Children's mathematics education is not only a teaching process, but also a learning process. Children's mathematics education is the process of children's active construction; It is the process of interaction between children and the environment. The following is my collection of essays on the analysis methods of children's mathematics education, for reference only, hoping to help everyone.
Analysis of the Ways of Children's Mathematics Education 1 Children actively participate in the operation activities under the guidance of teachers, and fully perceive, discover, operate and interact with objects in their own exploration and operation activities, so as to gain relevant mathematical experience and preliminary logic and mathematics knowledge. In this way, children can not only experience the interest in learning together, but also form the habit of collective learning.
The way of children's mathematics education refers to the activity organization form adopted in the implementation of mathematics education.
Mathematics education needs systematic teachers because of its own characteristics and laws. And purposeful and well-designed mathematics activities also need to infiltrate mathematics education into children's daily life and games. Teachers' scheduled mathematics activities refer to a special activity in which teachers organize all children to participate in activities purposefully and in a planned way and master the concept of preliminary numbers.
In addition, teachers can create a more relaxed and harmonious environment for children, provide all kinds of math activity equipment and learning tools and toys, and trigger children's spontaneous, independent and free math activities. This can not only be suitable for children of different development levels to participate in different activities, but also make each child gain and improve on the original level, and provide children with a variety of rich perceptual experience for acquiring mathematical concepts. Enhance children's self-confidence, at the same time, give full play to children's independence, autonomy and creativity, and maximize the development of children's thinking ability and operational ability.
From a specific point of view, the intuitive material world is composed of a certain number in a certain shape and order.
Therefore, various activities in daily life are also a very important way to educate children in mathematics. Using the knowledge of number, quantity and shape in daily life to carry out mathematics education can make children acquire simple mathematics knowledge in a relaxed and natural situation and stimulate their interest in mathematics. For example, in morning activities, children can count squares while jumping. Children can put bowls and chopsticks away one by one at lunch. When sorting out toys and building blocks, inspire children to think about how to classify and so on. Similarly, in organizing children to walk, visit and get close to nature, children can be randomly and flexibly guided to know and review the knowledge of numbers and shapes, let them know that the world around them is full of all kinds of mathematical knowledge, and stimulate their interest in exploring and learning mathematics.
Game activities are also one of the effective ways to educate children in mathematics.
Mathematics education combined with games can help children get rid of the boring and abstract concept of quantity, and participate, experience, feel and learn preliminary mathematics knowledge in a happy and relaxed atmosphere. For example, in the role game "Beibei Supermarket", children can review the addition and subtraction of numbers, object classification and so on. In architectural games, children are more involved in mathematical knowledge, including space, geometry, measurement and so on. , which is related to classification, sorting, quantity and quantity comparison. Children activate and apply relevant mathematical knowledge in the process of selecting building blocks, recognizing shapes and assembling buildings, thus playing a role in learning and consolidating mathematical knowledge.
It can be seen that the ways of children's mathematics education are very flexible and diverse. We teachers should really understand and flexibly use various educational ways to educate children in mathematics, so as to promote the coordinated development of children's overall quality.
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Analysis of children's mathematics education II. Children's mathematics education is a systematic, scientific and logical subject, so it is difficult for teachers to teach in education and teaching, and children are bored in learning. How to make preschool mathematics education a subject that teachers are willing to teach and children are willing to learn is one of the problems that preschool teachers are exploring. Here, I introduce eight methods that can be used in children's mathematics education, and strive to attract the attention of colleagues.
First, educate children in mathematics through interaction with the environment.
According to the characteristics of children's thinking development, small class children are at the level of sensory movement, while middle and large class children are at the level of thinking from sensory movement stage to concrete image stage, so it is difficult for children to master abstract mathematical concepts. Therefore, teachers had better let children learn mathematics through interaction with the environment. A well-arranged environment can promote the development of children's thinking and mathematical concepts. For example, the teacher has arranged an environment that can provide children with classified learning. On a shelf, the teacher puts plastic pieces of different sizes, colors and shapes for children to classify; On another cupboard, the teacher put cards of various means of transportation for the children to classify by name (cars, ships, planes, trains).
Second, children's mathematics education through games.
Games are the most basic and important activities in early childhood. In the game, children can gain mathematical knowledge and have the opportunity to express themselves freely and express their feelings. For example, the doll's house, "mother" gives tableware (spoons, bowls, chopsticks, etc. ) to "children" one by one. In this simple game, children developed the concept of one-to-one correspondence.
Third, mathematics education through operation.
Only by letting children participate in a lot of activities, use a lot of materials, and often discuss their own observations and discoveries can children master the concepts. For example, when children find that "1" is a collection of all things through a lot of operations, and can clearly express the collection of all things in language, children really grasp the meaning of the number "1".
Fourth, carry out mathematics education through various activities.
Children's learning styles and hobbies are different. Teachers should design various activities and provide different choices to meet the needs of different children. For example, in sorting activities, teachers can provide small plastic pieces with different colors, different building blocks, various learning tools and various tableware to meet the exploration needs of different children.
Fifth, carry out mathematics education by stimulating children's thinking.
Instilling teaching is a kind of teaching without children's thinking. In this teaching situation, children can't learn actively, and they can't really master mathematics knowledge and develop logical thinking. Therefore, teachers should advocate heuristic teaching and encourage children to explore through operation. In this process, teachers should set up various question situations to let children think and get their own answers.
Sixth, carry out mathematics education by stimulating children's emotions.
Children's emotions greatly affect their learning of mathematics. We should provide an acceptable, encouraging, inspiring and appreciating environment for children, stimulate their interest in learning mathematics, make them believe that they have the ability to learn mathematics well and cultivate their positive attitude towards mathematics. For example, "Is there more water in this cup or in this bowl?" The question aroused the children's interest, and after getting the answer through discussion, they were convinced that mathematics was interesting. They like math and can learn it well.
Seven, mathematics education through language.
The internalization of mathematical concepts and the development of language skills are two important aspects of children's intellectual development. They interact and promote each other. Teachers should use vivid, concise and correct language in teaching, and at the same time give children the opportunity to express their understanding of mathematical concepts in language. For example, when teachers use vivid language and concrete objects to let children know what a triangle is, they are inspired to express the basic characteristics of a triangle in the language of "a triangle has three sides and three angles".
Eight, discussion mathematics education.
Through operation and their own exploration, children have a certain feeling about a problem in mathematics and are eager to express their ideas. Teachers should provide children with opportunities to express themselves freely and discuss their findings and problems with their peers. For example, when children break down 8 with small stones, the teacher asks them to discuss in several groups, so that each child can express his feelings and be inspired by the ideas of his peers.
In children's mathematics education, these eight approaches are not absolutely separated, but intertwined and interactive. The reasonable and full use of these eight ways will make teachers' teaching more vivid and children's learning more interesting.
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