directly calculated by rational addition. ** 3. Teaching Method ** Using the trial and error method, the corresponding practice questions were set up in each teaching link to consolidate and disperse the difficult points, so that the students could gradually grasp the key points of knowledge. ** 4. Teaching process ** 1. ** Review and import ** - Give the formulas for addition and substitution of rational numbers, such as-9 +(+6),(-11)-7. - Ask the students to read out the formula, identify the two meanings of "+" and "-" in the formula (property symbol and operation symbol), and calculate the result. In this process, he reviewed the operation rules of addition and substitution of rational numbers, emphasizing that the substitution could be converted into addition to prepare for the subsequent mixed operation. 2. ** Teaching of new knowledge ** - This is to introduce the concept of algebra and let the students understand the relationship between addition and deduction of rational numbers. For example, for an addition and subtract hybrid algorithm, deducting a number was equivalent to adding the opposite of the number, thus converting the algorithm into an addition algorithm. - He explained the steps of the addition and reduction hybrid operation. First, he observed the numbers in the formula. If there were decimals, they could be converted into scores (when there were both scores and decimals in the formula). Then, he converted the deduction into addition, and then used the operation law of addition (such as the commutative law and the association law) to perform simple calculations. For example, for the formula-2.5 +3 - 1.5, you can first combine-2.5 and-1.5, because they add up to-4, and then add 3 to get-1. - Through specific examples, such as mixed calculations that include fraction and decimals, the calculation process will be shown in detail, allowing students to master the calculation skills. 3. ** Class practice ** - Arrange an appropriate amount of rational number addition and reduction mixed operation exercises for students to practice in class. The types of practice questions could include simple integral mixed operations, mixed operations that included scores or decimals, mixed operations that required simple calculations using operational laws, and so on. - During the students 'practice, they would patrol and guide them, discover the students' problems in time, and correct them. 4. ** Class summary ** - Review the key content of this lesson with the students, including the concept of algebra and, the conversion of rational addition and substitution, the steps and techniques of addition and substitution, etc. - It emphasized the problems that needed to be paid attention to in the process of calculation, such as the processing of symbols and the correct use of operational laws. ** 5. Reflection on Teaching ** 1. ** Success ** - Through the review and introduction, it could better arouse the students 'memory of addition and substitution of rational numbers, which laid the foundation for the learning of mixed operations. - In the process of teaching new knowledge, he would explain it with specific examples to make abstract concepts and calculation rules more intuitive, which would help students understand and master them. - The classroom practice session could provide feedback on the students 'learning situation in time, so that teachers could adjust their teaching strategies. 2. ** Inadequacies ** - In the teaching process, it was possible that some students with learning difficulties were not paid enough attention, resulting in them having difficulty understanding and mastering computational skills. - The difficulty level of the practice questions might not be reasonable enough. For some students with better foundations, it was not challenging enough. 3. ** Modification measures ** - In the future, more attention should be paid to students with learning difficulties. Individual tutoring or group help should be used to help them keep up with the teaching progress. - The design of the practice questions was optimized and more challenging questions were set to meet the needs of students at different levels. At the same time, it could add some practical application questions to allow students to better understand the practical significance of rational addition and deduction. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching of addition and substitution of numbers within ten thousand
The following are a few aspects that may be involved in the reflection of addition and substitution teaching: ** 1. Teaching methods ** 1. ** Diverse algorithms and independent exploration ** - It was important to give the initiative to the students when teaching addition and substitution of numbers within ten thousand, so that they could explore the calculation method independently with the help of their existing knowledge and experience. For example, for mental arithmetic and vertical calculation, don't design overly guiding questions to avoid bringing students into the default method. Let the students do the math by themselves and share the results in the group so that they can experience the success of independent learning. - In the teaching of vertical calculation, students were also allowed to try it out on their own, and then they could exchange and demonstrate. This method could effectively expand the students 'thinking and promote the exchange of algorithms. 