As an outstanding faculty member, it is necessary to carefully design a lecture draft, with which teaching activities can be better organized. How can I write an excellent lecture draft? The following is the lecture draft of "Distinguishing Left from Right" compiled by me for your reference only, hoping to help you. The lecture draft of "Distinguishing Left and Right" 1

I. Speaking Activity Textbook < P > Distinguishing left and right is the cognitive content of spatial orientation carried out by the big class this semester. The key point is to guide children to distinguish the left and right relations with themselves as the center. "Outline" said: "Kindergarten mathematics should take games as the main guide, and children can develop and improve differently in games." So I designed a number of small games in the activity, so that children can easily master the left and right concepts in the game. Self-centered, correct judgment about left and right, and develop children's spatial perception ability.

2. Speaking of activity goals

The formulation of activity goals should reflect its education, value and practicality. Activity goals are not only the starting point and destination of the whole educational activities, but also play a guiding role in the activities. Therefore, in order to meet the development needs of children's cognition, emotion and ability, I have formulated the following goals:

1. Perceive the "left" and "right" spatial orientation and develop.

2. Stimulate children's interest in communicating with their peers, and can accurately tell the "left" and "right" directions of objects;

3. Emphasis and difficulty of speaking activities:

Developing children's perception and judgment of spatial orientation;

Fourth, talk about activity preparation:

1. Site layout: hang something on the left and right of the activity room;

2. There are 4 blue and green straps, which are tied to the hands of children before class;

3. Children's book Mathematics, page 12, scissors and glue;

5. Talk about the activity process:

Link 1: Distinguish between the right hand and the left hand

I started to introduce by riddles. Today, the teacher brought a riddle to everyone, and wanted to test you: "A small tree has five branches, and it doesn't bloom if it doesn't grow leaves. It can count, write and draw, and it works every day without talking. The child answers and leads to the answer: hand. Teacher: Everyone has two hands, one is the left hand and the other is the right hand, so can you tell your left hand from your right hand? Children communicate.

(Do you know which left hand is which right hand? Let me test you to see if you can do as I say)

1. The teacher gives instructions, and the children raise their hands in the corresponding directions and make actions according to the instructions.

For example, please raise your right hand and wave, give a thumbs up and make a pair of scissors; Please raise your left hand, hold a fist and blink; (The teacher will see if the children hold it right and correct the individual mistakes.)

Then, do our two hands do more things for us with the left hand or the right hand? Please tell the children what your right hand can do. Can you show us how to do it?

3. Game: You said I would play

-Before the game, please ask the children to tie the blue and green bands on their hands.

-When the teacher gives instructions, the children will raise their left hand or right hand (for example, ask the children whose right hand is blue and the children whose left hand is green)

Design intention: the children in the big class know a little about the left and right, but they really don't know much about it, so I will start with the left and right hands in the first session, because the children know that the right hand will help us do many things, such as writing, drawing and holding chopsticks.

link 2. distinguish between left and right feet

1. just now, we know the left hand and right hand, so the teacher wants to test you. besides the left hand and right hand, what other parts of your body can be divided into left and right? (ears, eyes, feet, legs, shoulders)

2. Teachers give instructions, and children listen to instructions to complete corresponding actions.

Please lift your left foot and your right foot; (Teachers see if children are raising teams and correct individual mistakes) After several times, the difficulty can be improved, and children are required to do actions contrary to the instructions; (I say left foot, you lift right foot)

Design intention: stimulate children's interest in learning through games and perceive the left and right spatial orientation in games;

link 3 perceive the left and right

1. children communicate what is on their left and what is on their right.

2. What do children say on their two sides after changing their orientation?

3. Game: Bear moves: Complete 12 pages of children's books, and ask the children to help Bear stick some furniture in the corresponding position!

design intent: to stimulate children's interest in communicating with their peers, and to accurately tell the "left and right" orientation of objects, so as to better master the knowledge they have learned. First, talk about children and design intention:

Children are the main body of cognition, but as children in large classes, their thinking characteristics are mainly concrete images and they are transitioning to abstract logical thinking, and their consciousness and ability are still not very strong, and they are still in the state of exploration. When they play games, they often don't know the left and right, and they are not very clear about their own bodies. In order to guide children to clearly distinguish between left and right, this activity is specially designed to develop children's spatial orientation perception and judgment!

