First, the structure of kindergarten mathematics education objectives
The goal of kindergarten mathematics education is an organic whole and an orderly organized system. Generally speaking, it can be divided into three levels: general goal, age stage goal and mathematics education activity goal; From a horizontal perspective, it can be generally divided into three categories: cognitive goals, emotional and attitude goals, and operational skills goals. When setting different levels and types of goals, the existing foundation of children's development, the characteristics and laws of children's mathematics learning, and the logical system and characteristics of mathematics itself are all factors that goal makers need to grasp.
1, overall goal (level 1 goal)
(1) Cognitive goal: guide children to learn some superficial mathematical knowledge and skills, help them gain perceptual experience about the shape, quantity, space and time of objects, gradually form some preliminary mathematical concepts, and develop their mathematical thinking activities and problem-solving ability on this basis.
(2) Emotion and attitude goal: to cultivate children's interest in mathematics activities and their initiative and independence in participating in activities; Gradually cultivate children's habit of thinking.
(3) Operation skill goal: let children learn to operate and use materials correctly, gain perceptual experience about mathematical concepts in the interaction with materials, and cultivate children's good habits such as being serious, careful, organized and not afraid of difficulties.
2. Goals for all ages (secondary goals)
The second-level goal is put forward according to the first-level goal, which is established in three categories: cognitive ability, emotional attitude and operational skills according to the different development levels of early, middle and large children, and has strong operability (see the table on the next page for details).
3, mathematics education activity goal (level 3 goal)
In the practice of mathematics education, the goals of all ages must be decomposed into concrete and operable goals, that is, goals that can be achieved by one mathematical activity or goals that need to be achieved through many mathematical activities. This level goal should be consistent with the first and second level goals, so as to connect with each other and promote the all-round development of children.
Second, the formulation and expression of the goal of kindergarten mathematics education activities
The goal of educational activities is the starting point and destination of educational activities, which stipulates the expected effect of some activities. The goal of educational activities is the basis of educational content selection, method application and effect evaluation. At present, there are still blind mathematics education with only content and no goal in kindergarten mathematics education practice, and there is a tendency of "stylization" and vague goal setting. Therefore, teachers should pay attention to the following points when formulating and expressing the objectives of mathematics education activities.
1, target development
When setting the goal of mathematics education activities, teachers should first focus on the development of children, including the development of mathematics cognition, as well as the development of emotion, learning attitude, personality and sociality. Only by fully grasping children's age characteristics and current development level can the principle of gradual progress be embodied in the activity design. Paying attention to the development of goals means that teachers must clearly understand the development foundation of children in this class, so as to determine whether the designed activity goals have development value for children.
Small class, middle class and large class
Cognitive goal 1. Learn to classify objects according to their characteristics.
2. Learn to rank objects within 5 according to their differences (size and length).
3. Know "1" and "many" and distinguish them correctly.
4. Learn to compare the number of two objects by one-to-one correspondence, and feel "more", "less" and "as much"
5. Learn the objects with the same number of points and be able to tell the total number.
6. Take things according to the number (within 5).
7. Know circles, squares and triangles and be able to name them.
8. Self-centered and differentiated from top to bottom.
9. Know morning, evening, day and night, learn to use numbers within 1 and 10, understand the meaning of numbers, use numbers to represent the number of objects, and learn series and reciprocal.
2. Learning is not interfered by external characteristics such as spatial arrangement and size of objects, and the number within 10 is correctly judged, that is, the number of learning is conserved.
3. Understand the arithmetic relationship between two adjacent numbers in the natural sequence within 10.
4. Know rectangle, trapezoid and ellipse.
5. Learn to classify objects within 6 according to their thickness.
6. Correct number of objects in 10
7. Classify objects according to certain characteristics.
8, according to the number of objects.
9. Learn to compare the difference between thickness, thickness and weight.
10, learning how to correctly identify and name graphics without being affected by the size, color and placement of graphics, that is, learning the conservation of graphics.
1 1, and get a preliminary understanding of the simple relationship of plane graphics.
12, self-centered, learn to distinguish between before and after.
13, learn to distinguish the front and back with the object as the center.
14. Learn to move in specific directions such as up, down, front and back.
15. Know and learn to use time concepts, such as "today, tomorrow and yesterday"
16, understand symbols such as "=" and "≦" 1, and learn concepts such as ordinal number, singular number, even number and adjacent number within 10.
