First, mathematics education in life, so that children can experience the importance and fun of mathematics.
Children's mathematical knowledge is closely related to their real life, which is the source of children's mathematical concepts. Everything that children touch every day is related to number, quantity and shape, and mathematics is everywhere in children's lives. Teachers should make good use of these resources and guide children to understand the relationship between mathematics and life and the value of mathematics in social life from the perspective of children's interests.
1. Create situations and experience mathematics in real life.
Traditional children's mathematics teaching pays attention to collective teaching and how to impart knowledge. Children who passively accept the teacher's indoctrination will feel bored and their interest in learning will not be easily mobilized. Psychological research shows that the closer the learning content is to children's life background, the higher the degree of children's conscious acceptance. Therefore, in kindergarten mathematics teaching activities, we should try our best to turn boring into lively and interesting, tap the familiar and interesting life materials around children, create life scenes, and stimulate children's interest in learning mathematics.
Interest is the key to encourage children to study happily and devote themselves to their studies. Einstein once said: "Interest is the best teacher". Children's unique age characteristics determine that everything they do starts with interest. Once a child is full of interest, he will be happy and active when studying. So how to stimulate children's interest in learning? The author believes that teaching and learning in life can make children feel the happiness and satisfaction of learning mathematics from their interest, thus stimulating their interest in learning mathematics, transforming learning mathematics into their inner needs and putting them into every mathematical activity. For example, when organizing "interesting graphics" in small class activities, we take "outing" as the activity plot to stimulate children's interest in participating in activities, review children's understanding of circles, triangles and squares by using outdoor environment, and consolidate children's understanding of geometric graphics by using cookies through mutual conversation and individual conversation, so that children can learn mathematics from real life in the situation created by teachers.
2. Use games skillfully and learn math in daily math materials.
Rogers believes: "Only when children realize that the learning content is related to them, will they devote themselves wholeheartedly and meaningful learning will happen. At this time, children will not only learn much faster, but also have conscious and active learning behavior. " Therefore, in mathematics activities, we should use games as much as possible to make boring mathematics knowledge interesting and simple and repeated exercises vivid. For example, when reviewing the color classification, I created a game scene of "rabbits picking mushrooms". The story of "picking mushrooms-putting mushrooms-treating guests" runs through the whole activity, allowing children to easily and naturally complete various operational tasks as roles, fully mobilizing their enthusiasm and initiative, concretizing abstract mathematics knowledge, allowing children to play in middle schools and schools, and making mathematics learning easier and more enjoyable.
3. Combining with reality, apply mathematics in real life.
In daily life, mathematics is everywhere. Many concrete problems are concrete manifestations of mathematical problems, which can be summed up as a mathematical problem. For example, the common problem of average meal sharing in kindergarten life in one day-meal sharing; Classification problem-boys and girls take turns to go to the toilet; Sorting problem-men and women alternately queue up, etc. Some people may think that these are just trivial things, even math problems are nothing special for children. However, it is these specific problems in daily life that provide children with materials to learn mathematics, and then help them better understand the world.
Second, math education is carried out in the operation, so that children can improve their interest in math.
The concrete image of children's thinking and the way for them to acquire mathematical knowledge are more discovered and mastered through their own hands-on operation. Piaget pointed out: "The first and most important thing in mathematics is the action that acts on things." "Mathematical knowledge is not obtained from the object itself, but from the action of changing the object. This kind of acquisition comes from children's movements and the coordination between these movements, which needs to be repeated repeatedly to achieve the internalization of the movements. " Operation is a learning method suitable for children's age characteristics, and it is emphasized that the mathematical knowledge taught to children should be mastered by children in activities that can be directly operated. Facts have shown that children will not only feel relaxed and happy, but also have a deep memory, which is not easy to forget, and can greatly improve their interest in learning mathematics. For example, when organizing a small class math activity "I play games with my baby's shoes", I chose the shoes that children are most familiar with as the operating materials for this activity. Because children are dealing with shoes every day and have no sense of distance, children can quickly enter the operational level. In the process of playing games with shoes and constantly operating, they have a strong interest in matching shoes. As the movements become more and more skilled, they internalize the matching requirements in their minds and know what kind of shoes should be matched together, so that they will not only match their own shoes, but also match different shoes. Therefore, children naturally learn new knowledge in games by transforming direct visual operation activities into abstract mathematical knowledge, thus enhancing their interest in learning mathematics.
Third, guide inquiry learning in education and let children develop their ability to learn mathematics.
Inquiry learning refers to developing children's ability to learn mathematics, focusing on "participation", "practice" and "operation", so that children can experience and learn scientific inquiry methods on the basis of understanding and develop scientific inquiry spirit. In mathematics activities, let children discover structural materials at the same time, and then discuss on the basis of children's efforts to gain rich perceptual knowledge, express their own thinking, inspire and complement each other, gradually refine concepts from specific materials, and deepen their understanding of the essence of concepts, thus cultivating children's thinking ability and creative ability.
For example, in the activity of "I play games with my shoes and babies", I use games, which are children's favorite forms, to attract children's attention, and I will explore in the whole math study.
First of all, I guide children to participate in the collection of activity materials-bring shoes. In the process of collecting, they have a preliminary feeling of the materials and understand the general research scope.
Secondly, guide children to explore and operate freely for the first time. In the process of operation, pay attention to observe the child's learning situation and learning ability. For children's operational mistakes, there is no need to rush to correct them, but to give children enough time to explore and let them correct themselves. At the same time, set questions to guide children to go deeper, summarize and evaluate their own inquiry results in time, and guide children to find problems and find the reasons for them, thus stimulating children's desire to explore again, adjusting their original understanding in time and reorganizing their mathematical experience. In the whole activity, we always pay attention to let children feel and think actively in a relaxed and happy atmosphere, and naturally master the corresponding relationship of mathematics in the process of interaction. When children actively participate in inquiry activities and truly feel the happiness and success of inquiry, children are willing to actively explore, and the concept of one-to-one correspondence has been solved in children's independent inquiry. As psychologist Bloom once said, "As long as there is enough time and opportunity, every child can reach a high level of learning". Teachers' patience, careful observation and listening, and sufficient operation activities will soon arouse children's interest in learning and desire to explore.
In short, the process of kindergarten mathematics teaching is the process of children's active learning. How to make children discover mathematical relations, gain mathematical experience and actively participate in mathematical activities in teaching activities is the ultimate goal of our kindergarten mathematics education, and it is also the direction of our kindergarten teachers' continuous exploration and efforts.