Kindergarten small class “Kitten Store” activity plan and reflection

Activity goals:
1. The name and use of the items can be said.
2. It can be classified by different items according to use.
3. Let children learn simple mathematical problems.
4. Develop children’s observation and space imagination.
Cope preparation:
1. Teaching aid: The whiteboard courseware “Kitten Store”; a self -made small train (with three cars), each carriage has the mark of eating, wearing, and playing;
2. Learn: Several small pictures that eat, wear, and play are arranged on the shelf diagram;
The activity process:
. The introduction of conversation arouses the interest of children.
Division: The kittens in the forest opened a shop. Let’s go to see what the store sells? (Demonstration of whiteboard)
(Analysis: Let the children participate in the event in the free look at the event)
. The teacher guides the child to classify the items in the kitten shop according to the purpose.
The division: What are the kittens shop? (Children’s telling)
(1) Division: (point picture) What is this? What is the use of a kite? You can use a play mark (car mark)
Division: See what else is playing, find them out? (Children’s telling, teacher dragging picture classification)
(2) Division: What is this (click on the clothes mark), what is the use of clothes? It is a tag (clothing mark).
The things are worn, who will find them out? (Preschool operation whiteboard)
(3) Division: See what else is, what are the use of them? It is also used to indicate (mouth labels)
The teacher summary: There are so many things that kitten shops sell, there are eating, wearing, and playing. Its business is good, and it is sold in a few days.
(Analysis: The vivid and vivid whiteboard courseware concentrates the attention of the children at once, and can use the name and use the name and use. A preliminary understanding of the types of items)
3. Show the small train and put forward the purchase requirements.
: Look, the kitten driving a small train to buy! How many cars do small trains have? What color is there? What’s on the carriage? What kind of goods do I get in the No. 1 compartment? What about the No. 2 and No. 3 compartment? (Classification marks on the carriage)
Division: Can the children help the kitten to buy together? What do you have to get in?
Division: Look, this is three purchase orders. What does this tell us? (Refers to the mark on the purchase list) What about the two? When you buy, you can enter the same, two, and at most three.
(Analysis: The presence of the physical small train aroused the participation of the children, and the mathematical knowledge naturally penetrated into the details of the compartment and the color)
. The child operation: according to the purchase form: according to the purchase form: Category to purchase.
1. Teacher: Now please ask children to choose a purchase list to see what the goods you choose to buy? How many things do you want?
2. Teacher: The little cat’s train is going to drive! (Followed by the train) (Putting music)
3. Teacher: The super market is here, see what? (Guide children to look at the items on the rack chart)
4. The child is purchased according to the shopping order and sent to the corresponding carriage.
(Analysis: This is the key point of the entire process. By bringing the purchase list to purchase, the child’s consolidation of the previous knowledge is also the present use of the knowledge learned. Knowledge.)
5. Collective verification
1. Teachers and children inspect the child’s purchase order together.
2. Follow the small train out of the event room in the sound of music.
(Analysis: Collective verification fully reflects the learning mode of children as the main body)
reflection:
The first impression of mathematics activities is always very boring. In such a situation, In order to cater to the naive active child in the small class, it is not too good at introducing the traditional educational model. I boldly adopted a vivid small train to participate in the teaching activities, and the children were very enthusiastic one by one. The participation activities that are very invested and quickly accepted new knowledge. I also learned a lot while playing. I think this should adopt this model in my future teaching activities. At the same time, I deeply felt that there were too many problems to consider the activity of the last section.
The setting of the scene -reflects the enthusiasm of the activity: the assimilation and conformity of children’s knowledge of knowledge can not be accepted at once, but gradually realized. Therefore, the mathematical activities of young children should give sufficient time to allow them to actively construct corresponding knowledge and experience under the scene teaching activities so that they can promote the development of children’s cognitive structure. Therefore, in this mathematical activity, I will start directly from the psychological characteristics and cognitive laws of young children, and create “Kitten Store” for children to help the kitten to buy. Situation and mathematical activities are organically integrated, which stimulate children’s interest in mathematics activities.
The choice of materials -reflecting the purpose of the activity: Classification according to the use of items is the focus of this activity, and the purpose of the item is invisible. Therefore, I chose the items familiar to young children as the operating material. By using the whiteboard to place various items on the shelf to attract the attention of young children, children can only be placed according to three types of food, wearing, and playing. The teacher shows the three items marks, asking children to classify. But this is not a random one to do. First of all, I asked children to talk about items and say their purpose. For example, if the child is talking about toy cars, what is the use of children’s cars? The children will say that they can drive, and they will not say that the car can be played. The teacher guides: This is what toys can be drove to play. If the presentation of Ultraman, it will say it can be used at once. Therefore, it seems that the choice of materials has also played a vital role in the success or failure of mathematics activities.
The expression of language -reflecting the initiative of children: young children are not willing to express in words, and their hands -on ability is relatively weak. During the entire teaching process, teachers have always attached great importance to the language expression of children. For example, when introducing items at the beginning, they are required to say what this item is? What is the use? And use demonstrations, children’s free speaking, mutual speaking, and listening to teachers to strengthen the children’s understanding of the use of items and make the classification. During the classification operation, the child is required to say that the purchase list I eat is the purchase list. I want to enter the bread, candy, etc. To deepen the children’s understanding and classification of children. In the process of talking, the teacher’s perseverance and patience guidance and the demonstration of companions played an important role.
This this event is in line with the learning characteristics of young children, highlighting life, contextualization, and gaming, and it is very natural and smooth. Children have learned to classify the use of items in a relaxed and pleasant game, and learn It is very solid.