In all kinds of teaching activities carried out in kindergartens, traditional educational ideas often focus only on teachers' teaching, but less on children's learning. In the teaching process, more consideration is given to how to teach children to learn, and less to how to teach children to learn. Although "learning" and "learning" are just the inversion of the two words, they are the reflection of two different educational views. Teaching children to learn is to pay attention to the present and the specific cognitive results of children; For example, how much knowledge you have learned and what skills you have mastered. In order to achieve this goal, adults often attach great importance to teachers' teaching and neglect children's own learning, thus to a great extent, children lose the opportunity of active exploration and discovery, which is not conducive to the reconstruction of children's knowledge and intelligence.

Teaching children to learn focuses on their future, that is, teachers guide children to discover, observe and master learning methods, cultivate children's learning enthusiasm, inquiry spirit and problem-solving ability, and lay a good foundation for future learning. So, how to teach children to "learn" to "learn" in their study? To this end, I have made some explorations in combination with mathematics education activities, and the main experience is:

1. Guide children to explore boldly, find problems, ask questions, and give play to their positive role.

Encouraging children to explore and discover is not to advocate child-centered, but to let children do their hands, use their brains and talk, and then achieve the goal of teaching through the inspiration and guidance of teachers. For example, in the math activity "Composition of 6" in the big class, the teacher prepared a geometry learning tool card for the children before class, including two small green trapezoid, two small green disks, a big green trapezoid and a big red disk, and then prepared a math card. Let the children try to tell the differences of the figures first, and then divide them into two parts according to the differences of the figures to see how many points there are. Children can quickly say, "The colors, shapes and sizes of graphics are different." At this time, guide the children to put the graphics of the same color on one side and the graphics of different colors on the other side, and let the children use the "6" on-off formula to represent them. In this way, children discover laws through operation and practice, which not only cultivates their interest in mathematics, but also cultivates their spirit of exploration. In the whole teaching process, the teacher's "teaching" is not reflected in the results of teaching children, but encourages them to go forward bravely, explore boldly, discover boldly and ask questions boldly, and give full play to their enthusiasm and creativity in learning mathematics.

2. Change simple indoctrination and imitation into a learning activity in which teachers and students participate together.

The participation of teachers and students in learning activities can make up for the deficiency of teachers' indoctrination and children's single imitation teaching method, and change "learning" into "learning" For example, when learning the difference between "width", I prepared a lot of trial materials for my children, such as paper, tape, sawdust, leaves and so on. Different widths, put it in everyone's small plate. At first, I asked the children to try to find two things from the plate at random and then answer the questions. Through the guidance of the teacher, it is obvious or compared by overlapping method. Then let the children compare the piano and blackboard in the classroom, which is wide and which is narrow, and how to measure it. At this time, let the children try to measure. Through observation, it is found that some children use belts to measure, some use measuring tools such as rulers, some measure correctly, some measure wrongly, and some compare the width of the piano with the length of the blackboard. Teachers encourage and guide children to try boldly, whether it is good or bad. This not only broadens the children's knowledge, but also cultivates their creative thinking (empathy). This is killing two birds with one stone.

Third, make full use of discussion to cultivate children's ability of self-study.

Piaget's research shows that children's minds are not a "whiteboard", but people with thinking ability. After training, they gradually developed and approached adults. Moreover, because children are full of curiosity about the world, they always ask questions when they are in doubt, and often ask all kinds of naive but philosophical questions. Especially in today's mass media, children can gain a lot of knowledge and experience through various information channels while receiving formal school education. In this context, giving children enough, reasonable, rich stimulation that can arouse their interest can fully exert their creativity. Therefore, teachers should advocate democracy and autonomy in mathematics activities, create a good discussion environment, and let children correct, analyze and improve in the discussion. In the discussion, we should pay attention to let each child state different operating experiences, and solve problems by proposing various reasonable ways of seeking differences, which expands our thinking and greatly improves the quality of discussion activities. For example, the math activity of the big class-"equal division" creates a discussion environment at the beginning of the activity, so that children can observe the teacher's hair changes (tie two braids) and discuss "how can I tie two braids with only one ribbon?" After fully expressing their opinions, the teacher explained and demonstrated to let the children feel the meaning of bisection. Another example: divide six apples into equal parts and discuss: "How many apples did you divide?" How many are there in each? "Let the children say different ways to share equally. In this way, children will get three different methods of equal division from the discussion, enriching their knowledge and experience.

4. Timely migration, get twice the result with half the effort

In the process of children's cognition, there is a certain connection between new knowledge and old knowledge. As long as the teacher firmly grasps the connection point between old and new knowledge, makes use of the transfer law and sums it up in time, children can learn to draw inferences from others. The more they learn, the smarter they are, and the more effective their education will be! Take the teaching of "6" as an example. In class, after children have finished all five methods of "6", we guide children to creatively tell different plots or make different actions according to different methods of "6" and create a situation for children to try. For example, some children said, "There are 6 rabbits on the grass, 1 is just a female rabbit, and 5 is just a rabbit. Some children say that "there are six fish in the water, one is a big fish and the other is a small fish"; Some children said, "We jump the rubber band, jump six times, jump high once and jump low five times" and so on. In this way, let children imagine and try to speak under the traction of old knowledge, which not only cultivates their spirit of trying, but also cultivates their creativity.

In mathematics teaching activities, teachers adopt various teaching methods, such as "children are in front, teachers are behind", "teachers and students participate in activities together" and "in-depth discussion", which can help children move from "learning" to "learning", help children master scientific thinking methods and correct learning methods from an early age, give full play to their main role in mathematics activities, and improve their enthusiasm and creativity in learning mathematics. As a result, kindergarten teaching has gradually changed from attaching importance to teaching results to attaching importance to both teaching results and ways to obtain these results, and from "learning" to "learning", laying a good foundation for children's future study.