Digital lecture notes in life

Before teaching activities, teachers often need to prepare a lecture, which is helpful to carry out teaching activities smoothly and effectively. So do you know how to write a formal speech? The following is a sample essay of the lecture draft of Numbers in Life compiled by me for reference only. Let's have a look.

Notes on Numbers in Life 1 [Design Ideas]

The Guiding Outline of Kindergarten Education (for Trial Implementation) points out the direction for kindergarten curriculum reform, which makes us have a new understanding of kindergarten curriculum-kindergarten curriculum needs to be life-oriented, and curriculum should follow children's life and experience. In the syllabus, the value orientation of the scientific field is clearly visible: we can feel the quantitative relationship of things from life and games, experience the importance and interest of mathematics, let children know the close relationship between mathematics and human society, appreciate the value of mathematics, and enhance their understanding of mathematics. At present, the society has entered the digital age, where numbers can be seen everywhere and show its infinite power more and more. Children living in this era will be exposed to numbers that appear in different places and play different roles every day. This activity takes children's life as a new growing point of curriculum development, closely links children's learning with their real life, and highlights the characteristics of "situational, procedural, initiative and experiential" knowledge in the scientific field. Imagine that through similar mathematical activities, the following goals can be achieved: to closely connect mathematics with the real world, so that children can learn, understand and develop mathematics from life experience in the practical activities of studying real problems.

Activity objectives:

1, can feel and experience the importance and interest of mathematics from activities, and improve children's interest in learning mathematics.

2. Consolidate the understanding of numbers and further perceive the close relationship between numbers and daily life.

Activity preparation:

1, each child brings an item with a number on it; Look for the numbers in life with your parents before class.

2. Digital cards: 2, 4, 5, 7, 8.

3. Children should have a set of operation materials: a set of activity charts; There is a box of inkpad and several phone cards on each table; Number paper.

(1) Introduction:

1. Communication: What did you bring? What is the use of the above figures?

Step 2 communicate with each other.

(2) Transfer experience and perceive the close relationship between mathematics and our daily life.

1. Besides these, where have you seen numbers in your life? What are these numbers for?

2. Look at real pictures with numbers in life.

3. What would happen if there were no numbers in life?

(3) Digital games-consolidate the understanding of numbers and feel the fun and magic of numbers.

1, each person has a number sheet.

The teacher codes the numbers, and the children check the numbers to see if they are the same as those compiled by the teacher.

(4) Children make phone numbers.

Starting with children's own daily necessities, it is easy to arouse children's life experience and improve their interest in activities; Stimulate children's desire to speak and pave the way for the smooth development of activities.

Provide opportunities for each child to exchange performances and cultivate children's cooperative learning ability and sharing awareness.

Use teaching media to show pictures with numbers in life, and further let children feel the use of numbers in life and the close relationship between numbers and us.

Experience the importance of numbers to life.

Consolidate children's understanding of numbers through games, perceive the diversity of numbers' arrangement order, and experience the fun and magic of numbers.

Further let children perceive the close relationship between numbers and our lives.

"Numbers in Life" Lecture Notes 2 I. Lecture Materials

I said that the content of the class is selected from the numbers in the field of mathematics in the big class. "Number" comes from life and is applied to life. The activities of finding numbers in life are flexible and rich. According to the age characteristics and existing life experience of the big class, they are full of curiosity about life. The Outline points out: "The choice of teaching activities is not only close to children's life, but also helps to expand children's experience and vision." So I chose this activity.

Second, state the goal of the activity.

According to the level of children's cognition and understanding, I set the goal of this activity as follows:

1, knowing that numbers can represent different meanings, understanding numbers is closely related to one's life.

2. Discover that there are numbers everywhere in life and experience the fun of discovery.

Third, teaching methods:

The new "Outline" points out that teachers should be supporters, collaborators and guides of activities. In the activities, teachers should have goals in mind, children in their eyes, education from time to time, and make children truly become the main body of learning with interactive and open research concepts. Therefore, I adopted the operation method and interaction method, and designed the game form, so that children can learn in the game and give full play to their enthusiasm for learning.