2. ** Situation Creation and Question Guidance ** - Creating a suitable situation was very helpful to teaching. For example, the introduction of addition teaching from the pictures of the World Exposition could arouse the enthusiasm of students to learn. At the same time, it allowed students to find mathematical information in the situation and experience the connection between addition and life. - In the process of teaching, the social practice situations such as the different ticket prices of different means of transportation were used to let students experience the significance of deduction in comparison and feel the connection between deduction and life. Moreover, it allowed students to discover, raise, and solve problems independently in specific situations, experience independent thinking, take the initiative to explore, report and communicate, and so on. Finally, the teacher would focus on introducing a main method that would help students form a representation and experience mathematical ideas. - However, there might be problems in the creation of situations, such as the data processing in some situations that might make students confused. For example, in a teaching situation where 500 bottles were given once, 520 bottles were given in the first two weeks, and the remaining 20 bottles were ignored in the teaching. This may cause students to have doubts and need to better deal with the data logic in this situation. 3. ** Estimated Teaching ** - The cultivation of estimation ability was part of the teaching. However, there were some puzzles in the teaching. For example, the format of the estimation formula was not clear. It was not known whether the students should directly write the approximate calculation result (such as 190 + 220 = 410) or use the half-text and half-algorithm format (such as 192+219 is approximately equal to 190+220 = 410). - Students had a biased understanding of estimation, and there was a situation where they estimated for the sake of estimation. Some students would first calculate the accurate answer and then find an approximate number as an estimate, and most students would not use the estimation method to test the rationality of the calculation results. ** 2. Student learning ** 1. ** Cultivation of computing ability ** - In the cultivation of computing ability, one must pay attention to correct, flexible, reasonable, and concise operations. For example, in the process of solving problems, students should be allowed to choose the calculation method flexibly according to the actual situation. For example, in the situation where estimation and precise calculation were needed, students should improve their computing ability. - In teaching, open questions were designed to allow students to solve the problem in different ways (multiple solutions for one question). In the observation and comparison of different methods, they chose a reasonable and concise calculation path. - However, there might be insufficient practice in actual teaching, resulting in students not being able to consolidate their knowledge well and affecting the improvement of their computing ability. 2. ** Attention to Individual Students ** - In the teaching process, the individual differences of the students should be fully taken into account, including their acceptance ability and psychological characteristics. For example, in the teaching of multiplication (such as 300 - 116) where there are zeros in the middle of the minuend, it may be because the students do not have a good grasp of the learning situation, and the situation of individual students listening to the class and mastering the knowledge is not ideal. When students explore the calculation process (such as demonstration 300 - 116), the teacher should give enough time for the students to think. They should not be in a hurry to explain. They should face all the students and let the students inspire each other to find a solution to the problem. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-made teaching plan and reflection on the application of addition and substitution
#<Self-made teaching plan for big class of addition and substitution application questions> ##1. Teaching objectives 1. Let the children learn how to write their own addition and substitution problems. 2. Cultivate children's thinking flexibility, agility, logic and oral expression. 3. To develop the child's visual ability and judgment. ##2. Teaching preparation 1. Arithmetic cards, a slide, a number of flowers (or other small items), a drum, a picture (containing a different number of animals or objects), and a set of numbered cards for each person. 2. Ask the parents to take the children to buy things in advance so that the children understand the process of buying and selling. Prepare 10 Math Books for Children, 10 calculation cards, and 10 fruit cards. ##3. Teaching process ###(1) Introduction of revision 1. Through games (such as Sunshine Express), review addition and multiplication within 10. For example, if the teacher said that the calculation was "2 + 3 =", the child would answer "5". 2. Show a slide, the content is some addition scenes, such as children playing on the playground, monkey activities on the grass, the number of trucks in the parking lot, etc., let the children answer the calculation and the number according to the picture. You can use the method of answering first, group competition, or collective answer. ###(2) Adding applied problems 1. ** Create a scenario and write a question ** - Ask the two children to come to the front. The teacher will give two flowers to one child and three flowers to the other child. Then ask,"What is the teacher doing?" Following that, he used the two numbers "2" and "3" to demonstrate an addition problem."The teacher gave the children red flowers. First, he gave the children two red flowers. Then, he gave the children three red flowers. How many red flowers did the teacher give in total?" Guide the child to list the calculations. 