As a new intellectual discipline, abacus mental arithmetic has become an effective way to implement quality education in 2 1 century after more than 20 years of exploration and development. Abacus, an ancient computing tool, has become an interesting toy and learning tool in children's hands, with powerful educational and intellectual functions. How to carry out abacus mental arithmetic teaching in kindergarten, so that children can enjoy it and learn something, and lay a good foundation for their healthy development throughout their lives, has become an important topic in the research of abacus mental arithmetic teaching for children in our kindergarten. After several years of practical exploration, we have summarized the following teaching experiences and understandings.
First, determine different teaching methods according to children's age characteristics.
(1) Let children play with abacus and learn while playing.
According to the kindergarten mathematics textbook compiled by the "Kindergarten Education Guidance Outline", the second semester of small class set up the activity content of "Perceiving Numbers within 5". At this time, the abacus is used as a teaching aid for teachers, a learning tool for children and a toy. The number concept of 1 ~ 4 is understood by the bead code under the abacus beam, and the effect is very good. In understanding abacus, I take the principle of actively mobilizing children's various senses, and arrange "cute abacus experts" in the corner of the region to teach children to draw, draw and paste, do "baby abacus" and play the game of "building a house for baby abacus": "The shelf is a happy abacus expert, and Liang is a separation. Baby Wuzhu lives upstairs, 1234 lives downstairs. " Children unconsciously master the structure of abacus in singing, doing and playing. When teaching children to settle accounts, I first let them observe what their thumb and forefinger are doing together. The children said "eagle's beak", and I followed the children's imagination to weave a nursery rhyme: "Two eagles, with sharp mouths, flew in the middle, counting the beads, running fast, hiding from the beam and the frame." Vivid and catchy nursery rhymes introduce children into the world of abacus smoothly.
Children around 4 years old are novel and active, with short attention time, less attention to abstract numbers and more interest in the movement and sound of abacus. After teaching the children the number 1 ~ 4, I inspired them to dial out various shapes on the abacus and say what it looks like. For example, dial 1 2 3 4 like a flag, 4 4 4 4 like a biscuit, and 4114 like a small bench.
Children consolidate the concept of numbers in the process of thinking, dialing, watching and reading, and have a strong interest in abacus mental arithmetic.
(2) Let the children in the middle class associate numbers with concrete images, and pay attention to the intuitive image of teaching methods to break through difficulties.
The thinking of children around 5 years old has concrete characteristics. Their visual perception, auditory sound discrimination and finger muscle activity are all in the sensitive period of development, and they have strong mechanical memory ability. Using image teaching method can enhance children's ability to accept knowledge. It is a difficult point in the teaching of abacus mental arithmetic that "five is full and five is broken." In the process of teaching, we let children be "pearl babies", play sports games of "holding groups" and master the concept of making up numbers. The content is as follows:
Draw a long line on the classroom floor as a "beam". When 1 "Baby Beads" under the "Beam" want to jump on the "Beam", he must find four "Baby Beads" to hug and jump on. Similarly, when two, three or four "baby beads" want to jump on the beam, they must find three, two or 1 baby beads, hold them together and jump on them. With the cheerful drums, 1, 2, 3 and 4 "doll beads" standing under the "beam" listened to the teacher's command, found 4, 3, 2, 1 "doll beads" in the "doll beads" group, jumped on the "beam" and huddled together to see which group ran. Children unconsciously mastered the concept of making up numbers in exciting games.
After children have mastered the concept of 1, 4, 2 and 3 complement each other, we adopt the method of "good friends and 5" to teach children to keep an eye on the number to be added and subtracted and think of its good friends.
For example, "4+ 1" is not enough to add directly. If you want to "1", your good friend "4" will follow "5" (thumb and forefinger) and get 5. 5- 1' is not enough. If you want "1"' s good friends "4" and "5" (thumb and forefinger on both sides), you will get 4. The other 2, 3 and 4 told the children to wait. When carrying beads, the walking route was clear. Children are easy to remember, difficult to break through and full of interest.
(c) Large classes set up algorithmic situations to let children learn in the interaction between teachers and students.
At the age of 6, children's abstract logical thinking began to develop, their desire to explore increased, and their language expression ability and independent thinking ability should be emphasized. The organizational form of teaching takes the form of teacher-student interaction and children's independent inquiry, creating a situation for children to analyze and solve problems, and paying attention to children's emotional expression, exploration process and successful experience.
For example, when teaching abdication subtraction, I first made up a story about the arithmetic process of "10- 1" and made it into a computer animation to show the children vividly: the little monkey went to a monkey brother's house and asked for 1 peach, but the monkey brother didn't have any. The little monkey went to the house of ten female monkeys and asked them. The female monkey said, "65438+. Visual courseware display and language induction aroused children's interest in copying the arithmetic stories of "10-2" and "10-3" … "1 0-9", and found and summarized the abdication subtraction of "retreat1complement". During the activity, I asked children of different levels to answer according to the difficulty of the questions, gave each child the opportunity to perform and exercise, let the children experience the joy of success, and further stimulated their initiative in learning.
Second, combine abacus mental arithmetic teaching with various activities in kindergarten to improve the teaching effect.
Childhood is not only an important period for healthy physical growth, but also a critical period for intellectual development and good personality formation. As an experimental teaching, abacus mental arithmetic cannot take up too much time. How to integrate abacus mental arithmetic teaching into children's daily activities, so that children can play well and learn well, is the key for teachers to organize activities effectively. When organizing activities, we mainly adopt the following three ways:
(A) abacus mental arithmetic and mathematical activities complement each other.
