Kindergarten math problems to know the direction, up and down, left and right, back and forth, how t

Activity Name: Calculation - In ** (Know Position: Up and Down Front and Forth).

Activity objectives: 1. Learn to distinguish between up and down, front and back, centered on oneself and the object.

2. Learn the direction words: above, below, front, back.

Preparation for the activity: a picture, a few rag dolls, and a kitten headdress.

Activity process: 1. Game: Find it.

Provide several dolls for toddlers, which are hidden under the table, above, in front of the chair, behind the chair, etc.

Introduction: There are a lot of small animals in our class today, please look for them with wide eyes, they are all in **?

Guide your toddler to say "I found a leather toy somewhere").

Teachers make random comments to consolidate children's understanding of the front, back, above and below, and guide children to correctly learn the above words.

2. Game: Kitten in**.

A toddler wears a headdress and hides as a kitten, and the teacher pretends to be the mother cat, while the other children close their eyes first and then look for it, and loudly tell the mother cat that its child is in **.

3. Look at the picture and talk about it.

Show the flip chart to guide the child to observe in an orderly manner

What's in the sky (above)?

What's on the ground (underneath)?

What's in front of the house?

What's in the back of the house?

4. The teacher summarizes and comments, and asks the children to say who is in front of them, who is behind them, or who is in front of such and such a child? What about the back?

5. Activity extension:

Let's go outside and observe: what's on the ground? What's in the sky? What is the ...... in front of the slide

Let's be honest, kindergartens don't let children do math problems.

He is still ignorant, and letting him do math problems is to make him memorize, start early, and not necessarily learn well.

And play will make your child smarter, and it will be easier to learn science in the future, smarter, and learn everything faster.

The grades of the children who study a lot are very good in elementary school, but when they reach junior high school and high school, their grades are not good, because they are memorized in elementary school, and when they reach middle and high school, they have to understand many things.

There are many science teachers who adopt a sheep-herding education for children, and it is good for children not to be too strict when they are young.

When I was a tutor, I met all kinds of students, and many of them said that they were good at studying, but I don't know why their grades have dropped so quickly now, and some of them blame the children for not working hard. In fact, children go to school very hard, and the pressure is also very high, and they study very seriously, but their thinking is rigid, fixed thinking, and improving grades all rely on tactics. In high school, the questions have changed a lot, and the effect of the sea of questions is not great.

Science is not something that can be solved by the amount of questions, but by understanding. You will find that there are some science students in the class who do very few questions, but their grades are always very good, and you will know.

I remember when I was a child, my family never taught me to count, and once I heard my little playmate counting, and after listening to it twice, I was able to do it. Hehe.

If I had a child, I would never let him do problems every day in elementary school, but let him do something interesting and develop his intelligence.

I usually work as a high school tutor, so I helped a classmate find a tutor, but my parents asked me to go. The child is in the sixth grade. I feel more difficult, even a little problem, I have to slowly guide him to think, for fear of misleading people's children and mistaking his life (I have a strong sense of responsibility and compassion), because when I was a child, it was a time when a person's thinking was formed.

It's a bit messy, it's all a personal opinion, and I hope parents will think about it more.

Activity Objectives

1. Learn to distinguish between the good and the bad of one's body and the left and right with oneself and the object as the center, and distinguish between the left and the right.

2. Be able to abide by the rules of the activity and respond in time after hearing the signal.

3. Develop children's spatial orientation perception and judgment.

4. Let children know left and right.

Event preparation

1. Courseware. 2. On the seventh page of the children's mathematics book, each person has a pen.

The process of the activity

1. Riddles are interesting.

Riddle: A small tree has five branches, and it does not grow leaves and does not bloom. I don't talk from morning to night, and I can't leave it when I write and paint.

2. Distinguish between the left and right centered on one's own body.

1. Distinguish between left and right hands.

1) Ask the child to hold up the hand holding the pen, wave and communicate what needs the right hand to do something.

2) Stretch out your left hand and shake it.

3) Game: Raise your hand at the command.

To increase the difficulty in the game, say the opposite: I say left hand, you raise right hand, etc. ）

2. Distinguish between the left and right feet.

1) In addition to the left hand and right hand, what else is there to divide left and right in the body?

Touch your ears, cover your eyes, and stomp your feet).

2) Race Game: Point the Nose.

To increase the difficulty in the game, say the opposite: I say the left eye, you click the right eye, etc.

3) Summary: Know the left and the right, the left hand side is the left, and the right hand side is the right side.

3. Perception left and right.

1. What is on the left and what is on the right?

1) Who's on your left? What's on your left in the activity room?

2) Who's on your right? What's on your right in the activity room?

2. What is there on the left and right sides of the exchange after changing the direction?

Fourth, perception is object-centric.

1. The teacher holds a book in his left hand and asks the children to tell which hand the book is in the teacher's hand.

2. Discussion: The book is in the teacher's left hand, why do many children think that the book is in the teacher's right hand?

Let young children know: when they are face to face with others, their own'The left side is not in the same direction as someone else's left)

3. Ask individual children to hold books, and everyone can tell which hand he uses to hold books.

5. Children's operation.

1. Open the children's book and tell which hand the child in the picture uses to hold the book.

2. Bring out the small circle of friends who hold the book in your left hand.