大班数学种子排队教案反思(大全6篇)

第页共页最新种子排排队教案大班数学种子排队教案反思(大全6篇)种子排排队教案大班数学种子排队教案反思篇一1、将搜集来的种子进展排列，并能进展分析^p比拟。2、能认真倾听，积极考虑，养成耐心细致的操作习惯。3、培养幼儿比拟和判断的才能。4、开展幼儿逻辑思维才能。5、引导幼儿积极与材料互动，体验数学活动的乐趣。1、幼儿人手一份种子(蚕豆、花生、黄豆各8颗)。2、人手一张操作卡，一支铅笔。3、每组在备有同样的种子一盆。一、直接导入小朋友，你们的桌子上都有哪些种子呢?请你们来说说看?(有蚕豆、花生、黄豆)二、第一次排队。感知数量一样。大小不同的种子，排列的长短不一样。1、小朋友‘这些种子都有什么不同的地方呢?(蚕豆是扁扁的，黄豆是圆圆的;蚕豆大，黄豆小等)。2、说的很对!小朋友们，这些豆子的形状不同、大小也不一样，你们想一想可以用什么方法来比拟这三样种子哪个多、哪个少?哪个大、哪个小呢?(可以让它们排队)3、对呀，排队是一个好方法，排好了队还可以数一数。4、幼儿第一次操作记录师：好吧，那我们就用排一排，数一数的方法，看看这三样种子哪个多，哪个少，(出示操作卡)，问：这上面三条线是什么意思呢?(就是把每样种子排在这个线上)5、那每条线的开头有面小红旗是表示什么呢?(就是从红旗开场排队)6、老师提出操作要求：小朋友排队的时候，每颗种子都要紧紧挨着，不把种子洒落在地上或桌子上，排好后数一数每排有几颗，并在每排种子的后面的第一个方格里记录。7、集体分析^p比拟。师：如今，老师请小朋友把你的记录表拿上来给大家看看?小朋友，你们看，从这张操作卡上你们看出了什么?三样种子的数量都是多少?(都是8颗，一样多)小结：小朋友说的真好，都被你们发现了这个机密，原来啊，种子的数量一样，大小不同，排列起来的长短是不一样的。出自己的想法和看法，说出自己的理解，让每位幼儿都有自己的操作空间，让幼儿对数学活动充满兴趣，并为入学前增添了兴趣。种子排排队教案大班数学种子排队教案反思篇二1、学习将搜集的种子分类,排列,并做记录。2、积极探究,分析^p讨论,感知物体的大小、数量与排列长短的关系。3、培养初步的逻辑思维才能,养成爱探究、勤动脑及良好的操作习惯。1、幼儿人手一份种子(南瓜子、葵瓜子、西瓜子各十颗)。2、纸板;大书4本、小书五本。1、导入活动,引起幼儿兴趣。师:看看桌上有什么?幼:南瓜子、葵瓜子、西瓜子。师:它们有一个共同的名字叫什么?幼:种子。2、第一次探究活动:感知数量一样,大小不一的种子,排列长短不一样。(1)讲解操作要领。师:如今请你们做件事,给这些种子分分家(出示图一)。请你们猜猜第一条线上排什么?为什么?幼:南瓜子,因为有南瓜子标记。师:那第二、第三条线呢?幼:葵瓜子、西瓜子。师:排队的时候要从黑线开场,一个靠着一个,让它们站在线上。三个全排完了,不要收,数一数,把数字记到后面的格子中。(2)幼儿操作,用种子在纸板上排队。(3)请幼儿讲述排列结果。师:南瓜子有几颗?(幼:十颗),葵瓜子有几颗(幼:十颗),西瓜子呢?(幼:十颗)它们都是十颗啊?那它们排的队伍一样长吗?(幼:不一样)(4)讨论为什么都是十颗,队伍不一样长呢?幼儿a:因为西瓜子小,所以排得最短。幼b:因为南瓜子大,所以排得最长。幼c:因为葵瓜子不大也不小,所以排的队伍不长也不短。(5)老师小结:一样数量的种子,颗粒越小,排列越短,颗粒越大,排列越长。3、第二次探究活动:感知大小不一的种子,排列长短一样时,数量不同。(1)请幼儿把纸板翻过来,观察另一面。师:看看纸板上有什么?幼:种子标记,线。师:这三条线怎么样?幼:一样长。(2)设疑、引导幼儿考虑。师:假如在这三条一样长的线上排队,想想,它们用的数量会不会一样多?幼a:一样,幼b:不一样。(3)交代探究要求,幼儿操作。师:请你们用不同的种子分别在三条一样长的线上排列,看看它们用的数量到底会不会一样多呢?(4)讲述操作结果。幼a:不一样多。幼b:西瓜子用得最多,南瓜子最少。(5)讨论“为什么排一样长的队伍时,西瓜子用得最多,南瓜子用得最少呢?”(6)小结:队伍一样长时,小种子用得多,大种子用得少。4、结合生活实际,进一步感知大小、数量与排列长短的关系。(1)师手拿大书、小书。提问a:假如用一样数量的大书和小书排队,谁的队伍长,谁的队伍短,为什么?幼:小书小,排的队伍短;大书大,排的队伍长。提问b:让它们排一样长的队伍,大书和小书谁用得多?为什么?幼:队伍一样长时,大书用得少;小书用得多。(2)游戏《过小桥》。师:老师和幼儿一起走独木桥从起点处脚跟对脚尖走到终点线,数数你用了几步?