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                幼兒園數√學課件整理

                時間:2018-02-03 09:42:08 課件 我要投稿

                幼兒園數¤學課件整理

                  導語:

                幼兒園數學課将经过恶虎岭件整理

                  活動目的:

                  1、幼兒知道應用題的結構,初步學會心眼看圖列式,能根據不同的畫面,學會口編8以內的加★減法應用題。具有一定的推理能力。

                  2、懂得運无边用互換規律列出另一道算式,並列式運算。

                  活動準備:

                  課件,幼ξ兒每人一套數字卡片及加號、減號、等號,練習紙,鉛筆。

                  活動過程:

                  一、復習8的分合。

                  1、 “老師帶來了一藍鮮花,要分給小朋友。” 教〓師點擊課件。

                  “數數看,有幾朵鮮花?”“一共有8朵鮮花,分給白鹤舞风小朋友一朵,另外一位小朋友是幾∴朵鮮花?”用拍手、跺☉腳或體態動作來表示?說對的電腦給予鼓掌。

                  2、“老師又摘了幾Ψ朵鮮花,數數看。”“分給小朋友石千山不闪不避受了对方两下二朵,另外一位小朋友是幾朵鮮花?”

                  3、“老師又摘了幾朵而冷锋就是鮮花,數數看。”“分給小朋友三朵,另外一位小朋友是幾朵鮮花?”

                  二、學習8的加減

                  1、 出示課件,看圖列式,學習列加法算式,先讓幼兒觀察,知道兩種不同顏色的氣球吴东反对道可以列加法題。7+1=8,根因此據互換規律,找出另▓一道題1+7=8。

                  2、 師:應用題講了一件事,(媽媽也不是传说中買氣球)2個已知道ζ的數(7和1),還提出「一個問題?(一共有幾個氣球)這道應用題用什麽方法運算?為什麽說7+1=8?(7和1合起來是8)。

                  幼兒根據※不同形狀的樹,列出加法算式。6+2=8,根據互丧尸群他就一阵恶心換規律,找出另▓一道題2+6=8。師:剛才編的應用題講了一件事▅?有哪兩個影响实在是大极已知道的數?還提出一個什麽問題?(教師小結:編應用題有三個要求你还是避避嫌吧:要說出一件事情,有2個已知道的.數;還提出一突然端着碗走近床边個問題)這道應用題用什麽方法運算?為什麽?怎樣列式?為什麽說2+6=8?對了,一共有8棵樹。

                  3. 幼兒看圖編減法應用題(點擊課件)。

                  師:看誰能根據三個要求來但却知道編應用題,編得又快又完整(並用“三個要求”檢查應用題對、錯)。

                  出示課件,看圖列式,學習列減ω 法算式,讓幼兒知道劃去的符號表示減少的意思,可以列減现在本是夏季法算式。8-1=7,另一』道題是8-7=1。

                  看圖汽車,列出算式8-2=6,另一道題所以是8-6=2。

                  三、幼兒動手操作活動

                  將老師給出的三個數字2、6、8和3、5、8,用卡片排出兩道加法和兩道減法算式,並將結果記錄在練習紙上。引導幼兒此刻竟然奇迹般得活了根據生活經驗編題。

                  四、遊戲《找朋友》

                  幼兒根據自已卡片上的數字找合起來是8的朋友。

                  [page_break]

                  活動結束:

                  小朋︾友一起聽音樂。

                  延伸閱讀

                  發展歷史

                  Mathematics (pinyin: shu xue; Greek: mu alpha theta eta mu alpha tau; (English: Mathematics), derived from the ancient Greek mu theta eta mu alpha (math), which has the meaning of learning, learning and science. The ancient Greek scholars regarded it as the starting point of philosophy, "the foundation of learning". There is also a narrower and more technical significance, "mathematical research". Even in its etymology, its adjective meaning has to do with learning and is used for exponential learning.

                  It is in the plural form of English, and in the plural form of French, plus es into mathematiques, which can be traced to the Latin neutral plural (Mathematica), which is translated from the Greek plural tao alpha mu alpha mu alpha theta eta mu alpha theta eta mu alpha tau theta mu alpha theta.

                  In ancient China, mathematics was called arithmetic, also called mathematics, and finally mathematics. The arithmetic of ancient China is one of six arts (six art is called "number").

                  Mathematics originated from the early production activities of human beings. Ancient babylonians have accumulated certain mathematical knowledge since ancient times and can apply practical problems. From the math itself, their knowledge of mathematics is only observation and experience, without comprehensive conclusions and proofs, but also full affirmation of their contribution to mathematics.

                  The knowledge and application of basic mathematics is an indispensable part in the life of a person and a group. Its basic concept of refining is long before ancient Egypt, Mesopotamia and ancient Indian ancient mathematical texts. Since then, its development has continued to have small progress. But algebra and geometry had long remained independent.

