What is the concept of conservation of area and what is the concept of conservation?

Activity objectives: 1. Compare the size of the area by freely exploring a variety of operation methods, initially experience the conservation of area, and develop observation, creativity and problem-solving ability.

2. Experience the joy of creation, stimulate curiosity and desire for knowledge.

l Preparation for the event:

Hole board learning tools, graphic bag, one hand, two large blank papers.

Activity process: 1. Show the square and rectangle, guide the children to ** the size of the area of the two figures, and initially perceive the conservation of the area.

1.The teacher shows the square and the rectangle and asks: Children, what is the teacher holding in his hand? Are these two figures the same size? Why?

2.Discussion: What can be done to compare their size?

3.For the first time, children explore ways to compare sizes.

Method 1: You can use the method of putting together two figures, overlapping two figures, and compare the size of the two figures.

Method 2: You can use the method of counting grids.

Method 3: Use the hole board to learn how to place the chess pieces.

4.Teachers and children verify the method they are looking for, and try to learn how to compare the size of the chess pieces.

1) Children tell about the various methods they have found, and teachers and children verify them.

2) Learn how to move the chess pieces and compare the size of the two figures.

Place the pieces on the figure and draw conclusions based on the number of squares occupied by the pieces. Move the position of the pieces, turn two shapes into different shapes, and compare the number of pieces occupied by the other shape.

3) Summary: The shape of the original figure of the same size can be different.

2. Design a "lawn" for kindergartens for children to operate for the second time, and further conserve the area.

1.The teacher proposed the task: the kindergarten should repair the lawn, and ask the children to design the shape of the lawn!

2.The teacher shows the lawn of his design and asks the children to observe it.

3.For the second operation of the child, the requirements are: the lawn area is the same size as the one designed by the teacher, and the shape is different.

4.The teacher shows the designed lawn, and the teacher and child verify whether the area is the same.

3. Children work in groups.

1.Teacher: On the children's homework sheets, there are some figures, please take a look at which ones are the same size. Please mark it with a certain mark.

2.Children work in groups to work on worksheets.

Fourth, teachers and children comment on the homework list, and the children organize the operation materials.

Reflection after class: Kindergarten mathematics education activities should be closely related to children's lives, in this activity the teacher chose the area conservation that is difficult to understand for large class children as the teaching content, aiming to help the initial understanding of the concept of area conservation, teachers can transform this knowledge into a section of operational and strong teaching activities, while cultivating children's hands-on ability and thinking ability.

Let children have a preliminary perception of the method of measuring the size of the area of an object through the activity, which can be converted into a number unit, the size of the grid, or the area and number of moving chess pieces. The whole activity is from shallow to deep, and the children can actively participate and be full of interest in the activity. The children fully thought, explored and created when solving the problem, and completed the expected goals well.

Conservation of quantity. A certain number of objects remain the same regardless of how they are placed. In Piaget's study, children do not reach the conservation of numbers until they are about 8 years old.

If 12 sugar cubes are placed in two rows, with 6 pieces of sugar in each row, the child will confirm that there are two equal numbers in the two rows. However, if the spacing between one row is extended, the child will feel that there is more sugar in one row than in the other. 5 6-year-old children sometimes judge how much by length, sometimes by density, but still not conserved yet.

It is not until around the age of 8 that children can achieve the conservation of numbers according to the one-to-one correspondence relationship, regardless of the change in the shape of perception.

The concept of conservation is childlikeCognitive abilitiesIt is no longer changed due to changes in the non-essential characteristics of things (such as shape, direction, position, etc.), and it is possible to see the traces of the original disturbance through the phenomenon and grasp the immutability of the essence.

There is an interesting experiment in psychology, that is, children who have not yet reached the conservation of matter are asked to watch the whole process of pouring a small bowl of milk into another test tube, and then ask the children who are more milk in the test tube or the milk in the original bowl.

In the conservation of quantity experiment, children are presented with two rows of the same number of candies, arranged in the same order, so that they have the same number of candies in both rows.

