Direct purpose:

Coordination, concentration, independence and order

Indirect purpose:

1. Cultivate the ability to distinguish colors.

2. Prepare for the contrast and combination of colors, and at the same time cultivate the aesthetic feeling of colors.

educational process:

1. Teacher: The work I want to demonstrate is: swatch 3, please pay attention to it.

2. Take this job from the work rack.

demonstrate how to hold the color swatch: hold one end of the color swatch with your thumb and forefinger, or hold both ends of the color swatch separately with your thumb and forefinger, and don't touch the color swatch directly.

3. Teacher: Please ask the children to choose a favorite color, and put the seven color swatches of the same color in the box on the carpet.

4. Ask children: "Which color is the darkest?" First, choose the darkest color swatch and arrange it at the left end of the carpet.

5. Next, select the darkest one from the remaining color plates and rank it on the right side of the darkest plate.

Continue like this, and arrange the 7 color swatches from dark to light.

6. Ask children: "Do you want to try?"

7. Disrupt the color swatches and ask interested children to rearrange them according to brightness.

8. name practice: take three color swatches of the same color system-the darkest color, the brightest color and the middle one for three-stage name practice, and the key words are "bright" and "dark".

9. put the color swatch back.

activity name: socket cylinder

activity purpose:

direct purpose:

(1) to cultivate children's ability to distinguish height-size-thickness-length

(2) to develop children's ability to visually distinguish volume

(3) to carry out three-dimensional learning and education

indirect purpose:

. And attention, thinking ability

(3) Prepare for holding a pen before writing

(4) Prepare for learning mathematics

Activity process:

(1) The teacher takes the children out of the roll blanket together and lays the roll blanket.

Teacher: "Now the teacher teaches the children how to take and put the blanket."

The teacher teaches children the correct way to roll the carpet: gently bypass the line and walk to the place where the carpet is put, wrap the carpet up and down with both hands, gently put it on the ground after retrieval, and slowly spread the carpet. After use, slowly roll up the blanket from one side, and wrap it up and down with both hands to spread it out. After use, slowly roll up the blanket from one side, wrap it up and down with both hands, and send it back to the storage place.

(2) The teacher sits on the right side of the child

(3) The teacher introduces the name of the teaching aid to the child

Teacher: "Today we will know the socket cylinder."

(4) The teacher takes the children to the teaching aid cabinet to get the teaching aid.

Hold the two ends of the cylindrical seat with both hands, take it back and gently put it on the carpet.

(5) Hold the seat body with your left hand, and gently touch the seat body with your right hand and say, "This is the socket cylinder."

(6) Teacher: "Can you tell me what this is?"

(7) The teacher demonstrates how to hold the cylinder correctly.

Teacher: "Let me teach the children how to hold the cylinder." (The teacher explained while demonstrating)

① Hold the column with thumb, middle finger and forefinger

② Pull the column from the thickest position

③ Gently pull it vertically, and slowly put it down vertically

④ Pull it up and scatter it on the carpet

(8) Turn the column upside down, with the left index finger and middle finger touching the side, bottom and cave of the column.

(9) The teacher asked the children to operate. Teacher: "Would you like to try it?"

(1) Teachers should pay attention to the whole operation process of children. If children have improper operation, teachers can operate it again after the children's operation, and ask children to observe and then ask them to practice.

(11) After the children finish the whole operation process, the teachers put the teaching AIDS in order.

(12) The teacher practices the three-stage name method and asks the children to answer.

teacher: "this is the socket cylinder."

teacher: "which is the socket cylinder?"

teacher: "what is this?"

(13) After the exercise, the teacher asked the children to take the socket cylinder in the right way and return it to the original place of the teaching aid cabinet.

(14) Ask the children to roll up the carpet and send it back to its original place in the right way.

activity name: geometric solid group

teaching aid composition: five geometric solid groups of log color, one sphere, cube, cuboid, cylinder, elliptical cone and one small cloth bag.

educational purpose: let children perceive and understand the characteristics of geometric solid groups through vision and touch.

operation method:

1. prepare the table, invite the children to work together, and introduce the work to be done in the geometric solid group.

2. Put the teaching AIDS in the lower right corner of the table, and take out the spheres, cubes and cones and put them on the table.

