Figurative Thinking in Images and Children's Mathematics Education Abstract: Will your heart tremble when you know that kindergarten children think mathematics is the most boring and disliked? How can we promote the development of children's mathematical concepts and stimulate children's interest in mathematics? In early childhood, children's thinking is constantly developing and changing. In early childhood, thinking plays an intuitive role to a great extent. In late childhood, abstract thinking has developed to a certain extent, but in early childhood, it is mainly concrete thinking. This paper attempts to establish children's mathematics education in line with the characteristics of children's thinking, develop children's mathematical ability and thinking in images, and lay the foundation for lifelong development. Key words: children's mathematics education concrete image thinking left brain brain thinking map In the process of human evolution, the right brain began to evolve when human ancestors were lower animals, and it has a history of thousands of years now, while the human left brain began to evolve after the appearance of language, with an evolutionary history of only about100000 years, so the ability of the right brain of infants is three million times that of the left brain, while that of ordinary adults is one million. We are good at graphic processing, but the right brain responsible for inspiration, insight, intuition, music and art is mostly in an "idle" state. Kindergarten classes are dominated by adults who are used to using the left brain. Only by re-understanding the characteristics of children's thinking and forming a teaching concept based on children's thinking characteristics can we play a huge positive role in early childhood education. I. Overview of basic concepts (1) Specific thinking of image 1. Image thinking can be divided into concrete image thinking and general image thinking according to its development stage, and concrete image thinking is the main thinking form of children's thinking. Concrete thinking in images is the initial form of thinking in images, which is triggered by concrete perceptual materials. [1] Image thinking is based on intuitive action thinking, with concrete images or representations as processing materials, mainly based on perception, rather than relying on rational concepts. [2] For example, children can read pictures easily. Because the level of abstract generalization of concrete thinking in images is not high, it is only the primary stage of thinking in images, so teaching should be based on concrete thinking in images to develop children's thinking in images. 2. The mechanism and function of concrete thinking in images: The basis of thinking in images is the right brain. Although it is not clear how the right brain processes information, it is different from the left brain, which needs the individual's own consciousness to process information. As long as the right brain has a large amount of information input, it will unconsciously analyze the input information, find out certain rules from it, and then may output this information. [3] that is, thinking in images is holistic, and simplicity and complexity are accepted in the same way. (2) Overview of pre-school mathematics education 1. What is the preschool mathematics education in China? It refers to the process of perceiving, observing, operating, discovering and actively exploring the quantitative relationship, shape, volume, time and space in the objective world under the guidance of teachers or adults; It is a process that preschool children accumulate a lot of perceptual experience in mathematics, actively construct preliminary mathematical concepts at the level of representation, learn simple mathematical methods and skills, and develop their thinking ability; It is a process of developing preschool children's curiosity, exploration desire and self-confidence, gaining happy emotional experience, becoming interested in mathematics activities, cultivating good study habits and developing personality quality. [4] Some scholars say that mathematics education gains knowledge, and so does literacy, which is called the "tip of the iceberg" of preschool education, and their development inevitably depends on non-intellectual factors and cognitive ability. The current concept of early childhood education mainly means that early childhood education is not separated and pays attention to the cultivation of various key abilities. The goal of children's mathematics education in China: (1) Be sensitive to mathematical phenomena in the surrounding environment, be interested in logarithm, quantity, shape, time and space, have strong curiosity and thirst for knowledge, and like to participate in mathematical activities and games. (2) Gradually accumulate mathematical experience and construct a preliminary concept of number. (3) We can explore things through simple classification, comparison and reasoning, solve simple problems with mathematical methods and express them in an appropriate way. (4) Feel mathematics in life and games, experience the importance and interest of mathematics, like to observe, and are willing to use their hands and brains to solve problems. (5) Developing children's intelligence. The content of children's mathematics education in China: (1) perceptual set and classification (2) number, counting and number operation (3) quantity and measurement (4) geometry (5) space and time. According to their cognitive characteristics, arrange the content from small class to large class. 2. The research idea of children's number development is that the human brain responds to the essential attributes and characteristics of objective things. [5] The concept of number is abstract, and it is a complicated and long-term process to master it. Lin Chongde's research shows that the development of children's digital concept has gone through three stages. At the stage of (1) mouth count, children can count to 10 when they are over 3 years old, and will count more gradually in the future. However, this mouth count is only a mechanical memory and cannot represent the development level of counting ability. (2) At the stage of numbering things, the total number is said after counting the objects. After the age of 3, you can count below 5, but your hands and mouth are often inconsistent, and you can't tell the total number of objects. By the time you are 5 years old, you basically have the ability to count things. (3) In the stage of taking things by number, by the age of 5 or 6, you can basically take out the physical objects according to the specified numbers. Second, the concrete application of concrete thinking in children's mathematics education (1) The change of children's mathematics education concept 1. Based on children's experience, only meaningful experience is the most educational effect. [6] Teachers need to know and understand the thinking characteristics of young children, and then they can put themselves in the position of assuming that they have the ability of young children, and can sensitively change the activities and objects they know, whether they are blindly guiding children to grow up and telling them what to do, but linking what he is doing now with similar experiences he once had, so that such guidance will become meaningful and expand and develop children's experiences. 