First, let children firmly grasp the basic structure of mathematics.
According to the transfer theory, mastering the basic structure of knowledge is beneficial to the transfer of knowledge. Because the common things have more possibilities of positive migration than the knowledge of individual facts.
Although the mathematics that children learn in kindergarten is the elementary knowledge of mathematics, it also has its corresponding basic structure-basic concepts, basic principles and their relationships, that is, the overall structure of mathematical knowledge and its relationships. Therefore, in the process of mathematics teaching, it is necessary to help children understand and master the basic concepts of kindergarten mathematics, the meaning of basic principles and the relationship between them, so that children can master mathematics knowledge and mathematical relations as a whole. Only in this way can the adaptability of children's mathematical knowledge be great, and the possibility of their migration is great; On the contrary, if children are taught some scattered knowledge in isolation, the amount of migration will be extremely limited. For example, when I was teaching my children to learn "1 and a lot", from the beginning, I consciously divided a lot into 1, 1... 1, 1, adding up to a lot. Through my explanation, when children drink milk, they can say that I can drink a lot of milk in one bite, and I won't eat two pieces at a time when I eat cookies. I should eat them one by one.
Second, improve children's analytical ability and generalization ability.
According to the migration theory, the individual's analytical ability and generalization ability are another important factor affecting migration. If an individual's analytical ability and generalization ability are strong, it is easy for him to analyze and summarize the common points between old and new knowledge, and to master the connection between old and new knowledge is conducive to the transfer of knowledge and experience; On the contrary, it is difficult to transfer the knowledge and skills learned before to the present study.
And a person's analytical ability and generalization ability are formed and developed in the process of knowledge learning and continuous migration. In order to improve children's ability in this respect, we should train children accordingly in the teaching process. Bruner believes that the most effective method in this respect is to use the "discovery method" in teaching, so that children can master knowledge in analysis, comparison and generalization, not only knowing what it is, but also knowing why it is.
Therefore, in kindergarten mathematics teaching, we should pay attention to the process of the generation, formation and development of mathematical concepts and principles (such as the process of putting forward concepts, generalizing and abstracting, and the process of discovering and proving principles), so that children can acquire knowledge in the process of observation, comparative analysis and abstract generalization, and then cultivate their analytical ability and generalization ability, instead of simply mechanically "telling" children's mathematical knowledge directly. This is what we usually say, attaching importance to "process teaching" and developing children's ability through "process teaching", so as to improve the transfer of knowledge and improve children's transfer ability.
In kindergarten mathematics teaching, we should not replace the colorful knowledge generation process with simple repetition, but promote the improvement of children's analytical ability and generalization ability through "process" teaching. Especially in the teaching of some "conventional knowledge", we should attach importance to the teaching of its production process in order to promote the development of children. When I was teaching squares, the children also said that rectangles were squares in many of the graphics I provided. I didn't tell the child a rectangle directly, but let the child compare it with a square. Many children find that the biggest difference between a rectangle and a square is that all four sides of the square are the same length, thus completely distinguishing a rectangle from a square.
Third, children provide enough examples of relevant principles or concepts.
If the examples used in teaching are insufficient, the universality of concepts or principles will be limited. This will not only affect children's understanding of concepts or principles, but also affect the breadth of migration.
Therefore, in the teaching of related concepts or principles, we should provide enough examples for children to correctly grasp their connotation and extension. This is very important. If only one or a limited number of examples are given when teaching mathematical concepts or principles, then children's understanding and application of concepts or principles will often be limited to the situation when they acquire conceptual principles. For example, when we teach children to know height, if we only provide them with a few obvious animals, children will easily think that the big one is tall and the small one is short, and we can only distinguish height from height from the same horizon. To this end, I present seemingly dissimilar examples to children as comprehensively as possible from all aspects to help children understand the essential and non-essential attributes of concepts and principles, and then avoid the negative transfer of knowledge.
"Teaching for Migration" is a modern teaching concept that our teachers should establish. However, there are still many theoretical and practical problems that need to be further discussed in order to truly "teach for migration" in kindergarten mathematics teaching.