2. ** Explain how to write questions ** - By repeatedly asking,"What's the thing in this question? What were the two known numbers? What was the last question?" Explain to the children the basic methods and steps of making addition application problems. ###(3) Subtraction word problems teaching (can be compared to addition word problems teaching steps) 1. ** Create a scenario and write a question ** - For example, if the teacher showed five apples and took away two, he would ask the child,"There were originally five apples. Now that two are taken away, how many apples are left?" Guide the child to write the formula "5 - 2 = 3". 2. ** Explain how to write questions ** - Similarly, by asking,"What does this question talk about? Which two numbers do you know? What's the problem?" To let the children understand the composition of the multiplication word problem. ###(4) Consolidating Practice 1. ** Training with supplementary questions ** - For example, if there were originally three planes in the sky and four more planes flew over, the teacher would first make up the questions, then inspire the children to think whether it was complete, and guide the children to ask the question,"How many planes are there in the sky?" He also asked the child to explain the problem completely and write down the formula. 2. ** Practice of drawing pictures and writing questions ** - Show the picture (if there are ducks in the picture, the size, color and position are different). Ask the child to write an addition or deduction problem according to the picture, and use the card to arrange the calculation. 3. ** You make it up, I make it up ** - Two people in a group, one person wrote the questions, and the other set the calculations. ###(5) Organizing the game-pass the ball and make up application questions The child listened to the drumbeat and passed the ball. When the drumbeat stopped, the child who got the ball ran to the front and used what he usually saw, heard, or did to make up an addition or deduction application question for everyone to listen to. If he made it right, the teacher would reward him with a small red flower. The game was repeated. ###(6) Evaluation Teacher: Today, we learned how to write addition and substitution problems. There are three conditions for writing a problem. First, you have to say one thing. Second, you have to have two numbers. Third, you have to have a problem. Please use your brains to come up with more and better problems when you go back. ##IV. Reflection on Teaching 1. ** Children's learning situation ** - In the whole teaching activity,"application questions" were difficult for the children to understand and master. Some of the children performed well in the creation and solution of the addition problem, and they could understand the concept of adding two parts to get a total number. However, in the deduction problem, some children had difficulty understanding the known total number and one part to find the other part. For example, in a deduction problem involving a specific scene, such as taking a part of a group of items to find the remaining part, the child may confuse the relationship between quantity and quantity. 2. ** The effectiveness of teaching methods ** - Scenarios and games could better attract children's attention and increase their participation. For example, by giving flowers to children and showing the change in the number of apples, children could intuitively feel the relationship between numbers, which would help them understand the structure of the application questions. In the game segment, the method of passing the ball to make up the application questions stimulated the children's sense of competition and prompted them to think and create actively. However, children with weaker comprehension abilities may need more one-on-one guidance. 3. ** Combination of life experience and teaching ** - It was helpful for children to experience the process of buying things in advance. Many children could apply the buying and selling relationship in shopping to the creation of application questions, such as "I have 5 yuan, but I bought a 3 yuan toy. How much money do I have left?" This shows that connecting mathematics education with real life can enhance children's understanding and application of mathematical concepts. However, he could still further explore other scenes in life, so that children could have more material to create. 4. ** Modification measures ** - In future teaching, more different types of practice methods could be added, such as group competition, mutual error correction, etc., to strengthen children's understanding of applied problems. For children who had difficulty understanding, they could design some simple exercises and guide them step by step from the most basic number relationship. At the same time, continue to strengthen the connection between mathematics education and life, encourage children to observe mathematical phenomena in life, and improve their ability to use mathematical knowledge to solve practical problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of addition and subtract mixed operation within 10 years of the big class
The following are some of the key points to reflect on the teaching plan for the addition and subtract operations within the first ten classes: ** 1. Achievement of teaching objectives ** 1. ** Calculating ability ** - During the teaching process, the children gradually mastered the method of adding and deducting mixed operations within 10, which indicated that the teaching had a certain effect in imparting knowledge. However, it was necessary to consider whether every child could perform calculations skillfully and accurately, and whether some children had a vague understanding of certain operation sequences (such as adding and then deducting or deducting and then adding). 