The Guiding Outline of Kindergarten Education (Trial) puts forward the following principles for the choice of educational activities:

1. It is both suitable for children's current level and challenging;

2. It not only meets the actual needs of children, but also benefits their long-term development;

3. Choosing the things and problems that children are interested in is not only close to children's life, but also helpful to expand children's experience and vision and the content of children's mathematics education.

First, children's mathematics education content selection basis

Choosing the content of children's mathematics education is a highly scientific work. It should not only meet the requirements of early childhood education in China to promote children's all-round and harmonious development, but also consider the characteristics of the subject itself and the law of children's cognitive development.

In the above principles, we can clearly feel the value of education. The value of education lies in guiding and promoting children's development, otherwise, education will lose its meaning. Development here not only refers to the enrichment of knowledge and the improvement of ability, but also emphasizes the improvement of attitude, interest, curiosity, aesthetics and the cultivation of good behavior habits.

Kindergarten education should be beneficial not only to children's current study, but also to children's study after entering primary school, and to children's long-term and lifelong development.

The content of children's mathematics education is an important guarantee to realize the goal of children's mathematics education, and it is also the basis for teachers to carry out mathematics education for children. Therefore, the selection of children's mathematics education content should not only follow the above principles, but also consider the following requirements:

1. Enlightenment of Children's Mathematics Education Content

The choice of children's mathematics education content is helpful for children to correctly understand the objective things around them in their daily life. Because the purpose of our mathematics education for children is very clear, mainly to let children master a tool to know and understand the world, and the learning of mathematics knowledge is not the main purpose of this era. Therefore, when choosing the content of mathematics education, we must pay attention to the enlightening characteristics of the content.

The enlightenment of children's mathematics education is to let children feel and experience such mathematical knowledge. The perceptual knowledge acquired in early childhood is some simple basic knowledge of mathematics, rather than a scientific concept formed on a certain content of mathematics. Therefore, the content of kindergarten mathematics education includes not only the perception of numbers within 10 and the addition and subtraction within 10, but also common quantities, simple geometric shapes and preliminary concepts of time and space. These contents involve many aspects of mathematics, but from the perspective of educational content and requirements, they are all the enlightenment education of mathematics. For example, when children know geometric figures, on the basis of a large number of objects' shapes, they distinguish and recognize various common geometric figures and say their names.

2. Life-oriented content of children's mathematics education

The choice of children's mathematics education content should be closely related to children's actual daily life. The selected content should not only make children familiar with it, but also make them understand it, so that they can feel that mathematics can solve the problems encountered in daily life.

In the environment where children live, all kinds of objects contain a lot of mathematical information. For example, the building blocks you usually play with are cubes and cylinders; The activity area of the doll house can accommodate up to 5 people; Every June 1 is Children's Day; The handkerchief is square, and so on. It is in contact with things and people that children gain perceptual experience in mathematics.

In kindergarten mathematics education, teachers should consciously make full use of the surrounding environment to make mathematics education penetrate into children's daily life. For example, when eating, ask the children to set the table, learn to set the objects one by one, and understand the one-to-one relationship; When taking children sightseeing and walking, guide them to observe and count how many willows there are; Let the children identify which objects have numbers on them and what these numbers mean; Please tell the children which bus they usually take, the number on the bus stop, the floor, the house number, the page number of the book, the telephone number, etc.

If the content of children's mathematics education can be linked with children's real life, it will not only make children feel that the content of learning is familiar to them and stimulate their interest in learning, but also make children feel that mathematics is around them, and mathematics is very useful, so that they can pay more attention to and discover many things and phenomena related to mathematics in the surrounding environment and deepen their understanding and understanding of the surrounding environment.

3. The systematic content of children's mathematics education

While emphasizing the enlightening characteristics of children's mathematics education, we should also pay attention to the systematicness and logicality of mathematics knowledge and children's cognitive characteristics. Whether it is the determination of goals, the selection and arrangement of contents or the application of methods, children's mathematics education should follow the logic of mathematics knowledge and the law of cognition and development of children's number concept. The cognition and development law of children's logarithmic concept should be an important basis for children's mathematics education content selection, and also a manifestation of the scientific nature of children's mathematics education. Therefore, in the selection and arrangement of children's mathematics education content, we should reflect the characteristics of easy first, difficult later, step by step, and connecting before and after.

It should be noted here that the selection and arrangement of children's mathematics education content and the determination of methods should consider the systematic characteristics, but this kind of education should never be adult, bookish and formal. Children's mathematics education should be carried out in games and life.

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How do children learn?

Children learn through senses and concrete experiences.

It is easy for adults to know something or an abstract concept through sight and hearing, but for children, besides eyes and ears, they must also rely on the senses such as touch, taste and smell to gain concrete experience on their own.

Children have many learning restrictions.

The development of children's cognitive, physical, language expression and social skills is gradual, and it is accumulated, developed and shaped through learning. Therefore, the learning content provided to children should consider their development and ability, and it is best to have life experiences or things that they often contact.

Children are active learners.

