First, timely evaluation of children's mathematics level is the premise of developing mathematics activities.
At present, with the continuous development and innovation of education, people have higher and higher requirements for education, which not only require teachers to have good classes, but also require teachers to get rid of traditional rigid teaching and be flexible in the teaching process. Therefore, if you want every math class to have its due effect, you must know your child's math level like the back of your hand. In teaching activities, we can make corresponding learning plans and activity arrangements according to children's current mathematics level, so as to ensure that they meet children's mathematics cognitive level, and there will be no phenomenon that teaching content and methods are out of touch with children's knowledge reserve and mathematics ability. In order to know children's mathematics knowledge in detail in teaching, it is necessary to evaluate children's mathematics level in time, so that children's mathematics learning can be updated frequently, adjusted at any time and more targeted.
First of all, children's math level should be tested regularly. Because everyone is an independent individual, there are differences and differences between them in learning ability, acceptance ability, cognitive ability and even understanding and memory. Therefore, testing children regularly can help us know their learning situation and development trend in time, and have a clear understanding of their mathematics level, so as to formulate teaching activities on this basis. Secondly, in addition to staged large-scale tests, teachers should observe children at any time, observe children's learning performance and answers in a targeted manner in the teaching process, and master the first-hand information of children's mathematics learning at any time and place to ensure the comprehensiveness and accuracy of teaching activities.
Second, teach students in accordance with their aptitude and make clear the teaching objectives.
Usually, when designing children's mathematics activities, teachers arrange teaching objectives according to reference books, decide the steps and methods of activities according to the contents of teaching materials, and do not pay attention to the analysis of children's actual situation and mathematics ability, so that the teaching effect is sometimes unsatisfactory. In daily teaching activities, teachers should make a detailed analysis of children's learning ability and situation according to the usual test results and observations, so as to teach students in accordance with their aptitude, so that the set teaching objectives and processes are more in line with children's learning level and psychological prediction, so that children will not feel that the teacher's content is boring and they don't want to learn, nor will they feel afraid of learning mathematics because of the inconsistency of the teacher's content, and they will always be able to "jump and reach", so that children will always be full and full when learning.
When learning numbers, for children in small classes, because they are too young to think and understand, teachers should formulate relatively simple contents when arranging teaching objectives and contents, instead of treating them with adults' thinking, and try to think about what mathematics learning content children can accept at present from their perspective. Based on this, teachers should understand that children in small classes can only count and have a basic concept of more and less. Therefore, when arranging teaching activities, we should practice repeatedly, sing counting songs and play counting games. However, for children in large classes, the learning situation is very different. Although they are all digital learning, due to the improvement of age and psychological cognitive level, the corresponding teaching objectives and contents should also be changed, so that children in large classes can learn to add and subtract simple numbers within 10 or say the corresponding numbers according to the numbers they see or requirements.
Third, combine reasonable and effective questions to assist mathematics teaching activities.
For classroom teaching activities, the subject of teaching is children, and the guide of teaching is teachers. In every teaching process, we can regard the learning interaction between teachers and students as an equal dialogue rather than silent learning. At the same time, as far as preschool teaching is concerned, the communication and interaction between teachers and students occupy most of the classroom learning time. Therefore, formulating different types of questions appropriately and reasonably according to the learning content can further guide children's learning, exercise their mathematical thinking, and make teaching activities more purposeful and effective.
1. Introduce the class through declarative questions.
Before each class begins, the teacher's simple review and introduction can help children deepen their memory of what they learned in the last class and have a certain interest in what they learned in the next class. At this time, teachers can clearly understand children's mastery of previous mathematics knowledge by setting up reasonable questioning activities, and can know whether they are full of interest in later learning according to children's language feedback. If their interests are not good or their children have not yet entered the state, they can quickly and appropriately adjust the teaching content and process to arouse their enthusiasm for learning. Therefore, good interaction between teachers and students can help teachers better grasp the classroom teaching situation and assist the smooth development of teaching activities.