2. Learn the composition and decomposition of internal numbers in 10, and understand their inclusion, interchange and complementarity.
3. Learn the addition and subtraction within 10 and experience the reciprocal relationship of addition and subtraction.
4. Understanding "+""-""
5. Know cubes, cuboids, spheres and cylinders, and learn to distinguish plane graphics from three-dimensional graphics.
6. Learn to classify objects according to more than two characteristics.
7. According to the number of objects and the number of objects, sort them in 10, and get a preliminary understanding of transitivity, duality and reversibility of sequence lines.
8. Learn to divide objects or figures equally.
9, learning natural measurement
10, learn to distinguish between self-centered and object-centered, and move left and right.
1 1, learn to know the clock, learn to look at the hours and half hours, learn to look at the calendar, and know the name and order of each day of the week.
12. Learn to sum up mathematical experience with the help of teachers.
feel
Sense and state 1, boldly answer questions in mathematical activities.
2, generate interest in children's mathematics and mathematical activity material operation.
1, can quietly listen to teachers and peers in math activities.
I like to choose math activities in my daily life.
3. Actively and intently carry out mathematical operations 1. Actively participate in the discussion of mathematical problems.
2. Be able to listen to teachers and peers in math activities quietly.
I like to choose math activities in my daily life.
4. Learn to play math games with your peers in a friendly way, and coordinate the relationship with your peers by taking turns, waiting appropriately, and coordinating.
Operational skill target 1. Understand the teacher's requirements and learn to play by the rules of the game.
2. Learn to tell the process and results of peer activities in language.
3. With the help of the teacher, learn to take, place and operate the activity materials as required. 1. Learn to listen to the teacher's requirements, carry out activities as required and check the results of your own activities.
2. Learn to tell the process and results of your own business activities.
3. Learn the basic skills of mathematical operations 1. Listen carefully to the rules of running the activity, carry out the activity according to the rules and check the process and result of the activity.
2, can clearly tell the process and results of the operation activities.
3. Learn to organize and organize activity materials in an orderly way.
2, the comprehensiveness of the goal
The comprehensiveness of the goal means that teachers should think about "what did children learn" (knowledge goal), "can children learn" (ability goal) and "are children interested in learning" (emotional goal) under the content and situational conditions of this activity. Generally speaking, the objectives of activities should include the requirements of learning content and the development of children's behavior. When setting the goal of mathematics education activities, teachers should avoid two tendencies: one is to emphasize knowledge learning and ignore the development of other aspects; The second is the misunderstanding of "comprehensiveness", which is manifested in all forms divorced from the content of activities and specific situations, that is, all mathematical activities must have three goals: cognition, emotional attitude and operational skills, thus making some goals decorative or embellished, which is of no value to children's development, education and teaching.
3, the pertinence of the goal
Because the goal of educational activities can be used as one of the bases to test the effect of activities, the goal should be concrete, observable, operable and evaluable. In other words, the formulation of goals must be targeted and not vague and general. For example, the goal of a middle school math activity "Numbers at Home" is set as follows:
(1) Feel the relationship between numbers and human life;
(2) Cultivate children's affection for their families. Obviously, such a goal is empty and aimless, and cannot be used as a basis for evaluating the effect of activities.
The goal of this activity can be adjusted to:
(1) Find and collect photos or pictures with numbers at home, feel the close relationship between numbers and people's lives through communication and sharing activities, and understand the application of numbers in life;
(2) Willing to communicate with peers and try to express boldly;
(3) In the collective observation and exchange activities, the good feelings for home are further sprouted. Such three goals are more targeted.
Step 4 have the same goal
Bloom, an American curriculum expert, believes that "the change of students expected by teachers is the teaching goal or teaching purpose." "Elaborating the teaching objectives is to describe more specifically what students should be able to achieve (or produce) or what characteristics they should have after completing a unit or course." That is to say, teachers can not only express the educational activity goals (behavioral goals) with children as the main body, such as children's "speaking" and "using", but also express the educational activity goals with teachers' educational influence on children and specific teaching behaviors as the main body, such as "cultivating children", "inspiring children" and "guiding children". However, it should be noted that in the same educational activity goal, the subject must be unified. Generally speaking, in order to pay more attention to children's learning and development, we advocate taking children as the main body to express. This kind of expression enables teachers to observe the development of children from the changes of their behaviors.