Fourth, the methods of speaking and learning:

In this activity, the main learning method is to let children use various senses in games and practical operations, perceive the numbers in the surrounding life, and experience the relationship between numbers and people's lives. This activity keeps children in a proactive learning state from beginning to end.

Verb (abbreviation for verb) talks about the key points and difficulties of activities;

Understand the different meanings of numbers and know that numbers are closely related to your life. -The thinking of children in large classes is still intuitive and action-oriented, which mainly depends on action, and needs personal experience to discover the characteristics of things in operational exploration. Their understanding of numbers only stays at the point that "every number has a different shape". What do numbers mean and what are their uses in our lives? The concept of children is very vague. Although they are exposed to a lot of numbers in their lives, they hardly think about and understand what these numbers mean. Therefore, it is the focus and difficulty of this activity to let children "experience numbers closely related to their lives".

Six, said the activity process:

1, import activity: review identification numbers. -Stimulate children's interest in math activities.

The teacher randomly selects digital cards and the children read the numbers.

2. Talk about the numbers in life: understand the numbers in life and their application in life. -through telling and guessing, encourage children to speak freely, fully mobilize their enthusiasm, create a relaxed and happy atmosphere, and expand their existing life experience.

(1) Tell me the number you found. The children introduce the numbers they have found. What do you mean?

(2) Know the special numbers "1 19", "10", "120" and "14", and ask the children to talk about the above numbers.

3. Discussion activities: Understanding the importance of numbers in life. -further let children perceive the use of numbers in life and experience the close relationship between numbers and us.

Q: What would happen if there were no numbers? Guide children to understand that numbers are closely related to their own lives. What is the inconvenience of not having a house number?

Summary: Numbers are closely related to our lives. Numbers can represent contact number, time, grade, address, etc. You can't live without numbers.

4. Designing business cards: the application of numbers. -Children use their existing knowledge to solve problems, design business cards for themselves, and let every child participate in them, so as to experience the sense of success, make children have great interest in numbers, encourage children to actively observe things and use numbers in their lives, and lay the foundation for future study.

(1) Children choose their own paper to design business cards, and they are required to write their home phone numbers correctly.

(2) exchange business cards with good friends.

Seven, activity prediction effect:

In this activity, I use the way of reviewing readings to lead in, which can stimulate children's interest in learning and make the atmosphere lively, while the teaching of key parts adopts hands-on practice to ensure the effect of mathematics activities. This teaching activity is interlocking, allowing children to play in school and middle school, so that new knowledge can be consolidated and utilized.

Lecture Notes on "Numbers in Life" 3 I. Textbooks

In addition, the primary school curriculum reform has been fully launched this year. Turning over the mathematics textbooks of the first grade of primary school, we can see that the forms of illustrations can be seen everywhere in kindergartens, and the content and level also extend downward, paying more attention to whether the mathematics learned is useful to children. For example, after learning the numbers within 10 and 20, there is an operation activity for children to find "numbers in life". Therefore, choosing this activity can be said to pave the way for the first grade, accumulate more experience in this field, and also prepare for future life, with the main purpose of practicing children's mathematics education.

This activity takes children's life as a new growing point of curriculum development, closely links children's learning with their real life, and highlights the characteristics of "situational, procedural, initiative and experiential" knowledge in the scientific field. Imagine that through similar mathematical activities, the following goals can be achieved: to closely connect mathematics with the real world, so that children can learn, understand and develop mathematics from life experience in the practical activities of studying real problems.

Second, the basic process of the activity:

It can not only understand children's life experiences, but also stimulate their interest in participating in activities.

(1) divergent thinking, where there are numbers, what's the use.

⑵ Use new teaching media to show pictures of life.

⑶ Discussion: What will happen without figures?

Third, follow the principle of mathematics "from life, for life and for life" to design activities.