2. Establish a teaching concept based on children instead of content, put children in the main position, firmly believe that children are energetic and capable, and all children have enough potential, curiosity and interest, and then take this as a starting point to establish children's learning system. 3. Education points to the maintenance of self-confidence and the free expression of self. Children's physical and mental development has its own insurmountable characteristics. Don't force children to do things beyond their existing cognitive development level, otherwise they will lose confidence in setbacks. At the same time, don't impose the thoughts and knowledge of adults on children. He has his own experience and expression. All we can do is let him express himself freely. 4. Change the way of asking questions, and turn the tips on ability into tips on experience. Because children are characterized by concrete thinking in images, tips based on experience can help children more. A survey shows that 4-year-old children will form a "rigid thinking mode" because of adults' evaluation, and they are afraid of learning new things and challenges because they are afraid of being proved not to be smart. So we can't use some normal but wrong evaluation methods to evaluate children and let them study freely and enthusiastically. For example, teachers criticize young children because they make mistakes, which will make children form the belief that naturally smart children will not make mistakes. (2) The enlightenment of the characteristics of concrete thinking in images to children's mathematics education 1. Paying attention to mobilizing the participation of the senses and enriching the sensory organs of children's representations are the structural basis of thinking in images. The starting point of thinking in images is the feeling of external things, and the function of sensory organs is to accept the physical properties of objects, such as ears receiving sound wave information, eyes receiving light wave information, nose identifying smells, tongue tasting various flavors, skin feeling temperature and hardness of objects. Therefore, in mathematical games and activities, we should pay attention to the mobilization, participation and training of the senses. 2. The objects that people can feel are tangible things such as the shape, state and attribute characteristics of material objects received by sensory organs, or symbols, graphics, sounds and information on material carriers. That is, in order to let children better feel the content of mathematics and expand their learning experience, these characteristics should be taken as the center when choosing objects. 3. Determine the object of feeling according to the link of image thinking promoting image storage (1), and understand the motivation of knowing an object, so as to determine the object of feeling. (2) Sensory organs point to the object, focus on the target, mobilize all sensory organs to play a role, and observe and collect the required image information. (3) Intentional memory storage, after the subject points to the object, it will use various senses, observe repeatedly, classify and combine, organize systematically, and extract again when necessary. Third, the enlightenment of mind mapping to children's mathematics education (1) Understanding mind mapping Mind mapping was Tony in the 1970s. Mr. Bazin invented it. He said that mind mapping is the external mirror of your own radioactive thinking, which enables you to enter this vast and boundless thinking power station. [6] In the United States, Britain and other countries, whether schools, enterprises, private individuals or groups are using mind maps to solve problems and achieve goals. Nowadays, mind mapping has also been recognized and widely promoted in China. Using mind mapping can make people's thinking clear, improve work efficiency and promote creativity. The characteristics of mind map determine that it can enter children's math class. First of all, mind map is that Mr. tony bazan, according to the nature that people like pictures, thinks that the processing ability of images is 1000 times that of words, and that images are the language of brain thinking, so he records people's thinking process by graphic method. [7] Therefore, the mind map itself is an image, and the intuitive image conforms to the characteristics of children's thinking in images. Secondly, mind mapping can simplify complex problems and show the whole process of thinking, thus making up for the lack of children's experience and self-centeredness. Finally, mind map should give full play to association, use color and space, have the characteristics of holistic thinking, and can promote children's thinking and thinking development. (2) The application of mind mapping in children's mathematics teaching 1. When I was young, I realized the concept of number. Children can already count from 1, but the concept of logarithm is later. In general teaching, it is by showing children an apple, a banana and an object that they finally know the numbers. If you teach children with mind maps, you can grasp the concept of numbers more intuitively. Draw an attractive sun in the middle, write 1 in the middle, and stretch out four curves around the sun from thick to thin (it can be added to half as the case may be), so that children can begin to understand the concept of "1", start to show them objects, and then draw them all on the curves, so that children can intuitively understand "1". In mathematics education, presenting knowledge and thinking can improve children's understanding and cognition. However, attention should be paid to the application of lines, colors and graphics when making mind maps. Reference: [1] Hongge Li. Research on modern thinking mode [M]. Hunan People's Publishing House [2]. Introduction to child development [M]. Higher education press 1 15 [3]. Translated by Tian Qizhen and Zhang Hui. 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