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<p>　　<strong>（一）活動(dòng)目標：</strong></p><p>　　認識加號"+"和等號"="，學(xué)習列加法算式。</p><p>　　提高數數的興趣和積極思維的能力。</p><p>　　<strong>（二）活動(dòng)準備：</strong></p><p>　　物質(zhì)準備：</p><p>　　(1)教師演示材料：實(shí)物玩具娃娃3個(gè)，梨子圖片5張，"+""="的圖卡、1-5數字卡。</p><p>　　(2)幼兒每人每人一份寫(xiě)有分合式的燈籠、2-10的數字掛鉤。</p><p>　　(3)分組活動(dòng)材料：</p><p>　　情景圖若干、集合圖若干、分合圖若干、寫(xiě)有2-5數字的刺猬、寫(xiě)有5以?xún)燃臃ㄋ闶降墓涌ㄆ舾伞?/p><p>　　材料配套：教育掛圖、幼兒活動(dòng)操作材料。</p><p>　　<strong>（三）活動(dòng)過(guò)程：</strong></p><p>　　1.玩游戲"掛燈籠"，復習5以?xún)葦档慕M成分解。</p><p>　　師：小朋友們先看自己手中燈籠上的分合式，算出答案，然后掛在相應的數字持鉤上，比比誰(shuí)掛得又對又快。</p><p>　　2.教師用實(shí)物口述應用題，引導幼兒理解5以?xún)葦档募臃êx。</p><p>　　(1)師：老師先買(mǎi)了2個(gè)玩具娃娃，又買(mǎi)了1個(gè)玩具娃娃，老師一共買(mǎi)了幾個(gè)玩具娃娃?</p><p>　　(2)小結：2個(gè)玩具娃娃加上1個(gè)玩具娃娃，一共有3個(gè)玩具娃娃。教師邊說(shuō)邊列出算式。</p><p>　　告訴幼兒："+"叫"加號"，表示把東西合并起來(lái)，東西變多了。"="叫等于，表示左邊的兩個(gè)數加起來(lái)是右邊的這個(gè)數。</p><p>　　(3)引導幼兒正確地讀算式"2+1=3"。</p><p>　　3.引導幼兒根據教師的口述應用題列算式計算。</p><p>　　(1)教師邊演示圖片邊口述應用題。</p><p>　　(2)幼兒根據教師口述的應用題列出式子并運算，教師觀(guān)察幼兒列式情況。</p><p>　　(3)交流分享：說(shuō)一說(shuō)你列的式子。</p><p>　　4.出示教育掛圖《學(xué)習5以?xún)葦档募臃ā�，引導幼兒根據圖片內容列式計算。</p><p>　　(1)師：圖上有什么?先請一個(gè)小朋友編一道加法應用題，再請另一個(gè)小朋友到黑板上列出加法算式并計算。</p><p>　　(2)每個(gè)幼兒根據圖中特點(diǎn)，用數字卡列出加法式子并運算，教師觀(guān)察幼兒列式情況。</p><p>　　5.幼兒分組活動(dòng)，鞏固5以?xún)葦档募臃ㄖR。</p><p>　　情境圖：根據情景圖的圖意列加法式子并計算。</p><p>　　集合圖：根據集合圖的圖意列加法式子并計算。</p><p>　　分合式：根據分合式列加法式子并計算。</p><p>　　送果子：根據果子卡片上的算式計算出得數后把果子貼在相應號碼的刺猬身上。</p><p>　　幼兒操作后分享交流。</p><p>　　<strong>（四）活動(dòng)延伸：</strong></p><p>　　區域活動(dòng)：在數學(xué)區投放分組活動(dòng)的材料，供幼兒練習。</p><p>　　家園共育：請幼兒在家里根據家里的物品編加法應用題并列式計算。</p><p>　　<strong>活動(dòng)反思：</strong></p><p>　　對于一年級新入學(xué)的孩子來(lái)說(shuō)第一次正式接觸加法，而在數學(xué)中，加法是一種常用的計算方法，也是基礎的基礎，因此學(xué)好這一課，對以后的數學(xué)學(xué)習至關(guān)重要。雖然，在學(xué)生以往的生活經(jīng)歷中，一些日常問(wèn)題的解決使得他們對加法產(chǎn)生了或多或少的朦朧印象，但是，讓學(xué)生真正地了解加法并運用加法解決問(wèn)題，這還是第一次。因此，本節課教學(xué)的重難點(diǎn)是：讓學(xué)生真正理解加法的含義并能運用加法去解決實(shí)際問(wèn)題，用數的組成知識去做加法。</p><p>　　一、導入凸顯分與合的思想。