Children are generally correct. But if the experimenter widens or decreases the spacing of one of the rows, changing its appearance, and then asking the child to have the same amount of candy in both rows. Piaget.

It was found that children younger than 7 years old often made mistakes. Older children, on the other hand, can think of two rows of candy as much.

Conservation refers to the grasp and generalization of concepts, not affected by external factors such as the spatial characteristics of things and can grasp the essential characteristics of things for abstract generalization, but also children's cognitive ability, no longer because of the non-essential characteristics of things, such as the change of shape direction and position, and change can achieve through the phenomenon, see the essence, grasp the invariance of the essence, the cognitive structure of childhood has undergone a qualitative change, the formation of a new thinking structure, one of its main characteristics is to master conservation.

The concept of conservation is:Conservation refers to the ability to grasp concepts and generalize by grasping the essential characteristics of things and making abstract generalizations. That is to say, children's cognitive ability is no longer changed due to changes in the non-essential characteristics of things (such as shape, direction, position, etc.), and they can see the essence through phenomenal hand perception and grasp the immutability of the essence.

Conservation Experiments:Present children with two rows of the same number of candies, in the same front and back, so that they have the same number of candies in both rows. Children are generally correct.

However, if the experimenter widens or decreases the spacing of one of the rows, it will change its appearance.

Then let the child two rows of candy whether it is the same. Piaget found that children younger than 7 years old tended to be wrong. Older children, on the other hand, can think of two rows of candy as much.

Lesson plan for "Conservation of Volume" for kindergarten classes.

Objectives: 1. Initially perceive the conservation of volume, and be interested in the conservation of quantity.

2. Be able to use a variety of senses, use hands and brains, and solve the problem of volume conservation.

3. Be willing to participate in discussions and exchanges, and be able to boldly raise questions and express different opinions.

4. Develop a good quality of daring to think and do, be diligent and willing to learn.

5. Develop visual ability and judgment.

Preparation for the activity: 1. Several transparent bottles and cups of different sizes and shapes, and several cups of the same size.

Activity process: 1. The game "Bee Honey Collection" introduces the theme of the activity.

Children go to different places to "collect nectar" according to the color of the badge).

2. Children's operation and exploration activities.

1. Put the honey from each group together and observe and discuss:

1) Which group of bees picks the most honey and why?

2) Present the record sheet, and the child is free to choose the project to vote.

3) Think about the best way to compare which group has the most honey? Which group has less honey? Or is it just as much? (Free discussion among young children).

2. Children explore and think, and feel the conservation of volume.

1) The teacher provides cups of the same size, and each group asks one child to pour their own group's honey into the cup to see which group has more honey. Which group has less honey? Or is it just as much?

2) Discuss: What do you find when each group of honey is poured into cups of the same size? Is there the same amount of honey in each group?

Why did you just say that each group of little bees collected different amounts of honey? (Help children understand that the water level of the bottle is related to the thickness and size of the bottle).

3. Children can operate hands-on to further understand the conservation of volume.

1) Each child chooses a bottle of different sizes and shapes, and observes the difference between their bottles.

2) The teacher provides a toddler with a cup of the same size and fills the cup with the same amount of "honey". Comparative discussion: Is there as much honey in a cup as possible?

3) Invite the children to pour the honey from the cup into their respective bottles and observe and discuss: Is there as much honey in the bottle?

4) Summary: The honey in our cup has not increased, nor has it decreased, no matter what kind of container it is poured into, what is the level of water, the total amount of water has not changed, so the honey in the bottle of the little bee is the same.

3. Game Activity: Little Bees, Buzzing.

Extension of the activity: Ask the bees to take the honey they have collected and share it with other small animals.

Teaching reflection: In the activity, the teacher not only involves the conservation of area, but also involves the conservation of volume, but it is done through the teacher's operation. And for an activity to include two concepts about conservation at a time, it's a bit much.

Conservation means that the ability to grasp and generalize concepts is no longer affected by external factors such as the spatial characteristics of things, but can grasp the essential characteristics of things for abstract generalization. That is to say, children's cognitive ability is no longer changed by the change of non-essential characteristics of things (such as shape, direction, position, etc.), and can see the essence through phenomena and grasp the immutability of essence.

