First of all, in Montessori education, I advocate the concept of "I heard, I forgot, I saw, I remembered, I did, I understood" as the core, thus deepening children's understanding of learning things; Secondly, Montessori education also advocates giving children "beneficial freedom". By encouraging children to study teaching AIDS freely in the environment, they can correct themselves even if they make mistakes, and teachers and parents are only observers and coordinators in this process, not leading factors, thus enhancing children's creativity and imagination and improving their active thinking mode; Finally, there is a core view in Montessori education that "children have keen senses, can perceive everything around them, and can imitate and learn according to their own feelings", that is, children will apply what they have learned in teaching AIDS to their daily lives according to their keen perception. In view of the above three concepts of Montessori education, we can all be truly reflected in the application of Montessori teaching AIDS. Then, in my teaching process, I will use the above ideas to guide children to operate the Montessori teaching aid pink tower's practical experience and educational significance.

Before sharing relevant experience, let's learn about the "Pink Tower" Montessori teaching aid. The whole set of teaching AIDS for the powder tower looks very simple. The pink tower consists of ten pink cubes with a side length from 1cm to1cm. When we first saw this teaching aid, would most of us have a question, that is, "What effect will this teaching aid have on children?" What changes and benefits will it bring to our children? "

First, let's look at the composition of the powder tower. We can see intuitively that the pink tower is composed of 10 cubes of different sizes. When this teaching aid is presented to children, it is first demonstrated and guided by the teacher. In this process, children can experience it for themselves: "I heard it, I forgot it, I saw it, I remembered it, I did it, I understood it." Driven by the teacher, the children intuitively observe the sizes of different cubes in the pink tower, and truly touch and feel the difference in size and weight of each cube during the process of building and dismantling. In this process, through the use of Montessori teaching AIDS in the Powder Tower, children's visual resolution of size is developed.

Secondly, because the operation and construction of the pink tower of Montessori teaching AIDS are extensible, and combining with the viewpoint that giving children "freedom" in Montessori education, when teachers have guided children to have a preliminary understanding of the pink tower of teaching AIDS in the early training and are familiar with the operation of the pink tower of teaching AIDS, teachers can change their roles from participants to observers, thus promoting children to have enough free space. It is necessary to give full play to children's imagination and creativity, so that children can independently use the teaching aid pink tower to build different spatial models, and even if children make mistakes in this process, they can realize self-correction. In the end, in this process, children get not only the bigger cube, the smaller cube, the largest cube and the smallest cube in the teaching aid pink tower to improve their cognition of size and language. It can also promote children to perceive different changes of objects in three-dimensional space, and then promote the preparatory development of children's mathematical mind, which is of great significance for children to learn and apply space geometry in the future.

Finally, it is combined with the characteristics of children themselves. Because children will perceive and learn everything around them through keen feelings in the process of continuous socialization, and they can imitate and learn according to their feelings. Then, in the process of applying the teaching aid pink tower, children can be guided to find that the teaching aid pink tower is a size sequence composed of cubes, which is increasing in the form of cubes in geometry. When we guide children to discover the change of this law, and when we guide children to discover and perceive the surrounding environment and things again, children will naturally associate with teaching AIDS or supplies such as dolls and stacked cups and bowls in the environment, so as to achieve the purpose of prompting children to discover and apply the law of divergent thinking.