2. ** Ability Cultivation ** - Through group operations and other activities, the children developed a sense of teamwork and cooperation, which was a positive result of the teaching process. However, they also had to consider whether every child could fully play their role in the cooperation. Were there any children who were sidelined due to differences in personality or ability, which would affect their absorption of mathematical knowledge? - From the perspective of improving children's ability to use mathematical calculations, it was necessary to consider whether there were enough real-life scenarios to integrate into the teaching, so that children could truly understand the application of mathematical calculations in life, not just the calculation of questions. ** 2. Teaching methods ** 1. ** Interactive teaching ** - The use of a staged and interacting teaching method was an effective method. Through demonstration and examples to explain the operation and calculation methods of the knowledge points, the children can practice and consolidate in Mini games or activities. However, it was necessary to reflect on whether the design of Mini games or activities was interesting and challenging enough to continue to attract the attention of young children. For example, whether some children lost interest because the game was too difficult or too low. 2. ** Language output guidance ** - Although the guidance of language output could enhance children's interest in learning to a certain extent, it might be necessary to further improve the liveliness of the language. Children's thinking was more intuitive, and more vivid language helped them better understand mathematical concepts. For example, when explaining the order of operations, one could use more metaphor or story-like descriptions instead of purely explaining the rules. ** 3. Teaching preparation ** 1. ** Teaching aid usage ** - If you use teaching aids such as ten cards, numbered cards, small target cards, whiteboards, etc., you have to consider whether the use of the teaching aids has fully utilized its functions. For example, whether the number card was only used to display numbers, and whether there was a better way to interact with the number card, such as letting the child combine the cards to perform the addition, addition, and blending operations. - Whether the choice of teaching aids is suitable for the age of the child, and whether there are teaching aids that can be improved or replaced to better promote the child's understanding of the addition and addition of mixed operations within 10. ** 4. Teaching process ** 1. ** Introduction Stage ** - Singing, dancing, Mini games, and other methods to warm up the body and brain of the child could stimulate the child's enthusiasm for learning. However, it was necessary to reflect on whether the introduction was closely related to the formal teaching content. For example, whether the addition and reduction operations in the song were too simple or complicated, and whether it could accurately guide the child into the subsequent learning state. - It was effective to use props to attract children's attention, but one had to consider whether the use of props had a continuous guiding effect or only had a temporary eye-catching effect. 2. ** Consolidating Stage ** - During the practice session, one had to consider whether the amount of practice was enough and whether it covered various types of addition and deduction operations within 10 (such as different number combinations, different operation orders, etc.). At the same time, whether there was sufficient targeted guidance for the mistakes made by the children in the reinforcement exercises to help the children completely understand the reasons for the mistakes and correct them. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on the mixed operation of rational number addition and substitution
The following is a teaching plan for the mixed addition and deduction of rational numbers and an example of reflection: ** 1. Teaching objectives ** 1. Let the students master the rules of addition and deduction of rational numbers. 2. Cultivate the students 'ability to calculate accurately and simplify the calculation using the calculation law. 3. To improve the students 'ability to solve the practical problems of addition and deduction of rational numbers. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Master the order and rules of addition and deduction of rational numbers. - Learn to use the commutative law of addition and the association law to simplify operations. 2. ** Difficulty ** - Accurately handle the symbols in the calculation. - He could flexibly use the operation law to perform simple calculations. ** 3. Teaching process ** #(I) Knowledge Review 1. Review the addition rule of rational numbers: - Add two numbers with the same sign, take the same sign, and add the absolute value. - When two numbers with different signs are added together, the sum is 0 when the absolute values are equal; when the absolute values are not equal, the sign of the number with the larger absolute value is taken, and the smaller absolute value is deducted from the larger absolute value. - If a number was added to 0, it would still be this number. 2. Review the rational number substitution rule: Subtracting a number is equal to adding the opposite number. #(II) New lesson teaching 1. Introduction of rational numbers, addition and substitution, mixed operations - Give a few formulas for addition and substitution of rational numbers, such as <3+(-2)-5>,<-1 - (-3)+2>, etc., to guide the students to think about how to calculate according to the order. - The order of calculation was emphasized: from left to right. 