In childhood, the cognitive structure has undergone a qualitative change, forming a new thinking structure, one of the main characteristics of which is the mastery of conservation.

Basics. Conservation, there is an interesting experiment in psychology, that is, let the children who have not yet reached the conservation of matter watch the whole process of pouring a small bowl of milk into another test tube, and then ask the children who are asked which is more milk in the test tube or the original bowl of milk, almost all children who have not formed the concept of conservation insist that there is more milk in the test tube.

The concept of conservation refers to the child's recognition that no matter how the perceptual characteristics of a thing change, its quantity remains the same.

Piaget divided children's cognitive development into four stages, which they called the four stages of cognitive development, in which the concept of conservation appears in the concrete operation stage (age to age). For example, two pencils of equal length are always equal in length no matter how they are placed. Children acquire the concept of conservation through forms of thought such as reversible reasoning, two-dimensional complementarity, and identity reasoning.

The results of the follow-up study showed that children acquired different forms of conservation at different ages, with the earliest being the conservation of quantities (years), then the conservation of matter and the conservation of length), the conservation of area and weight, and finally the conservation of volume (12 years).

Conservation of Quantity Experiments.

Present the children with two rows of the same number of candies, in the same order, and ask them to answer whether the two rows have the same number of candies. Children are generally able to answer correctly. But if the experimenter widens or decreases the spacing between the rows, changing their appearance, the child is then asked to answer whether there are two rows of candy as much candy.

As long as it doesn't overlap, it's the same size.

What you're confusing about is that there's a square (I think it is) that has been cut into four pieces, and then put them back together, but the size has changed.

The reason is that when the 3 corners are docked with the trapezoid, the finished image looks like a 3 corner, but it is not, because the hypotenuse is made up of two sides with no slope. So the area has changed. In fact, it is a visual error. The area is still equal.

Explain until you understand.

And here's the diagram that I've just explained.

Answer: "Question addendum: The result of my experiment is that the area becomes smaller without overlap.

In the absence of overlap, the area becomes smaller, and there is nothing wrong with it. Because it's an error, it's the problem of the hypotenuse of the triangle that I said.

As long as there is no overlap, the area remains equal.

You can refer to this.

It must be the same size Why do you say that it is very simple because you say that it does not overlap Suppose that the original size of the object has a certain thickness Its mass = density x thickness x area s And you say that the area after cutting is s1, s2 Total mass = m1 + m2 = density x thickness x s1 + density x thickness x s2 = density x thickness x (s1 + s2) The mass does not change after separation The result of these two equations is the area s=s1+s2 So I came to the conclusion that you have made a mistake in your experiment, so send your test method to you, let's study it.

This is a mathematical "illusion"!

This effect can be achieved when you choose the length of a certain series of numbers (like Fibonacci numbers), but I don't know why! You can look it up in a scientific journal, I remember reading it before.

Conservation in nature is many:

For example, the conservation of electric charge is one of the fundamental laws of physics. It refers to the algebraic sum of all charges in an isolated system, in which the algebraic sum of all charges remains the same forever, no matter what changes.

Energy is conserved, energy is neither created nor destroyed out of thin air, it is only transformed from one form to another, or transferred from one object to another, while in the process of transformation or transfer, the total amount remains the same.

Conservation of mass, one of the fundamental laws of nature. In any system of matter that is isolated from its surroundings (an isolated system), its total mass remains the same regardless of the changes or processes that occur.

Proton conservation, proton conservation means that the number of protons lost by the acid and the base is the same, and the conservation of protons and the conservation of materials and charge are the same as the three major conservation relationships in the solution.

Conservation of momentum is one of the earliest conservation laws discovered. If a system is not subjected to an external force or the vector sum of the external forces is zero, then the total momentum of the system remains the same, and this conclusion is called the law of conservation of momentum.

Conservation of mass and energy, the law of conservation of mass and energy In an isolated system, the sum of relativistic kinetic energy and static energy of all particles remains unchanged during the interaction, which fully reflects the unity of matter and motion.