Reflection on the teaching of Compare More, Compare Much .

"Compare How Much, Just as Much" is the beginning of children's understanding of numbers, which is very suitable for the age characteristics of preschool children. However, simply learning "how much and the same" is more abstract and boring for children at a lower age, preschool children are young, playful and active, and have a short attention span. It can not only meet the needs of children's play and activity, but also complete the activity goals well.

Based on this goal, I designed this activity with children's interests in mind, and designed activities that are close to children's lives. Through the activity, children are initially guided to perceive and understand "how much" and "as much", and can express it in simple language, so as to initially cultivate children's observation ability.

At the beginning of the event, I introduced it with the game of finding the lid for the bottle. Have your child find the lids for three different colored bottles. Let the toddler discover the relationship between the bottle and the lid while operating.

The child will say, "There are more bottles than lids," and so on. In this activity, I did not tell the child to use the method of "one-to-one correspondence", but asked him to close the bottle cap, initially perceive and understand "how much" and "as much", and be able to express it in simple words. Throughout the activity, children can basically actively participate in happy game activities and enter the situation and role.

There are shortcomings in this lesson:

1. The classroom discipline is not very good, the children in the preschool are active, love to play, and when they hear that they are making games, they are very excited, and the classroom seems very chaotic. Classroom cultivation education needs to be strengthened.

2. Children's language skills need to be strengthened.

The goal of this math activity is to enable children to master the "one-to-one correspondence" comparison method and be able to correctly compare the number of objects.

The activity is well prepared before the activity, not only has a variety of teaching aids, but also prepares a variety of operating materials for children to facilitate their operation and mastery. Combined with teachers' teaching, children's learning, teachers' strategies and other aspects, the activities were analyzed and reflected.

1. The language is concise and in line with children's thinking.

At the beginning of the activity, the teacher used the plot of chickens lining up to eat bugs to arouse the interest of children, to see if there are as many chickens as there are bugs? Most children can quickly tell who has more and who has less. "How do you see that?

The children can only answer that this is two and this is three. Then the teacher made a summary, so that the children initially understand the method of one-to-one correspondence, the theoretical summary does not seem to let the children understand, so the description of the language is changed, and the game of "kitten eats fish" can better help children understand one-to-one correspondence, only one small fish was not eaten by the kitten, so there are more small fish in the second row than in the first row.

2. The operating materials should effectively serve the target.

In order to further enable children to master the method of one-to-one correspondence, a variety of materials are prepared before the activity: snowflakes, radish, building blocks and other materials are placed on the table, because the materials are too miscellaneous, but affect the orderliness of the operation activities, so that children have no way to start, and it is inconvenient for children to place more items, and the attention is focused on the problem of taking and placing materials. After the activity, we can provide children with two kinds of materials, which are not many types, and they are practical, in order to achieve the purpose of placing them one by one and comparing them one by one.

During the activity, the children are full of interest, can use the one-to-one method to compare, and can say "who is more, who is less, and the same". ”

3. Pay attention to individual guidance.

In the activity, we can see that some weak children are the result of not knowing how to start or directly imitating their peers, so teachers should pay attention to the children's learning situation in time and give timely guidance, so that each child can learn something.

1.Because the children in the first grade do not have a rich language foundation and limited comprehension ability, they cannot correctly distinguish between "more, less, more, and less", especially "much less", and many children always unconsciously say "less and less". Therefore, it is difficult for students to choose the right words to express the relationship between two numbers on the basis of not understanding.

2.Lack of a certain sense of number. People often say that ** has a "sense of musicality", language has a "sense of language", and mathematics also has a "sense of numbers".

The New Curriculum Standard describes number sense as follows: understanding the meaning of numbers; Numbers can be expressed in a variety of ways; Be able to grasp the relative size relationship of numbers in specific situations: be able to use numbers to express and communicate information

Ability to select appropriate algorithms for problem solving; Able to estimate the results of calculations and explain the reasonableness of the results. In fact, number sense is extremely abstract and very unpredictable. When comparing the two numbers, in what scope do we say "more" and "less", and to what extent should we use "much more" and "much less", in fact, there is no certain standard.

For example, "20 is more or much more than 9", in fact, this is all judged by our number sense. In most cases, we will also judge according to the specific situation, but after all, children's thinking ability is limited, and they do not think so much when grasping the relative size of numbers.

3.Understand the meaning of "more, less, much more, much less" in comparison, analysis, and discussion, and learn to fill in correctly. How much to compare is a vague concept in itself.

The words used will be different when compared to different numbers. Looking back at this lesson, I didn't give enough time to the children to compare, analyze, and discuss, and most of the time in the class was given to those who wanted to express their ideas, but I ignored the students who did not raise their hands to speak. In fact, in the classroom, I should give more children the opportunity to express their ideas, let the children talk to the table or back and forth, so as to achieve the purpose of everyone participating in the class.