(师生游戏)师:为什么老师用的步子小,你们用的多呢?(老师脚大,用的步子少;幼儿脚小,用的步子多)5、游戏完毕。师:小朋友们今天学得都很认真,也很爱动脑筋,如今我们一起去玩《过小桥》的游戏吧!在这个活动中,孩子们通过自己动手操作来发现问题、考虑问题、解决问题,积极性和主动性得到了很大的发挥。特别是孙海昕,以前上公开课总会“出状况”,这会儿喜欢动手的他可谓是“如鱼得水”,操作起来一丝不苟,小脑筋也动得特别快。在得到我的肯定与赞许后表现也越来越棒了。在活动中孩子们用自己的语言来解释他们的发现,同样非常精彩。当我在指导过程中问起一组幼儿:“为什么都是10颗,队伍不一样长呢?”周豪杰抢先答复:“因为南瓜子很胖,他的队伍就排得很长。”吕晨曦大笑:“就象周豪杰一样胖!”宋佳洪接着说:“就是,10个周豪杰排的队就比10个吕晨曦排得长。”看来,孩子们已经会活学活用了。这次活动虽然我考虑到了材料的准备,选取的种子也是南瓜子最大,西瓜子最小,但是在幼儿操作过后,我发现情况并不是我料想的一样,有的幼儿把南瓜子竖着排队,把葵瓜子横着排队,结果发现葵瓜子排的队比南瓜子长。讲评的时候,我没有把这个现象拿出来讨论,只是在幼儿操作中帮他们重新排了一下,个别指导了一下。宋佳洪是个既聪明又淘气的孩子,还有就是比拟粗心,只要老师布置什么,他总能很快完成,今天也不例外。今天我们在数学活动中进展种子排队的游戏,在整个活动中,我注意到宋佳洪的动作非常迅速,他一会儿就给种子排好了队,并走到我面前向我夸耀“老师,我已经好了”。我仔细一看,发现其中他给葵瓜子排队没有都排上去,但线已排满了。我示意他自己重新检查一遍,这回他又仔细地进展了比对,发现自己没有让葵瓜子一个靠一个站在线上,因此又返回座位上重新操作。老师分析^p:对于大班上学期的孩子来说,实物排队是个常见的游戏,这次的排队游戏一共有二个层次,第一层:给数量一样多的种子排队。第二层:在一样长的线上给种子排队。今天进展的操作活动,我特意准备了三种大小不一的种子,主要是考考孩子的眼力,培养他们的观察才能和比拟才能。今天宋佳洪的这种情况并不是只有他才出现,在平时的活动中,我一定要好好培养孩子们的观察才能,使他们变得认真、仔细。种子排排队教案大班数学种子排队教案反思篇三��������1��ñ§ï°ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó·ï¿½ï¿½ï¿½,����,������â¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2������ì½ï¿½ï¿½,��������,��öªï¿½ï¿½ï¿½ï¿½ä´ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½ìµä¹ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3�������������߼�ë¼î¬ï¿½ï¿½ï¿½ï¿½,���é°ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ãµä²ï¿½ï¿½ï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���׶�����ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(�ï¹ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¸ï¿½ê®ï¿½ï¿½)������2��ö½ï¿½ï¿½;����4����ð¡ï¿½ï¿½ï¿½å±¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1������,�����׶���è¤ï¿½ï¿½ê¦:����������ê²ã´?��:�ï¹ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¡ï¿½ê¦:������ò»ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ö½ï¿½ê²ã´?