2. Using operational laws to simplify operations - Explain the application of the commutative law of addition, a + b=b + a, and the association law, a + b +c=a+ b + c, in the mixed operation of addition and substitution of rational numbers. - For example, for the formula "2 - 3+5 - 7", you can combine positive numbers with positive numbers and negative numbers with negative numbers, which is "(2 + 5)+(-3 - 7)", and then calculate them separately. #(3) Class Practice 1. Arrange some exercises on rational addition and deduction, such as: - \(4 - 7+3 - 5\) - \(-2+5 - 8+3\) - <3.5 - 2.5+1.5 - 4.5>(Including the operation of decimals to let students understand the concept of rational numbers including decimals and fraction) 2. Inspecting the students 'practice and correcting the mistakes that the students made during the calculation process, especially the symbols. #(IV) Class summary 1. Recalling the order and rules of addition and substitution of rational numbers. 2. It emphasized the importance and methods of using operational laws to simplify operations. #(5) Homework 1. Arrange an appropriate amount of homework, including some basic rational number addition and deduction mixed operation questions and questions that need to use the operation law to simplify the operation. ** 4. Reflection on Teaching ** 1. the key of success - Through the knowledge review session, it effectively helped the students consolidate the basic rules of addition and deduction of rational numbers, laying a good foundation for the study of mixed operations. - In the course of the new lesson, he explained the application of the operation order and operation law with specific formulas. It was more intuitive and most students could understand and master it. - The classroom practice session could find the students 'problems in time, such as symbol processing errors, and correct them accordingly. 2. deficiencies in - For some students with learning difficulties, it was still difficult to use the operational law to simplify operations. They might need more one-on-one tutoring or more basic exercises. - In the teaching process, there were few examples of the application of rational addition and deduction in real life, which was not conducive for students to understand the practical significance of the operation. This part of the content could be added in the subsequent teaching. - The pace of the class could be further optimized to give students more time to think and discuss on their own to increase student participation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class mathematics within 10 addition open class teaching plan
The following is a teaching plan for a large class of mathematics within 10: * * 1. Teaching objectives ** 1. Let the child skillfully use addition within 10 and understand that the same answer can correspond to multiple questions. 2. Familiarize the child with some important phone numbers in life and stimulate his interest in understanding how to contact his peers. * * 2. Important and Difficult Points in Teaching ** 1. * * Main point ** - Proficient in addition operations within 10. - He was familiar with the important phone numbers in his life. 2. * * Difficulty ** - Understand the concept that one answer can correspond to multiple questions. * * 3. Teaching preparation ** 1. 10 plus and minus question cards, deciphering phone number practice paper, phone number cards composed of addition and subtract questions, red flags, yellow flags, blue flags, green flags, scoreboard. 2. Based on the fact that the children had carried out the theme activity of "I'm going to elementary school", the children had the desire to know how to contact their peers. * * 4. Teaching process ** #(I) Introduction: Review addition within 10 1. Lead the conversation - Teacher: The children are about to graduate. Before this, everyone mentioned the contact methods after breaking up, such as writing letters, sending cards, visiting, calling, etc. Today, we'll play a game of deciphering phone numbers. 2. Deciphering a phone number - The teacher showed a number card consisting of eight addition and substitution questions, such as 3 + 3, 7 - 4, 8 + 1, etc. - The teacher asked questions from many aspects. For example, what was the first number on this phone? What number was "6"? What was the last person? - After the child deciphered the phone number, the teacher asked,"How did you do it?" He guided the child to answer by adding and deducting. The teacher then asked the child if he knew whose number it was (for example, guiding the child to answer that it was the kindergarten) and told the child that he could call this number if he missed the teacher or had something to do. 3. Mental Arithmetic, Deciphering the Phone Number - The teacher showed the second phone password and asked the child to calculate in his mind, remember the answer in his heart, and then say the answer together later. - The teacher showed the third phone password and asked the child to quickly and accurately decipher the phone password. #(2) Learning Part: Set a password for a phone number and crack it 1. calculate the answer according to the formula - The children were divided into four teams, red, green, yellow, and blue. Each team had 10 phone passwords. They would carry out activities in the form of group competitions to compare which team could decipher the phone number quickly and accurately. - Each group would exchange checks, and then each group would send a representative to report the other's score. 2. Try to make up questions according to the answers - Teachers first provide special numbers with fewer numbers (such as 110, 119, 120) for children to write questions. For example, for "119", it could be compiled into a set of passwords: 4 - 3, 7 - 6, 2 + 7, or 7 - 5 + 2 - 3, 5 - 2 - 2, 1 + 5 + 3, etc., so that the child could understand that one answer could correspond to multiple questions. - The children were divided into groups to try to make up the questions. The groups exchanged questions and cracked them. Finally, the phone number that was cracked and the same number as the number on the blackboard was pasted on the blackboard. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for children's picture books and activities