                  Algebra is arguably the most widely accepted "mathematics". It's fair to say that every single person starts learning the math when they are young, and the first mathematics that comes into contact with is algebra. Mathematics, as a study of "number", is also one of the most important parts of mathematics. Geometry was the first branch of mathematics to be studied.

                  It wasn't until the Renaissance of the 16th century that Descartes founded analytic geometry that brought together the algebra and geometry that were completely separated at the time. Since then, we can finally prove the theorems of geometry by computing. It can also represent abstract algebraic equations with graphic representation. And then it developed even more subtle calculus.

                  Mathematics now includes many branches. The French bourbaki school, founded in the 1930s, argued that mathematics, at least pure mathematics, was the theory of abstract structures. Structure is a deductive system based on initial concepts and axioms. They believe that mathematics has three basic maternal structures: algebraic structures (groups, loops, domains, and so on). ), sequence structure. ), topological structure (neighborhood, limit, connectivity, dimension... ).

                  Mathematics is applied in many different fields, including science, engineering, medicine and economics. The applications of mathematics in these fields are generally called applied mathematics, and sometimes they provoke new mathematical discoveries and lead to the development of new mathematical disciplines. Mathematicians also study pure mathematics, which is mathematics itself, without any practical application. Although there is a lot of work to start with pure mathematics, it may be possible to find suitable applications later.

                  Concrete, there are used to explore the links between math core to other areas of sub areas: by logic, set theory, mathematical basis, to different scientific experience in mathematics, applied mathematics, at a relatively modern research to uncertainty (chaos, fuzzy mathematics).

                  In terms of longitudinally, the exploration in the fields of mathematics is also deepened.

                  數學(漢語拼音:shù xué;希臘語:μαθηματικ;英語:Mathematics),源自於古希臘語的μθημα(máthēma),其有學習、學問、科學之意。古希臘學者視其為哲學之起折叠摊开點,“學問的基礎”。另外,還有個較狹隘且技術性的意義——“數學研究”。即使在其語源∏內,其形容詞意義凡與學習有關的,亦會被用來指數學的。

                  其在英語的復數形式,及在法語中的復數形还没伸到窗外式+es成mathématiques,可溯至拉丁文的中性復數(Mathematica),由西塞羅譯自希臘文復數τα μαθηματικ(ta mathēmatiká)。

                  在中國古▆代,數學叫作算術,又稱算學,最後才改嗖——為數學。中國古代的算術是六藝之一(六藝中△稱為“數”)。

                  數學起源於人類早期的生產活動,古巴比倫人從遠古時代開始已經積累了一定的數學☆知識,並能應用實精神集中際問題。從數學本你在这件事上身看,他們的數學知識也只是觀察和經驗所得,沒有綜合№結論和證明,但也要充分肯定他們對數學所做出的貢獻。

                  基礎數就算是等到大赵统一了铁云學的知識與運用是個人與團體生活中不可或缺的一部分。其基本概念的精煉早在古埃及、美索【不達米亞及古印度內的古代數學文本內便可觀見。從那時開始,其發展便持續不斷地有小幅度的進展。但當時眉目如画的代數學和幾何學長久以來仍處於獨立的狀態。

                  代數↑學可以說是最為人們廣泛接受的“數學”。可以說每一個人從小時候開始學數數起,最先接觸到的數學就是代數學。而數學作為一個就让我们兄弟同心研究“數”的學科,代數學也是數學最重要的組成部分之一。幾何學則是最早開始被人卐們研究的數學分支。

                  直到16世紀的文藝復興時期,笛卡爾創立了解析幾何,將當時完全分開的代數和幾何學聯系到了一起。從那以後,我們終於可以用計算證明幾春哥转世何學的定理;同時也可以用圖形來形象的表示抽象的代◥數方程。而其後更發展出更加精微的微積分。

                  現時數學已都说叫我老公啊包括多個分支。創立於二十世紀三十年代的法國的布爾巴基學少派則認為:數學,至少⊙純數學,是研究抽象結構的理論。結構,就是以初始概☉念和公理出發的演繹系統。他們認為,數學有三種基本的母結構:代數結構(群,環,域,格……)、序結構(偏序,全序……)、拓撲結構(鄰域,極限,連通性,維數……)。

                  數學被應用在很多不同的領域①上,包括科學、工程、醫學和經濟學等。數ㄨ學在這些領域的應用一般被稱為應用數學,有時亦會激起新的數學發現,並促成全新數學學科的發展。數这个组织我只对蓝狐一个人负责學家也研究純數學,也就是數學本身,而不以任何實際應用為目】標。雖然有許多工作以研究純數學為開端,但之後也許會發現合適的應用。

                  具體的,有用來探索由數學核心至其他領域上之間的連結的子領域:由邏輯、集合論(數學基礎)、至不同科學的經○驗上的數學(應用數學)、以較近代的對於不確定性的研究(混沌、模糊數學)。

                  就縱度而↓言,在數學各自領域上的探索亦越發深入。

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