��:���ó¡ï¿½ï¿½ï¿½ï¿½ï¿½2����ò»ï¿½ï¿½ì½ï¿½ï¿½ï¿½î¶¯:��öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬,��ð¡ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½,���ð³ï¿½ï¿½ì²ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(1)�������òªï¿½ì¡£ê¦:����������������,����ð©ï¿½ï¿½ï¿½ó·ö·ö¼ï¿½(��ê¾í¼ò»)�������ç²â²âµï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´?îªê²ã´?��:�ï¹ï¿½ï¿½ï¿½,��îªï¿½ï¿½ï¿½ï¹ï¿½ï¿½ó±ï¿½ç¡ï¿½ê¦:�çµú¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½?��:�����ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¡ï¿½ê¦:�å¶óµï¿½ê±ï¿½ï¿½òªï¿½óºï¿½ï¿½ß¿ï¿½ê¼,ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½,������õ¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½,��òªï¿½ï¿½,��ò»ï¿½ï¿½,�����ö¼çµï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½(2)�׶�����,��������ö½ï¿½ï¿½ï¿½ï¿½ï¿½å¶ó¡ï¿½ï¿½ï¿½ï¿½ï¿½(3)���׶��������ð½ï¿½ï¿½ï¿½ï¿½ê¦:�ï¹ï¿½ï¿½ï¿½ï¿½ð¼ï¿½ï¿½ï¿½?(��:ê®ï¿½ï¿½),�������ð¼ï¿½ï¿½ï¿½(��:ê®ï¿½ï¿½),��������?(��:ê®ï¿½ï¿½)���ç¶ï¿½ï¿½ï¿½ê®ï¿½å°ï¿½?�������åµä¶ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½?(��:��ò»ï¿½ï¿½)����(4)����îªê²ã´ï¿½ï¿½ï¿½ï¿½ê®ï¿½ï¿½,���鲻ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½?�׶�a:��îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡,�����åµï¿½ï¿½ï¿½ì¡ï¿½ï¿½ï¿½b:��îªï¿½ï¹ï¿½ï¿½ó´ï¿½,�����åµï¿½ï¿½î³¤ï¿½ï¿½ï¿½ï¿½c:��îªï¿½ï¿½ï¿½ï¿½ï¿½ó²ï¿½ï¿½ï¿½ò²ï¿½ï¿½ð¡,�����åµä¶ï¿½ï¿½é²»ï¿½ï¿½ò²ï¿½ï¿½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½ï¿½(5)��ê¦ð¡ï¿½ï¿½:��í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½,����ô½ð¡,����ô½ï¿½ï¿½,����ô½ï¿½ï¿½,����ô½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3���ú¶ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½î¶¯:��öªï¿½ï¿½ð¡ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½,���ð³ï¿½ï¿½ï¿½ï¿½ï¿½í¬ê±,������í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(1)���׶���ö½ï¿½å·­ï¿½ï¿½ï¿½ï¿½,�û²ï¿½ï¿½ï¿½ò»ï¿½æ¡£ê¦:����ö½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´?��:���ó±ï¿½ï¿½,�ߡ�ê¦:����������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