The following is an example of a teaching plan for a large class of children: ##1. Activity Target 1. Cultivate children's ability to carefully observe the picture, actively think according to the story content, and be able to express their own ideas more completely. 2. Let the child experience some positive emotions in the story (such as friendship, mutual assistance, etc.), and stimulate the child to produce corresponding emotional resonance. 3. Children are encouraged to learn the plot of the story and improve their language skills. ##2. Event preparation 1. Choose a picture book suitable for children in large classes, make it into a PowerPoint presentation, and prepare the corresponding background music. 2. According to the characters in the picture book, prepare a number of animal headdress or other related props. 3. If necessary, prepare teaching materials related to the story of the picture book. ##3. Activity ###(1) Introduction 1. Show the physical objects related to the story of the picture book or use the PowerPoint to show the key scenes of the story to arouse the interest of the children. - For example, if it was Rainbow Flowers, they could show a brightly colored paper flower and ask the child,"Children, do you think this flower is beautiful? It has many colors. Guess what kind of story this flower has?" 2. Simply interact with the children and guide them to be curious about the picture book. ###(2) Storytelling 1. The teacher began to tell the story of the picture book with soft background music. - During the narration, the teacher should pay attention to the cadence of the voice and adjust the speed according to the story to attract the attention of the child. - Use some body movements and expressions at the right time to enhance the appeal of the story. For example, when telling a story about how the little mouse was very hot, you could use your hand to fan the wind and make a very hot expression. 2. During the narration, stop at key points and ask the children questions to guide them to think. - For example, in "Rainbow Flower", when the rainbow flower gave its petals to the little ant, it could ask the child,"Children, what would happen to the rainbow flower if it gave its petals to the little ant?" ###(3) Combing the Plot 1. Show the PowerPoint presentation again or take out the real teaching materials from the story and review the main plot of the story with the child. - Teachers can use questions to guide children to answer, such as "Who came to the rainbow flower first?" "What difficulties did the little ant encounter? How did the rainbow flower help it?" 2. The children were invited to wear the headdress of the story characters and let them imitate the dialogue of the characters in the story to further familiarize themselves with the story. ###(4) Emotional sublimation 1. According to the theme of the picture book, guide the child to experience the emotions contained in it. - For example, the Rainbow Flower shows the wonderful feeling of helping others. Teachers can ask children,"Rainbow flowers have been helping others. Is it very kind?" What should we do in life?" 2. Children were encouraged to share similar experiences in their lives or what they would do if they encountered such a situation. ###(5) Activity Extension 1. Put the picture book in the library corner to encourage children to read it again during free time and share their understanding of the story with their friends. 2. Carry out related drawing activities to let the children draw the story scenes or characters in their minds. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching of addition table within 20
There were some problems with the traditional teaching method in addition table teaching. For example, if the teacher directly showed the sorted addition table and asked the students to find the rules and fill in the missing formulas, the process would be boring and the students would be easily distracted. An improved teaching method was to first ask the students which addition formulas within 20 had been learned, and then let the students think about how to classify the formulas, such as sorting them according to numbers or sorting them according to the type of addition. Then, according to the classification method proposed by the students (such as dividing 9 plus a few into one class, etc.), the teacher made the calculations into cards in advance, stuck magnetic nails on the back and gave them to the students, and asked the students to stick the cards on the blackboard for sorting. In this process, the students could discover the rules of the addition table arrangement on their own and cultivate the ability to explore and discover on their own. Moreover, the students were interested and focused. When looking for the law of slanting, by changing the way of asking questions, such as "find the formula that gets 11", the students could find the law of slanting arrangement in the process of finding the formula, and finally fill in the missing formula in the addition table. In addition, in the teaching of the addition formula within 20, the traditional memorization method started from the first column and read in the conventional way. There were problems that were difficult to memorize, remember, and apply. The new reading method started from the big numbers, such as 9 + 2 = 11, which was read as nine and twenty-one, and some of the pithy formulas were integrated with the multiplication formula. The teaching could be divided into two steps. First, the students would read vertically and use it, and then read horizontally (from right to left). Students who had the ability to learn could learn this reading method, and this reading method would also be helpful for learning to abdicate and subtract within 20 in the next semester. At the same time, in the teaching process, attention should also be paid to the classroom organization, to pay attention to students 'independent learning and the opening of the classroom, to pay attention to students' learning, to avoid simple knowledge instilling, to ensure that the teaching focus is highlighted, such as the addition and substitution table rules in the review class within 20 (the numbers behind the minus sign are the same when looking vertically, the numbers in front of the minus sign are the same when looking horizontally, and the numbers are the same when looking diagonally). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-made addition and substitution application questions, large class teaching plan reflection