3. Point to the sphere and say "This is a sphere". Pick up the sphere and roll it back and forth in your hands to feel the shape of the sphere. Give it to the child to feel it and put it back.

4. Understand cubes and elliptic cones in the same way.

5. Carry out three-stage teaching method.

6. put the teaching AIDS in place.

activity name: sound tube

activity purpose:

activity process:

? (1) find the sound with the same intensity.

? (Take out the strongest and weakest two pairs of sound tubes, and ***4 pairs.)

? The teacher first finds out the strongest and weakest pairs from the 12 sound tubes and puts them in the wooden box for preparation.

? 1. Guide the children, introduce the microphone, and let the children slowly move the wooden boxes to the upper right corner of the table one by one.

? 2. Take out the four sound tubes that have been put in advance from the wooden box. Put the wooden box in the right corner after leaning back.

? 3. The teacher sits on the children's right.

? 4. The teacher picked up the loudest red drum to demonstrate. Hold the drum in his right hand, put it next to his ear, and slowly shake it up and down twice with his wrist to make it sound. Then let the children practice.

? 5. The teacher shakes the blue cylinder with the weakest sound again, and let the children practice.

? 6. Ask the children to shake the red cylinder again and ask, "Is the sound the same?"

? 7. Show him the blue cylinder with the strongest sound in his left hand. At this time, the child is holding two cylinders in his hand and shaking them up and down. But be careful not to shake the two cylinders at the same time.

? 8. Ask the children: "Are these two voices the same?"

? 9. Put two sound tubes with the same sound intensity together.

? 1. practice the other two weakest cylinders again, and try to see if the sounds are the same.

? 11. arrange this pair of identical weakest cylinders in front of the strongest cylinder according to color.

? 12. Confirm whether the paired coils are correct again.

? 13. Ask the children, "Do you want to try again?"

? 14. Mess up the positions of the four cylinders and practice again.

? 15. Finally, put the cylinder in a wooden box of different colors and put it back.

activity name: tactile board

activity purpose: to distinguish the temperature difference and know the materials in life, which implies that different materials have different heat transfer speeds.

Activity process:

First, the beginning part:

1. The name of the teacher's newspaper.

2. Teachers use the correct method to get teaching AIDS.

second, the progressive part:

1. Teachers touch the temperature sensing board with both hands without talking, and teach children to touch.

2. The teacher touches another temperature sensing board, and the children touch the temperature sensing board again.

3. The teacher touches a temperature sensing board again. Excuse me, does it feel the same as those who touch it?

4. Match the teachers and point out that the felt says: warm, warm, warm. Children repeat.

5. The teacher touches the temperature sensing board again. I would like to ask which of them feels the same,

6. The teacher paired up and pointed out that the iron piece said: cold, cold, cold.

7. Where are the materials that feel cold and where are the materials that feel warm?

8. What does this material feel to the touch? What does this material feel to the touch?

third, the end part:

1. The teacher's work is finished, and now the children are invited to operate. 2. Take back the teaching aid and send it back to the teaching aid cabinet.

activity name: temperature measuring board

activity purpose:

1. cultivate the sensitivity of touch.

2. Feel the difference between temperatures.

3. Know that objects can conduct different temperatures.

4. The concept of cultivation pairing.

5. Know all kinds of materials with different textures.

Activity process:

1. Today, let's get to know Wenjue Board.

The work should be carried out on the work blanket. Get the work blanket, spread the work blanket, arrange the work blanket and get the teaching AIDS. Use a tray to install teaching AIDS, and introduce to the students that this is a "temperature sensing board". Say it again with the teacher: "Temperature board".

Take a piece of felt, touch it with your whole palm and say, "This is felt, and it feels warm. Please touch it ~ "Please touch it and put it on the work blanket.

Take a steel plate and touch it and say: This is a steel plate, which feels cool. "Please be young) l Touch.

Take a board and touch it, and say, "This is a board, which feels warmer." Please touch the child.

Take a piece of marble and touch it and say, "This is marble. It feels cold. "Please touch children.

Next, the teacher is going to test the children. Ask the children to feel what it is and what it feels like (touch the felt and steel plate, and the teacher should pay attention to language guidance when operating, such as: "This is steel plate, which is cool to the touch." ) The children are really nice. They are separated at once. Let's take a look at these two again. (Please touch the board and marble, and say, "This is a board. It feels warmer." )

? Just now, the children's memories are very good, and they can distinguish our teaching AIDS. Now you want the teacher to see our children's reaction ability. Please tell me which is the steel plate. (Young) L pointed out the steel plate and said, "This is the steel plate, which is cool to the touch. Ok, please tell the teacher what this is.