1, capture the material of life-from life-the content of life

Mathematics originates from life, and there is mathematics everywhere in life. We should pay attention to children's life and learning experience, capture materials close to children's life, select people, things and things familiar with children's life, and take life mathematics as an example to make children realize the vividness, interest and richness of mathematics, thus stimulating children's interest in learning. Such as (1) children's own daily necessities, what children see, touch and need every day, and what they use in class. Being very familiar with them and having some experience can arouse children's interest and make them boldly say the names of their belongings and the functions of the numbers on them in class. Teachers collect images of objects with numbers in different scenes in life for children to observe. Because it comes from life, children are willing to watch and talk. By watching and speaking, let children feel that mathematics is around and can stimulate their interest. By capturing life materials, children can feel that mathematics comes from life, and there is mathematics everywhere in life, which is more conducive to mobilizing and stimulating children's enthusiasm for learning mathematics.

2. Use life experience-live in life-explore life.

Mathematical knowledge itself is abstract, but it is rooted in reality in life. Making full use of children's existing life experience to understand mathematics activities can make children realize the true value of mathematics, and the endless fun of learning mathematics is more conducive to enhancing children's awareness of mathematics application. Such as ① digital game activities. Through the game of five numbers, coding and winning prizes, on the one hand, it consolidates children's understanding of numbers, on the other hand, it makes children feel the fun and magic of numbers. Winning prizes is a common thing in life, and children also have certain life experience, so children are highly motivated in the game. In a positive learning atmosphere, children know that many numbers can be compiled into many different numbers, thus experiencing the fun and magic of numbers and the endless fun of learning mathematics. Children also have their own experience about the problem of "what would happen without numbers in life". For example, without a car number, passengers don't know which bus to take; If there are no numbers on the alarm clock, you don't know when to go to work or school; If there is no channel number on TV, it is difficult to find the TV program you want to watch, and so on. Through a series of activities, children can learn about life without mathematics, which is of great value to life. So as to cultivate children's awareness of observing life from the perspective of mathematics and improve children's ability to understand mathematics with life experience.

3. Return to the living space-use it in life-practice life.

In the process of learning mathematics in life, applying what you have learned is the ultimate goal of learning mathematics, and it is also a vivid embodiment of learning "valuable" mathematics. In teaching, we should reproduce life scenes, guide children to return to life space, practice in life space, feel in life practice, stimulate children to consciously use what they have learned to solve related problems in life, and improve their ability to solve problems in life practice. For example, in class, teachers naturally inspire and guide children to use numbers to help: the activity of teachers and students leaving phone numbers is also the application of mathematics in life. Solved the way to contact teachers and students in the future. This link is very simple, but it can inspire children to apply what they have learned to solve related problems in life and improve their ability to solve problems in life practice.

In a word, it is the basic idea of the new syllabus and an important way of mathematics teaching to let mathematics go hand in hand with life and learn mathematics in connection with life. We should devote ourselves to making mathematics knowledge closely related to children's life practice, making life problems mathematized and mathematics teaching life-oriented. Only in this way can traditional teaching materials reproduce vitality and vitality; Let the traditional classroom be full of personality and aura!

From the perspective of the new curriculum, this paper reflects on the activities of "Numbers in Life" in large classes.

This curriculum reform once again reiterated that the fundamental purpose of education is for the development of every child, and classroom teaching is no exception. Therefore, the new curriculum proposes to pay attention to children's performance in classroom teaching as the main content of classroom teaching evaluation, including children's behavior in classroom teacher-student interaction, autonomous learning, peer cooperation, enthusiasm for participation, emotional experience, exploration and thinking. That is, pay attention to how children learn. By understanding how children discuss, communicate, cooperate, think, draw conclusions and their processes in class, we can evaluate the success or failure of classroom teaching. Therefore, the new curriculum puts forward the loud slogan of "promoting teaching by learning and promoting learning by teaching"

1, the way teachers teach and the way children learn.

The new curriculum advocates a new way of learning and pays attention to autonomy, cooperation and inquiry; Teachers also become more creators and organizers of learning situations, participants and promoters of students' learning activities. Teachers' "teaching" is to better promote students' "learning". For example:

(1) In the classroom, children's learning style of autonomy, cooperation and inquiry is more reflected. Let the children look for articles of life with numbers on them. First, children should abide by their daily necessities with numbers on them. So, what's the use of studying the numbers in the article? This search process is a good process for children to learn and explore independently. It is also to help children build their own information and experience system and change the role of teachers from "teaching" to "guiding".