The following is an example of a self-made reflection lesson plan for a large class of addition and substitution application questions: ** I. Reflection on the achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - In the teaching of self-made addition and substitution word problems, the goal was to let the children learn to write their own oral word problems and cultivate the ability of children to write addition or substitution word problems according to pictures and life scenes. From the perspective of the teaching process, most of the children could make up the application questions that met the requirements based on simple life scenes or pictures under the guidance of the teacher. For example, in the practice of distributing fruits, the child could say,"There are five apples on the plate, and three more apples. How many apples are there in total?" Such an addition problem, as well as "There are eight birds on the tree, three birds flew away, how many birds are left?" This meant that the child had basically mastered the skills of self-made addition and substitution problems. - However, there were still some children who had problems in expressing the word problems, such as not being able to accurately say two known numbers or ask reasonable questions. This might be because their understanding of the concepts of addition and substitution was not deep enough. In the future, they needed to strengthen the concept of reinforcement. For example, through more specific physical operations, children could intuitively feel that addition was to combine two parts, and substitution was to remove a part from the total. 2. ** Course, Method, and Target ** - Many methods were used in the teaching process, such as the game "Train" to review addition and substitution, the teacher's demonstration to make questions, the creation of scenarios to make questions, the supplementary question training in the consolidation practice, the practice of drawing pictures to make questions, the activity of "You make me swing" in groups of two, and the game of passing the ball to make applied questions. These methods help to improve the flexibility of children's thinking and oral expression. - However, in the group activity "You Compose and I Put", it was found that some children did not participate well. It might be because the group arrangement was not reasonable enough, or their understanding of the task of composing questions and posing formulas was not clear enough. In the future, he could pay more attention to the balanced combination of children's abilities when grouping, and explain the task requirements in more detail before the activity. 3. ** Emotions, attitudes, goals ** - Judging from the performance of the children, most of the children showed a high enthusiasm and sense of achievement after successfully writing the application questions, indicating that the teaching activities had stimulated the children's interest in mathematics to a certain extent. - However, there were also some children who felt frustrated because of the difficulty in writing questions. In the future, more attention should be paid to these children and more encouragement and guidance should be given. ** 2. Reflection on teaching content ** 1. ** Adaptability of content ** - The teaching content revolved around the self-made addition and substitution application questions. It chose scenes that were close to children's life, such as buying things, distributing fruits, and the change in the number of small animals as the materials for the questions. This was in line with the characteristics of children's learning mathematics that needed to rely on specific life experiences. - However, for children in large classes, the difficulty of the teaching content could be increased appropriately, such as simple addition and substitution questions involving numbers above 10, or application questions that included both addition and substitution in the same situation, so as to better meet the learning needs and development level of children. 2. ** The content is coherent and logical ** - In the organization of the teaching content, it basically followed the principle of going from shallow to deep and progressing step by step. From the teacher's demonstration to the children's imitation, to the independent question making, the logic was relatively clear. - However, there were still some steps that could be further optimized. For example, in the transition from supplementary question training to picture writing practice, it could guide children from focusing on a single supplementary question to writing questions based on the picture content, so that children could better understand the relationship between different forms of writing questions. ** 3. Reflection on teaching methods ** 1. ** Game Teaching Method ** - Games played a positive role in teaching. For example, the "Train Driving" game could quickly attract children's attention, review the addition and deduction knowledge that they had learned, and lay the foundation for self-compiled application questions. The passing game allowed the children to practice in a relaxed and happy atmosphere, which increased the participation of the children. - However, there were still some problems with the organization of some games. For example, in the passing game, because the child was too focused on passing, he might not have enough time to think about the content of the question. In the future, the rules of the game could be adjusted, such as giving the children some time to think before passing the ball, or increasing the number of rounds of passing, so that every child had more opportunities to participate. 