Curiosity and imagination are the motivation of children's active learning. In order to stimulate children's interest in learning, entertaining with toys and games is the most acceptable and willing learning mode for children. Every time children play, they may have different ways of playing and different ideas, which invisibly cultivate flexible imagination and creativity.

Second, the analysis of children's mathematics education content

1. Classification, collation and communication

Classification is the process of grouping objects with common characteristics. Swiss psychologist J.Piagnet believes that classification activity is an important part of intellectual activity, and classification ability is an important symbol to measure preschool children's intelligence, and it is also a preparatory activity to understand and recognize the concept of numbers. Early childhood is mainly about learning to classify objects according to their 1 (or 2) external characteristics; According to the characteristics of objects, multi-angle and multi-level classification is carried out.

Sorting is to arrange objects in a certain order or rule according to their differences. In early childhood, I mainly learned to sort objects according to their differences in number and certain characteristics or laws. Sorting is based on classification. Finishing activities can help children observe things from another angle (sequential angle), distinguish the differences between objects, cultivate the agility and flexibility of children's thinking, and promote the development of children's ability of observation, comparison, judgment and reasoning.

Correspondence means that in two sets, any element of one set has 1 or several elements corresponding to it in the other set according to the determined correspondence. Correspondence is the simplest and most direct method to compare whether the number of two groups of objects is equal, and it is one of the universal laws of objects. Guiding children to perceive and understand the specific meaning of correspondence in early childhood, trying to use correspondence and one-to-one correspondence methods in various forms of operation activities, and comparing whether the number of two groups of objects is equal with this logical method can lay a solid foundation for later understanding and understanding the concept of number.

2. Numbers, counting and digital operations

Number is a highly abstract concept, which can represent the quantity of anything. In early childhood, children can perceive, understand and know natural numbers and zeros within 10, understand the actual meaning of numbers and the relationship between numbers (that is, the relationship between big 1 and small 1), and know that "nothing" can be represented by "zero"; Knowing the ordinal number, you can use natural numbers to represent the order of objects and say the "number" of an object; Understand the composition and decomposition of internal numbers in 10, perceive and experience the relationship between a number and its decomposed two partial numbers, as well as the exchange and complementarity between partial numbers.

Counting is counting, that is, let children use all kinds of sensory knowledge, learn to count objects with their hands and mouths and say the total, and know and write Arabic numerals within lO.

The operation of numbers in infancy mainly refers to the addition and subtraction within 10. Through perception, we can know and understand the meanings of plus sign, minus sign and equal sign, learn oral addition and subtraction within 10, and apply addition and subtraction to solve simple problems in real life.

Counting, counting and counting operations are closely related to people's lives. Let children solve some simple problems in life and games with simple mathematical methods, experience the inquiry process of solving problems, and gain real understanding and experience, which is helpful to stimulate children's interest in mathematics and their desire to explore mathematics; It is helpful for children to perceive and understand the quantitative relationship in the surrounding things; Help children to perceive the relationship between addition and subtraction and the relationship between addition and subtraction; It is helpful for children to use, understand and learn mathematics.

3. Geometry

Geometry is the standard form used by people to determine the shape of objects, and the shape of objects can be summarized and reflected by geometry. Children contact and perceive the shapes of many objects in their daily life, and accumulate and enrich their perceptual experience and knowledge, which not only helps children identify common geometric figures and understand the concept of space, but also helps children develop their observation, imagination and creativity.

4. Quantity and measurement

Any object has a certain amount, and amount is the attribute that things have that can distinguish the differences between things. The difference in quantity, size, length, height, thickness, width, thickness and weight of things can be expressed by the number of things. The amount of objects is often touched by children, so children need to learn. While recognizing, distinguishing and comparing the differences of objects, children also perceive and experience the relativity of quantity, which not only helps children understand the concept of order, but also helps children solve practical problems in life.

Measurement is a process of comparing an unknown quantity with another known quantity as a standard. Childhood is mainly about learning simple measurement, that is, using various natural objects, such as paper strips, sticks, ropes, empty bottles and so on. Measure the length, height and volume of an object as a unit of measurement. The significance of children's learning measurement lies in that they can use the knowledge of existing numbers to measure, experience the integration into parts by themselves, understand the operational relationship between parts and part replacement, and make psychological preparations for learning counting.

5. Time and space

Time is abstract, but children have long been interested in time. Life experience is the basis for children to perceive and understand the concept of time. In daily life, we should pay attention to guiding children to pay attention to, experience and understand time, which is not only conducive to children to establish a good concept of time and living habits, but also helps children to understand the concept and relationship of time. Early childhood should learn to distinguish morning, evening, day, night, yesterday, today and tomorrow, know the name and order of seven days a week, know the clock, know the hour and half an hour.

Space is an objective form of object existence. Any object exists in a certain space, and there is a spatial orientation relationship with other objects around it, which is generally up and down, front and back, left and right, etc. In early childhood, it is mainly to let them perceive, understand and use simple locative words in daily life and games, and understand the relativity and variability of locative concepts.