In the process of integrating abacus mental arithmetic into mathematics teaching, children are taught to understand the quantitative concept of "1 ~ 4" through the abacus code under the abacus beam; When understanding the composition of "5", introduce the concept of abacus to make up the number and learn "5 plus, 5 minus"; When we understand the composition of "10", we introduce the concept of abacus complement and learn "carry plus, abdicate minus". By learning abacus mental arithmetic, children's knowledge and understanding of logarithmic concepts can be improved, so that "work hard in abacus mental arithmetic and make achievements in mathematics" can reach1+1> The effect of 2.
(B) mental arithmetic and music, sports activities, alternating exercise.
Combine abacus mental arithmetic exercises with music and sports activities, so that children can feel more happiness in alternate activities.
For example, before practice, listen to music to do fingering exercises, move finger joints, stabilize attention with a pleasant and peaceful mind, practice listening, dialing, translating and calculating, and let the brain and fingers enter a state of rapid response training. After the exercise, organize children to do outdoor free activities, such as chasing, running, playing ocean balls, jumping on the bed, etc. Relax your body and mind and improve the oxygen supply to your brain.
(c) Distribute learning content through regional corner activities to promote excellence and help the poor.
Because children's intentional attention is kept for a short time, we spread the abacus learning content to all aspects of the day's activities. For example, using the time prepared before meals, reviewing what children have learned or practicing listening and mental arithmetic by asking questions from teachers and students, paying attention to individual problems according to children's ability differences, grasping each child's mastery level, and giving each child the opportunity to perform independently. In the corner activities after meals, let the children draw their own beads and cut their own bead code cards. The children gradually establish their brain impressions in the process of making their own disk diagrams. You can also let children be "little teachers" to answer questions, let children with good learning guide children with poor learning, and teachers focus on children with weak counseling ability to ensure that children's learning progress is "not capped, but guaranteed".
Third, the combination of universal classes and advanced classes will enable each child to develop to varying degrees.
Kindergarten to carry out abacus mental arithmetic teaching, to all children, so that every child can master the knowledge and methods of abacus mental arithmetic addition and subtraction, so that they can develop on the original basis; We should also pay attention to individual differences, grasp children's recent development areas, set appropriate learning goals according to children's existing abilities, "teach students in accordance with their aptitude", set up interest promotion classes for children with special skills, develop children's potential, and promote the teaching of general classes by improving the teaching and research results of classes.
Teachers with advanced courses should not only have a strong interest in abacus mental arithmetic, but also have the courage to explore and innovate, and have the enterprising spirit of being a "ladder". In teaching practice, they concluded that abacus and mental arithmetic should be taught simultaneously, and various exercises should be used at the beginning of teaching to help children improve the breadth and depth of thinking step by step. For example, when understanding "4", children are not only allowed to draw bead codes, but also dial numbers within 4 directly on the abacus. They also use the "lightning card" to conduct translation training for numbers within 4 from two digits to four digits and look at the disc diagram for mental arithmetic, thus ensuring a high starting point of teaching. In the teaching game "Obstacle Relay Race" designed by them, let children calculate the answers centering on drilling, climbing, running and jumping, which not only improves the coordination of children's bodies * and the agility and flexibility of their thinking *, but also makes children feel fresh, nervous and challenging *, and also enhances the spirit of unity and cooperation among children. This kind of learning practice based on children's actual needs not only consolidates knowledge and skills, but also cultivates study habits and good psychological quality. At each stage, reporting activities are used to provide a demonstration for general classroom teaching and promote the steady development of general classroom teaching.
Fourth, optimize educational resources, form educational synergy and expand social influence.
Let parents actively support abacus mental arithmetic teaching, which is an important guarantee to improve teaching quality. Every parent wants to see their children's progress. To this end, we use the "table record method" to record their children's academic performance in detail and accurately grasp their progress. After each new lesson, we will post detailed teaching methods, contents and requirements in the column of home co-education, communicate with parents in time about the problems existing in children, and organize parents to observe abacus mental arithmetic teaching activities from time to time. Through horizontal comparison, parents find that children who learn well are better than other children who have never learned abacus mental arithmetic in terms of fast calculation speed, strong instantaneous observation ability, strong memory and rich imagination. In vertical contrast, parents have made great progress in emotional attitude, study habits and ability after seeing their children learn abacus mental arithmetic, which makes parents realize that abacus mental arithmetic education plays a unique role in children's enlightenment. By holding special lectures on abacus mental arithmetic and tutoring blackboard newspapers, parents are introduced to the related knowledge of abacus mental arithmetic and its influence and function on children's intelligence and non-intelligence factors, so that parents can correctly understand and evaluate abacus mental arithmetic. In the report activities of abacus mental arithmetic results, in addition to children's performances, there are parent-child games in which parents and children participate together. The publicity of abacus mental arithmetic teaching is expanded through news media such as TV stations and newspapers, so that the whole society can pay attention to abacus mental arithmetic and support the development of abacus mental arithmetic education.
In order to teach children abacus mental arithmetic well and cultivate creative talents with modern scientific concepts and methods, it is necessary for our kindergarten teachers to constantly sum up experience in practice, apply scientific methods, have a rigorous and meticulous work attitude, do a solid job in basic work, and meet a more brilliant tomorrow for abacus mental arithmetic education.