</p><p>　　加法的含義來(lái)自于分與合的思想。在教學(xué)開(kāi)始時(shí)，以幾組變式的分與合作為基礎，鋪墊。讓學(xué)生初步感受今天我們要用分與合來(lái)解決新問(wèn)題。</p><p>　　二、從算理中教學(xué)。</p><p>　　在例題教學(xué)時(shí)，我通過(guò)圖意變化，引導學(xué)生看變化的過(guò)程，說(shuō)清圖的意思。(小丑左手拿著(zhù)3個(gè)氣球，右手拿著(zhù)1個(gè)氣球)。同時(shí)以提問(wèn)的方式出現第三句話(huà)：一共有幾個(gè)氣球?給學(xué)生初步建立條件與問(wèn)題的概念，了解看圖是要解決問(wèn)題。大部分學(xué)生已經(jīng)能夠看圖列出加法算式：31=4。這部分是學(xué)生的已有經(jīng)驗，我把重點(diǎn)放在了算式含義的講解，計算教學(xué)重在算理。我采用了接受式學(xué)習方式，“”學(xué)生已經(jīng)認識，而是通過(guò)口頭語(yǔ)言和肢體語(yǔ)言讓學(xué)生感受“”的意義是合起來(lái)，將形象上的“合”和意義上的“合”結合起來(lái)。算式“31=4”中“3”、“1”、“4”的意義解釋?zhuān)瑢W(xué)生能夠結合具體情境來(lái)解釋?zhuān)f(shuō)明學(xué)生能夠理解數的意義了，學(xué)生能夠通過(guò)分與合的經(jīng)驗說(shuō)出算式的意義，讓學(xué)生經(jīng)歷形象——數——符號——語(yǔ)言——初步將意義整合，最后將“31=4”意義精簡(jiǎn)為“3和1合起來(lái)是4”。</p><p>　　三、用今天學(xué)習的知識解決實(shí)際問(wèn)題</p><p>　　不同層次的練習符合能力的需要，重在拓展學(xué)生的能力。</p><p>　　看圖說(shuō)一說(shuō)算式表示的意思。學(xué)生能夠自己看著(zhù)圖說(shuō)出算式的意思。</p><p>　　擺一擺、填一填。學(xué)生看著(zhù)梨圖，用自己的學(xué)具擺一擺，然后填空。將擺、寫(xiě)結合，將動(dòng)作和語(yǔ)言相連接，同時(shí)，又是對數形的結合。</p><p>　　直接寫(xiě)出得數，比較“2+1=3”和“1+2=3”之間的規律：加號前后交換位置的得數不變，再通過(guò)找到的規律讓學(xué)生自己找算式，充分給學(xué)生空間拓展能力。</p><p>　　用自己的方式表示出下面算式的`意思。</p><p>　　讓學(xué)生用自己喜歡的圖來(lái)表示算式的意思，學(xué)生很感興趣，充分調動(dòng)了學(xué)生的學(xué)習積極性。也發(fā)展了學(xué)生的思維，使學(xué)生認識到不同的圖可以用同一個(gè)算式來(lái)解答。</p><p>　　送信連一連。將連線(xiàn)題和有序的排一排結合在一起，將得數是5的算式全部找到。這部分環(huán)節讓學(xué)生自己動(dòng)手，上黑板排序、說(shuō)一說(shuō)，體現了學(xué)生是課堂的主體這一數學(xué)思想。</p><p>　　四、總結突出算理。</p><p>　　本節課的總結關(guān)鍵就突出“”的含義——合起來(lái)。在課的最后再回到導入的鋪墊，用分與合的知識解決加法計算。</p><p>　　這節課還存在許多不足的地方。我可以通過(guò)語(yǔ)音語(yǔ)調來(lái)吸引學(xué)生的注意，而不是一味高調;在送信環(huán)節，學(xué)生一開(kāi)始出現從大到小、從小到大的順序排列，在這里可以放手讓學(xué)生自己再去排一排，學(xué)生能夠根據分與合的聯(lián)系出現兩組算式，讓學(xué)生認識事物的對比過(guò)程，自主的找到算式之間的聯(lián)系，而不是教師自主將這一環(huán)節延后出現;在教學(xué)中還要充分注重教師的引導作用。</p><script>s("content_relate");</script><p>【大班數學(xué)優(yōu)質(zhì)課教案及教學(xué)反思《學(xué)習5以?xún)葦档募臃ā贰肯嚓P(guān)文章：</p><p><a 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