Time and space are abstract concepts, but they are unavoidable concepts that children often come into contact with in their daily lives. Educating children on time and space is of great significance for developing their perception of time and space and helping them better adapt to daily life.

Three, the content and requirements of mathematics education in kindergarten classes of all ages

1. Small class

(1) Learn to classify objects according to a certain feature.

(2) Perceive the differences of objects and learn to classify them according to a certain feature of objects.

(3) Understand "1" and "many" and their relationship.

(4) Learn to compare the number of two groups of objects by one-to-one correspondence, and feel more, less and as much.

(5) Learn to count objects within 5 from left to right with hands and mouth, and be able to tell the total number; Can take out the corresponding number of objects according to the physical examples and the specified number, and learn some commonly used quantifiers.

(6) Know circles, squares and triangles.

(7) Understand the meanings of morning, evening, day and night, and learn to use these words correctly.

(8) Learn to distinguish and tell the up-and-down direction centered on yourself; Learn to judge the relationship between two objects and tell what is above and what is below.

(9) Learn to obey the rules of the game and answer questions boldly; Learn to express the process and results of business activities in words.

(10) I like to take part in math activities, like to fiddle with and manipulate math activity materials, and learn to take and put homework materials as required with the help of teachers.

(1 1) Be familiar with the shape and quantity of objects in the surrounding environment under the guidance of the teacher.

2. Middle shift

(1) Know the numbers within 10, understand the meaning of numbers, and use numbers to represent the number of objects.

(2) Learn to visually observe the number of groups; Learn to correctly judge the number within 10 without interference from external factors such as spatial arrangement and size of objects; Perceive and experience the number difference relationship between two adjacent numbers in the natural sequence in 10; Learn ordinal numbers within 10.

(3) Know rectangle, trapezoid and ellipse.

(4) Learn to use various geometric bodies (such as building blocks or plastic products) for splicing and construction activities.

(5) Learn to summarize two characteristics of objects (or graphics); Learn to classify objects according to certain characteristics and quantities.

(6) Learn to classify objects according to their differences (height, thickness, thickness, etc.). ); Learn to arrange the order according to certain rules.

(7) Be able to hear what the teacher said clearly, carry out activities as required, and learn to check your own activities as required.

(8) Be able to listen to the teacher quietly and practice telling your own operation activities and processes.

(9) Observe, compare and judge the quantitative relationship in 10, and gradually establish the concept of equivalence; Use existing knowledge and experience to solve problems and learn new knowledge.

(10) Understand the meanings of yesterday, today and tomorrow, know the relationship between them, and learn to use these time words correctly.

(1 1) Learn to distinguish and tell the front and back directions centered on yourself, learn to distinguish and tell the up and down and front and back positional relationships between objects, and learn to move in the specified direction.

(12) Be able to decide which group of activities to go to according to the activities of each group; In my daily life, I like to take part in math games.

(13) Be able to actively and intently carry out mathematical operation activities and be interested in the results of their own activities; Can notice and find the difference of the number of objects in the surrounding environment, the shape of objects and their position in space.

3. Large classes

(1) Further count by number group.

(2) Learn the decomposition and synthesis of numbers within 10, and experience the inclusive relationship between the total number and the partial number, the complementary relationship between the partial number and the partial number, and the exchange relationship.

(3) Learn the addition and subtraction of numbers within 10, know the plus sign and the minus sign, and initially understand the meaning of addition and subtraction; Can solve the simple application problem of addition and subtraction, and perceive and experience the reciprocal relationship of addition and subtraction.

(4) Learn to classify objects according to more than two features or characteristics; Learn to place graphics in a table according to two basic points.

(5) According to the number and quantity of objects, the positive and negative sorting within 10 is carried out, and the transitivity, duality and reversibility between order pairs are preliminarily experienced.

(6) Know several common three-dimensional figures (such as cubes, cuboids, spheres and cylinders) and classify them according to their physical characteristics; Experience the relationship between plane graphics and three-dimensional graphics.

(7) Learn to divide objects or figures equally; Learn natural measurement.

(8) Learn to distinguish between yourself and the object, which will move left and right; In daily life, you can pay attention to your (or an object's) position and moving direction in space.

(9) Know the clock, read the hour and half an hour, learn to look at the calendar, and know the name and order of Monday to Sunday; Learn some words that represent time; In daily life, know how to cherish time.

(10) Know RMB, can name their company, and know that their values are different.

(1 1) Be able to listen clearly to some rules of business activities, conduct activities according to the rules, and check the process and results of activities according to the rules; Can clearly describe the process and results of operation activities, and can participate in more group activities.

(12) Be able to sum up relevant mathematical experience with the help of teachers; Learn to observe and think about problems from different angles and aspects; Can solve simple mathematical problems through observation, comparison, analogy and migration.

(13) Actively participate in the discussion of mathematical problems; Learn to organize and organize activity materials in an orderly way.

(14) You can play math games with friends; You can take turns, wait appropriately and negotiate to coordinate the relationship with your peers.