Second, talk about the content of activities:

The selection of the content of scientific activities should be based on children's life experience, actual needs and development ability, as well as the relevant spirit of the Outline. The selection of the content of this activity is based on the requirements of the "Outline" for the goals in the scientific field, that is, "I am interested in the phenomena around me, have curiosity and thirst for knowledge, can use all kinds of senses, use my hands and brains to explore problems, and can express the process and results of communication and exploration in an appropriate way; I can feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics. " The positioning of scientific goals makes us feel strongly: "The value orientation of mathematics education is no longer to focus on imparting static knowledge, but to focus on children's emotional attitude and ability to explore and solve problems, and to actively communicate and live in harmony with others and the environment. The second is to consider the practical ability and development needs of young children. Children in this class have different experience in spatial orientation perception. In order to better stimulate children's interest in participating in activities, we should consider entertaining as much as possible in the content design. In this way, children can experience the fun of mathematics in active game activities.

Third, talk about teaching objectives:

When determining the activity objectives, my preset objectives are considered from the actual ability and level of children. Therefore, the objectives of this activity are:

1. Distinguish the left and right sides of your body with yourself as the center, and distinguish your left and right sides, and you will move left and right.

2. Knowing that the direction of the station has changed, the directions on the left and right will also change.

3. Initially perceive the difference in left and right directions caused by different reference objects.

4. Speaking teaching method and learning method:

In this activity, I adopted teaching methods such as game method and appreciation and encouragement method. I will introduce these two methods.

(1) Game method:

The Outline points out: "The organization of educational activities should give full consideration to children's learning characteristics and cognitive laws, pay attention to comprehensiveness, fun and activity, and integrate education into life and games." Games are children's favorite activities, which can stimulate children's interest in learning, participate in, experience and feel the mathematical knowledge in learning life in a happy atmosphere. Therefore, in the activity, I try my best to transform the content of learning into the form of games. For example, at the beginning, I introduced it by playing physical games with children, so that children can unconsciously have the experience of "left" and "right" spatial concepts in the game.

(2) Appreciation incentive method:

People need appreciation, especially as children. They often regard teachers' appreciation as their own evaluation. When they are appreciated, they feel that they have made progress, can learn well and have a bright future. They think that they are good children in the eyes of teachers, thus generating their own sense of appreciation and enhancing the internal motivation of learning. Therefore, in the process of each game, teachers invite children to participate in the game by encouraging them, and have corresponding reactions after participating in the game. If the children are wrong, they also give them the opportunity to correct their mistakes, so that they can make bold attempts without damaging their self-esteem.

V. Talking about the organization process of the activity:

According to the age characteristics of the children in this class and the requirements of the activity, I divided the activity into four links.

(1) Perceive your own left and right.

The scientific goal of the Outline points out that we can feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics; Therefore, in the first part of this activity, I designed a game for children to find their "good friends" in the relationship between their bodies. The children's desire to play was mobilized at once, and they were very interested and could not wait to tell their teachers and companions about their "good friends". In this way, children not only actively communicated with their companions the process and results of exploration, but also deepened their understanding of the "left and right" spatial orientation.

(2) distinguish between left and right in the game.

This is to consolidate the distinction between left and right in the first link, so that children can perceive left and right together.

(3) The direction of the left and right sides changes with the difference of perceived reference objects.

in the design process, this link is to improve the children's cognitive level of left and right, and implement the second goal.

(5) End: Connect with life and apply the left and right.

This link is to let children apply what they have learned to their lives, so that they can see how well they have learned.

Reflection:

The topic of this activity is still of interest to children. After knowing the left and right, let children talk about who is on their left and who is on their right. Children are very motivated to raise their hands.