? Now the teacher is going to make it more difficult ~ please put on an eye mask, we will see it. Please feel-feel what this is and how it feels. (This is steel plate, which feels cool. The teacher paired it, and the other three teaching AIDS were the same as above. ) well, please take off the blindfold and check whether it is correct.

free operation? I've finished my work, so I'll put it back in the teaching aid cupboard. If you like this work, please go and get it yourself.

collect teaching AIDS and send them. (Where things are taken, where they are put back) Tidy up the work blanket and send it.

Next, it's time for children to operate freely. You can choose your favorite teaching AIDS to operate. Come here to get the work blanket first, and then go to the teaching aid cabinet to choose the teaching aid

Activity name: Hand-eye Adjustment Throwing Circle

Activity purpose:

1. Training of children's large and small muscles, hand-eye coordination and creative construction

2. Cultivating children's understanding of color and space.

3. Cultivate children's interest in learning.

theme 1: coordinated training of large and small muscles and hand-eye

1. Each cube has 6 holes, and children can bolt the coordination sequence between hand and eye into the cube.

2. Put the tied cylinder at a proper distance, and then pick up the throwing trap and put it into the cylinder. In order to change the interest of the activity, the distance can be lengthened to increase the difficulty, so that children can measure the distance visually and steal the coordination between the dog's hands and eyes to throw the trap into the cylinder.

theme 2: create and construct

please ask children to make different shapes by using throwing rings, cubes, columns and connecting rods, and express the completed shapes with language.

extension 1: color classification

1. Ask the children to find the hungry cubes and columns with the same color, and then bolt the columns into the cubes.

2. Put the tied cylinders at a proper distance, and ask your children to throw the throwing rings into the cylinders of the same color.

3. You can also use connecting rods to connect cubes and cylinders in series into various styles, and then ask the children to trap the throwing ring with the same color.

4. The instructor can also instruct. Please put the red throwing ring into the orange column next to the yellow column.

extension 2: cognition of space and direction

1. bolt cylinders into the upper and lower sides of a cube respectively, and introduce the concepts of upper and lower.

as shown in the figure:

2. Take a cube as the center, then tie the connecting rods to the upper, lower, left and right sides, and then tie the remaining cubes to each connecting rod, while tie the cylinder to the upper side of the cube, but the colors need to be compared, which can be used to introduce the direction of the center of the upper, lower, left and right sides.

3. bolt a cylinder into the cube as a fixed point, and connect the remaining connecting rods and the cube in series to form a straight line or curve to illustrate the concepts of far and near.

5. If the red cylinder is taken as the fixed point to illustrate the distance and proximity.

activity name: cylindrical staircase

activity purpose:

1. Children can classify cylinders according to their colors.

2. Learn to pair height.

3. Cultivate children's meticulous observation ability.

Activity process:

Theme 1: Color classification

1. Take out the cylindrical steps one by one, and display each color in an arrangement.

2. The other cylinders are put together in the same way according to their colors.

theme 2: color recognition

1. use the three-stage teaching method to recognize its name

(1) this is red, orange, yellow and blue (please read the color names after the children)

(2) please bring me the red cylinder. (The children pick it up and put it in the teacher's hand)

(3) What color is this? (Children's answer)

Theme 3: Comparison and ranking of heights

1. First, compare the tallest red one with the shortest one, and put the tallest one back in the first box of the short bridge, and say, "This is the tallest one".

2. Find the one with the highest red color, compare it, and put it back in the second box at the bottom of the correction tray, and say, "This is the second highest.

3, the rest and so on (this is the third highest), (this is the fourth highest), (this is the fifth highest).

4. arrange one color before arranging another color (please ask children to arrange it).

theme 4: the second element game

1. The teacher said, "Please give me the yellow one and the third one," and the children can find it and give it to the teacher

2. You can change the content, repeat the problem, or ask the children to try to solve it.

theme 5: matching game

1. The teacher randomly takes out a cylinder on the plate and asks the children to take the "cylinder as high as me".

2. put them together for comparison.

theme 6: keep the game

1. take out one first.