2. ** The application of the intuitive teaching method ** - Through pictures, objects (such as fruit cards) and other visual aids to teach, it helps children understand the structure of the application questions. Children could see the changes in the number of questions and make better application questions. - However, the use of teaching aids could be more diverse. For example, some dynamic teaching materials could be added, such as an animated video showing the increase and decrease of the number of small animals. This might help children understand the application of addition and substitution in word problems more vividly. ** 4. Reflection on Teaching Resources ** 1. ** Teaching aid resources ** - Math cards, slide shows, fruit cards and other teaching aids played an important role in teaching. The formula card allowed the child to review addition and deduction and check the answers; the slide show could show various scenes for the child to observe and write questions; the fruit card allowed the child to actually operate and simulate scenes such as buying and selling, distribution, and so on. - However, the number and types of teaching aids could be further optimized. For example, he could add some different types of cards, such as character cards, transportation cards, etc., to enrich the material for the questions and stimulate the imagination of the children. 2. ** Time Resources ** - In terms of the allocation of teaching time, the time spent on the review session was more reasonable, which could effectively arouse the old knowledge of the children. However, in the practice of children's writing questions, due to the large individual differences of children, some children's writing speed was slow, resulting in a little tight time, and some children did not get enough practice. In the future, according to the actual situation of the child, the time for the exercise could be appropriately extended, or the practice session could be divided into several small parts and scattered throughout the teaching process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the activities of the big class children and small anchors
The following is an example of a lesson plan for a small anchor activity: ##1. Event Themed Little streamer, I'm the best ##2. Activity Target 1. To improve children's observation, thinking ability, and oral expression ability, and encourage children to express their observations boldly, clearly, and completely. 2. Cultivate the enthusiasm of the children to pay attention to the things around them, enhance their self-confidence and desire to perform. 3. Guide children to learn to organize language logic, including describing the time, place, people, process, and outcome of the event. ##3. Event preparation 1. Before the activity, guide the children to pay attention to the people and things around them, such as the daily activities of their families, new things in the kindergarten, etc. 2. Prepare some comics or interesting photos with story lines. 3. Set up a simulated broadcasting station and prepare a microphone prop. ##4. Activity ###(1) Introduction 1. The teacher and the children sat together and chatted casually."Children, have you noticed that there are many interesting things happening around us every day? Today, we're going to be Little Streamer and tell these interesting things to more people." ###(2) Broadcast 1. The teacher stood behind the simulated broadcasting station, picked up the microphone, and broadcasted a small piece of news in the kindergarten in a vivid, loud, and clear voice. For example,"Dear children, this morning in the small garden of the kindergarten (location), I saw a group of small ants (characters). They were working together to carry a small biscuit (event) and finally successfully moved the biscuit into the small ant hole (result). It was after breakfast (time)." 2. After the broadcast, the teacher asked the children,"Children, what did the teacher just say?" Who can say it again like Teacher?" Guide the child to recall and try to imitate the expression. ###(3) Group discussion and broadcast preparation 1. Divide the children into groups of 3 - 5 people. 2. The teacher guided the children."Now, please tell the children about the interesting things you've discovered in the group. Then, choose a representative to be the little anchor to broadcast." 3. During the children's discussion, the teacher patrolled each group to encourage the children to actively participate in the discussion and remind the children to explain things clearly, including time, place, people, events, and results. ###(4) Preschoolers 'Report 1. Each group would elect a child to the radio station to broadcast. 2. After the child's broadcast, the teacher and other children applauded and encouraged them. They could also ask simple questions or add, such as,"How did you find out about this?" "What do you think is interesting about this?" ###(5) Activity Extension 1. After the event, a "small anchor corner" could be set up in the class to encourage children to go to the small anchor corner to broadcast the news at any time during their daily activities and share their newly discovered interesting things. 2. Parents could also be invited to participate in the activities and let the children report to their parents about the kindergarten or family matters when they returned home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>