From the perspective of grasping the goal, I have a lack of grasping the second goal. In the process of organization, children failed to master the corresponding knowledge. Mathematical activities are mainly derived from life and applied to life, and the penetration of this point is not very in place. Teachers' own language organization is not refined enough, so they need to further strengthen their study and improve their classroom teaching level. First, talk about the content of activities:

The selection of scientific activities should be based on children's life experience, actual needs and development ability, and also on the requirements of the Outline for scientific goals, that is, "being interested in the phenomena around them, having curiosity and thirst for knowledge." Through the support of these two educational theories, I strongly feel that "the value orientation of mathematics education is no longer to focus on imparting static knowledge, but to focus on cultivating emotional attitudes and improving the ability to explore and solve problems." Children in this class have different experiences in spatial orientation perception. In order to better stimulate children's interest in participating in activities, we should consider entertaining as much as possible in the content design, so that children can experience the fun of mathematics in active game activities.

Second, the goal of the activity:

It is put forward in the Outline that "mathematics education must enable children to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." It can be seen that living and playing have become the most basic principles in constructing mathematics courses. In view of the learning situation of children in this class, I will draw up the following three goals from the development needs of children's cognition, emotion and ability:

1. Distinguish the left and right sides of their own bodies with themselves as the center, and distinguish their own left and right sides.

2. Knowing that the direction of the station has changed, the directions on the left and right will also change.

3. Experience the success of exploration and the joy of learning, and stimulate the interest in learning mathematics.

Third, the emphasis and difficulty of speaking activities:

The thinking characteristics of children in large classes are mainly concrete images and transition to abstract logical thinking, and their consciousness and ability are not very strong. Therefore, the focus of this activity is to develop children's perception and judgment of spatial orientation; The difficulty of the activity is to know that the direction of the station has changed, and the directions on the left and right will also change.

Fourth, talk about activity preparation:

Activity preparation is a powerful guarantee for the success of teaching. Therefore, I have site preparation and physical preparation for this activity. 1. Site layout: hang something on the left and right of the activity room; 2. Physical preparation: 43 red and green belts.

5. Speaking and learning methods:

This lesson belongs to the teaching of spatial concepts, which is difficult for kindergarten children to understand. In order to achieve the teaching objectives, I adopted various teaching methods such as guiding, stimulating and appreciating. According to the application of teaching methods, this class will use the following learning methods to let children achieve their learning goals:

1. Observation method: Let children actively participate in activities through audio-visual sense.

2. Game method: Games are children's favorite activities, which can stimulate children's interest in learning, participate in, experience and feel the mathematical knowledge in learning life in a happy atmosphere. Therefore, in the activity, I try my best to transform the content of learning into the form of games. For example, in the activity, I introduce it by playing physical games with children, so that children can unconsciously have the experience of "left" and "right" spatial concepts in the game.

3. Multi-channel participation method: In the activity, I guide children to distinguish between right and left by taking a look, comparing, thinking and talking.

VI. Talking about the activity process:

According to the age characteristics of the children in this class and the goal requirements of this activity, I divided this activity into three teaching trilogy. Namely the beginning part, the basic part and the end part.

(1) Beginning part: Introduction of riddles

The teacher showed the riddle: "A small tree with five branches, without leaves, does not bloom, can count, write and draw, and works every day without talking". Guide children to tell the answer: hand.

We often say that interest is the best teacher. From the very beginning, I set a suspense for children, led to the theme through guessing, and mobilized children's curiosity at once, laying the foundation for the later inquiry activities.

(2) the basic part. (It is completed in four links)

The link is divided into four steps:

The first step is to find out the left and right hands

The second step is to tell what the left and right hands can do;

the third step is the teacher-child interactive game. I say you do it;

the fourth step is to put the animals left and right through interaction between children.

I start with the left and right hands, guide children to know the left and right hands and say that the right hand will help us do many things, such as writing, drawing, holding chopsticks, lifting things, etc. It will be easier to master the concept of the left and right hands, so as to achieve the first activity goal and pave the way for the next step to know the left and right parts of the body.

Step 2, distinguish other left and right parts of the body.

link 3: perceive the left and right sides of spatial orientation.

(The design of the above three links has given great guarantee for my teaching focus. )

Step 4: Know the station.