First, the principle of close contact with life
Real life is the source of children's mathematical concepts. Children's mathematical knowledge is closely related to their real life. It can be said that mathematics is everywhere in children's lives. Everything that children touch every day is related to number, quantity and shape. For example, when they say how old they are, they will involve numbers; Compared with the height of other children, it is actually a comparison of quantity; You will see different shapes when building blocks. Children will encounter all kinds of problems in life, which need to be solved by mathematics. For example, if a child wants to know how many people there are in the family, he needs to count them. When taking things, children always want to take "more" and "bigger", which requires distinguishing the quantitative relationship between more and less, big and small. In short, many problems in life can be solved by a math problem, which can be an opportunity for children to learn math.
On the other hand, judging from the characteristics of mathematical knowledge itself, many abstract mathematical concepts are difficult for children to understand without the help of concrete things. Real life provides children with a bridge of abstract mathematical knowledge. For example, some children can't understand the abstract meaning of addition and subtraction, but in fact they may often use addition and subtraction to solve problems in life, but they just don't connect this "mathematics in life" with "mathematics in school". If teachers don't teach children "from concept to concept", but contact their real life, with the help of their existing life experience, they can make these abstract mathematical concepts according to their familiar life experience. For example, letting children play shopping games in the game corner, and even inviting parents to take their children shopping, giving children the opportunity to calculate money and things by themselves can make children realize the application of abstract addition and subtraction operations in real life and help them understand these abstract mathematical concepts.
Mathematics education should be closely linked with the principle of life, which should be reflected in:
The content of mathematics education should be related to children's life, and the educational content should be selected from children's life. What we teach children should not be abstract mathematical knowledge, but should be closely related to their real life. For example, when teaching the knowledge of the composition of numbers, children can be introduced to divide things in their daily lives, so that they can be more familiar with and accept the concept of the composition of numbers.
Guide children to learn mathematics in life. In addition to planned and organized collective teaching, mathematics education should be carried out in children's daily life. For example, when dividing snacks, you can guide children to pay attention to how many snacks there are, how many children there are, how to divide them, and so on.
In addition, mathematics education should be linked with children's lives, guide children to use mathematics, and let children feel the application and role of mathematics as a tool in real life. For example, raising small animals in kindergartens can guide children to measure their growth. In game activities, you can also create a situation for children to use mathematics. For example, in shop games, children can learn to buy things and calculate the price of goods. These are actually hidden mathematics learning activities. Children often accumulate rich mathematical experience unconsciously. These experiences provide a broad foundation for them to learn mathematics knowledge.