② In recent years, children's subjectivity has become the focus of educators' attention, and the communication between teachers and children has become more diversified and equal. To improve the quality of teacher-child interaction, it is necessary to form spiritual communication and emotional communication between teachers and children. Therefore, arranging children's peer communication in the classroom (the teacher, as a child's learning partner, also takes items to participate in it), the role of the names and numbers of the above items not only provides opportunities for each child to exchange performances, but also cultivates children's awareness of cooperative learning, from which they can realize the happiness of sharing.

Compared with children's learning style, teachers' teaching style is more the creator and organizer of learning situations and the participant and promoter of children's learning activities. For example, in order to let children experience the fun and magic of numbers and perceive the diversity of numerical order, teachers have designed and arranged to play digital games, so that children can actively learn and feel the great charm of mathematics in the situation of recognizing numbers, coding and awarding prizes.

(4) Teachers collect mathematics contents related to life and let children watch teaching media. Directly speaking, children can know that there is mathematics everywhere in their lives, and it is convenient to have a digital life. Indirectly, it can further make children feel the application of mathematics in life, thus inspiring children to pay more attention to life and explore life in the future.

2. The focus of teachers' preparation before class and the way of preparing lessons.

"Teaching by learning" makes teachers pay more attention to children's possible reactions in class and think about corresponding countermeasures. In addition to writing lesson plans, teachers also need to go among children to understand their interests, knowledge reserves and topics they care about. The design of teaching activities has also been improved. For example: ① The teaching plan design is in parallel with "teachers' teaching behavior" and "children's learning behavior". Teachers' "teaching" must be based on children's "learning". It's not just that the teaching plan is well designed. Under realistic conditions, teachers are required to learn to "use textbooks" rather than "teach textbooks". Classroom teaching should be flexible, and teachers should pay more attention to their wit in class.

(2) Material preparation in pre-class preparation, such as letting children bring their own belongings with numbers on them, is very convenient and fast, and cooperation between families can make full use of available family resources to serve education and teaching. Unlike previous classes, it takes a lot of material and human resources to make a lot of teaching AIDS.

Some thoughts caused by this:

The exposition of mathematics education in the 1. syllabus has changed a lot compared with before. The form seems to have decreased, but the actual requirements have not decreased. In some ways, it has been improved. It emphasizes that mathematics education is life-oriented. Therefore, for us educators, we must consider: how to choose content and what content? "Outline" also emphasizes-let children gain relevant mathematical experience in happiness, which involves: how to design the curriculum? Obviously, this puts higher demands on our kindergarten teachers.

There is a saying "Don't let the children lose at the starting line". Children really learn. The positive effect of children's learning really makes us feel a sense of accomplishment, but its negative effect is that children are not interested. So, can this idea make children develop continuously and vigorously? It is worth thinking about. So we urgently need to solve two problems, one is how to find the content, the other is to provide a lot of resources to help teachers, so that they can get on the road as soon as possible.

3. In the past, classroom teaching paid more attention to mathematics knowledge, but children could not use it after learning it, and as a result, they lost interest in mathematics. Now teachers are exploring ways to let children use mathematics knowledge. From the perspective of mathematics perception and mathematics consciousness education, how to apply mathematics to life at a deeper level is still lacking. Teachers lack the ability to explore the factors of mathematics education contained in activities, which is an aspect that mathematics education pursues more in life.

The transformation of life-oriented mathematics education is actually a problem that teachers should prepare. The original preparation content now emphasizes preparing a suitable environment for children from the perspective of children's development and original experience. We have stood in the children's perspective, but we have not entered the children's world. However, as long as we master a principle: whether children are happy, positive, needy and interested, the forms of our inquiry can be flexible and diverse. As long as we insist that children's mathematics originates from life, exists in life and is applied to life, give full play to our teachers' subjectivity, become teaching researchers and introspectives, and strive to become the main body of curriculum textbook development and design, then our children will certainly gain experiences beneficial to physical and mental development in their happy childhood.