How to conduct the Kindergarten Mathematics Observation Class, and how many minutes are appropriate

An open class is an organized, planned, and purposeful form of formal public course teaching for a specific group of people. In addition to the students' participation in the lectures, there are also leaders and other teachers, which is a good time for teachers to show their teaching skills and exchange teaching experience. The open class is also for enterprises, and it is a course on the same theme that multiple companies participate in.

The middle class is about 20 minutes, and the large class is only 30 minutes.

At this stage, your child needs to be able to count from 1 to 50 numbers, to know basic shapes, to recognize basic colors, and you can incorporate games into math, such as picking up mushrooms.

In this way, children will not find it boring to learn through play.

How to let children know and know how to 1234567 mathematics in the middle class open class lesson plan. In the first section of fast mental arithmetic, there are kindergarten children learning mathematics, learning fast mental arithmetic effect is very good, I am just a kindergarten teacher, before the contact with fast mental arithmetic, as long as a math class, as a teacher, I began to worry. Not only is it difficult to arouse children's interest, but it is important to find a good solution to the problem. I have been exposed to a lot of quick arithmetic methods, but there are very few that are most closely related to elementary school, until I came across fast mental arithmetic.

It was Niu Hongwei's quick mental arithmetic that made me understand that math lessons could be conducted in such a relaxed environment. I was amazed, looking at the child's innocent smiling faces, and suddenly felt that nothing in the world could compare with this smile. In one game after another, children not only learn how to solve math problems, but also slowly cultivate children's self-motivation and independence.

Therefore, I would like to say to the majority of teachers and parents, if you really can't find a good way, you might as well try, and parents and teachers should do our best for the future of their children.

1. Teaching Purpose.

1. Guide children to correctly perceive the number within 10, and compare the number within 10.

2. Inspire children to count according to the changes in the marks of the figures. Cultivate children's ability to observe, analyze and compare.

2. Preparation for teaching.

A copy of the number of 1-9 per person, a graphic puzzle of the kitten, and two sets of number cards (1-9) operated by the teacher.

3. Teaching process.

1. There is going to be an animal party in the forest today, and the teacher wants to invite some small animals to participate, do you say okay? But the teacher forgot the chick's ** number, are you willing to help me? The first 4 of the chick's ** number are 2468, and the last number is 1 higher than the previous one in order.

24683579) This is the chick's ** number. Let's call**, teacher: It seems to be through, it really passes, hello!

Is it a chick? There's an animal party in the forest today, would you like to come and join us? (Okay, I'll come in a minute) we guessed right.

2. The original number of the duckling was 94485521, but now it has been changed, the black number is 1 less than the original, and the red number is 1 more than the original. (85396412) Let's take a look, it seems to be through, it really works, hello! Is it a duckling?

There's an animal party in the forest today, would you like to come and join us? (Okay, I'll be here in a moment) we guessed right again.

3. The kitten's ** number is in it**.

The first number is the number of roots of the beard: 4. The second number is the number of eyes

2 pcs. The third number is the number of tails: 1.

The 4th digit is a brown pattern: 5 pieces. The 5th number is the square pocket on the kitten's body

The number 6 is the number of ovals: 7.

The seventh number is a triangle pocket: 8. The eighth number is a triangle on the kitten's ear; 6 pcs.

Ask the children to say the kitten's ** code once. Dial**.

4. The puppy's ** number has so many numbers: 57298613. It is in order from largest to smallest. Call**.

5. Our guests are here, and the party begins. Listen to the teacher's command: 1 less than 3, and the children dance hand in hand.

6. Today's party is over, let's go home.

Hello, landlord.

Lucky to see your question.

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Good luck!

For this lesson, although the teaching objectives have been achieved as a whole, I think there are also certain shortcomings:

1.Throughout the activity, the children were walking around the ideas designed by the teacher, and there was no room for free exploration, which I think was a mistake in my design activities.

2.In the activity, the children's interest is not high, the game activities can not attract the children's interest, the classroom atmosphere is not active, and the feeling is not suitable for the children's age characteristics, and the teaching methods need to be improved.

The teaching of mathematics in kindergarten should rely on certain educational goals and contents, and should be based on the cognitive characteristics of children of all ages. According to the actual level of each child; Create a good learning environment for them, provide materials that are conducive to children's active activities, so that they can learn superficial mathematical knowledge in operation, cultivate their interest in learning, and develop their intelligence. In addition, students should develop good study habits such as hands-on operation, brain-based thinking, and desire for knowledge, so as to prepare for elementary school learning.

Kindergarten mathematics education is an indispensable part of the early childhood curriculum, and the new curriculum concept and knowledge concept also tell us: "Children are not passive recipients of knowledge, but construct and discover knowledge, not spectators of knowledge, but active constructors and creators of knowledge meaning, and this role of young children is not given by teachers benevolently, but they naturally have as learners." In the field of early childhood mathematics education, children can truly "learn to apply mathematical ideas and methods to solve vivid practical problems around them, rather than using them as a knowledge reserve or dogma."

We need to do a deep reflection from concept to behavior, to make kindergarten mathematics education truly effective and even efficient, there is still a long way to go, let us work together to do it:

Give toddlers a space to move forward forever; Give young children a condition to let them have their own piece of blue sky.