When learning graphics and space, there is a section called "Listen to instructions and do actions". Before teaching new content, teachers can ask children a declarative question: "We learned some graphics last class. After a night's sleep, did you give your knowledge to Sister Yue? Do you remember what we learned? " When children answer, teachers can review the names of graphics through physical activities, deepen children's memory of graphics and further experience the spatial relationship.
2. Enhance children's desire to explore mathematical activities by asking interesting questions.
The most important thing in children's teaching activities is to pay equal attention to interest and knowledge. Many times, teachers will use games, outdoor activities, singing and watching animated videos to enhance the interest of teaching, but these methods are time-consuming and need to be used alternately to achieve good results. Generally, a class can be interspersed with a form. However, if you want to make teaching activities interesting most of the time, you can use interesting questions to mobilize the learning atmosphere in the classroom and connect the steps of classroom activities, so that you can be effective.
After learning numbers, simple counting training will definitely make children feel boring. At this time, the teacher can ask questions by "looking for numbers" and ask the children with interesting topics: "The table has four legs, which is the number 4. There are many numbers accompanying us in life. Can the children look around and find the numbers around them? " At this time, the children's attention and interest were suddenly attracted. Some say that there is a blackboard in the classroom 1, some say that there are 28 trees in the kindergarten with the number 28, some say that I have three pencils, and so on. Different answers instantly aroused the children's enthusiasm. Teachers can also ask questions such as "How many books do you have", "How many kinds of fruits do you like to eat" and "Who wears white clothes in the class", so that children can observe and look for interesting questions, thus stimulating their strong desire to explore and training their numbers in interesting answers.
Fourth, set up life-oriented mathematical activities in combination with real life.
1. Make abstract knowledge concrete by teaching in real life.
Because of age and physical and mental development, children's perception of specific things is far more than their imagined understanding. Children can remember what they have learned in mathematics more by watching and operating than by listening and imagining, and mathematics learning is often abstract. Therefore, teachers can combine the real things in life to carry out mathematics teaching activities. These objects are often touched by children, so they are impressive. They can play a good transitional auxiliary role in learning and help children understand abstract and difficult mathematical content. When learning "year, month and day", the teaching goal requires children to remember how many days there are in a year, how many days there are in a month and how many months there are in a year. These contents can't be understood by children's forced memory, so teachers can borrow toys that children often play to carry out teaching activities, and represent different months through dolls of different sizes. The big doll represents the big month, the small doll represents the small month, and the smallest little doll is February. Then, put a monthly calendar on each doll, and cooperate with the story of "Nian Ma Family" to let the children know and understand the concepts of year, month and day. In addition, teachers can let children make cookies with different shapes with plasticine in the graphic baking class, and deepen their understanding of graphics and the concept of "splitting into two" through origami.
2. Create a vivid mathematical environment to enhance children's interest in learning.
With the deepening of curriculum reform, people's understanding and requirements for education are constantly improving. Even in early childhood education, teachers are required not to impose conceptual knowledge on children, nor to let children memorize it by rote, but to discover the knowledge contained in it in combination with life, as Dewey, an educator, said: "Education is life." Similarly, in the process of children's learning mathematics, all teachers' teaching activities should be integrated into life as much as possible, so that the learned knowledge can be linked with life and children can understand mathematics knowledge faster and better.
In recent years, thematic activities have been strongly advocated in children's teaching. Because thematic activities can be better combined with real life, it is of great help to children's teaching, especially in mathematics. Only by letting children feel that mathematics is real in life, not illusory theories and concepts, can children better perceive mathematics and enhance their enthusiasm and motivation for learning. When carrying out the theme activity of "Sorting and Counting Little Experts", children can sort out the food for lunch today and see how many kinds of staple foods, fruits and vegetables are there at noon, among which there are several bananas, apples and oranges in the fruit, and then arrange the selected apples in descending order to see how many big apples and small apples there are. From macro to subtle, let children learn to classify and count in life-oriented theme activities, and carry out math training in interesting life scenes.
In short, children are the main body of teaching activities. Teachers should fully combine the situation of children in mathematics activity teaching and choose lively and interesting teaching methods, so that children can learn mathematics knowledge and cultivate mathematical thinking as happily as possible.