Judging from children's learning psychology, if mathematics education is close to children's real life needs, it will certainly stimulate children's interest in learning mathematics. Therefore, we should base ourselves on children's life, put mathematics education activities into life, and let mathematics activities really enter children's life world. The following is what I recommend to you, I hope you like it!

On how to make children's mathematics education alive

Interest is the intrinsic motivation of children's learning. Judging from children's learning psychology, if mathematics education is close to children's real life needs, it will certainly stimulate children's interest in learning mathematics. Therefore, we should base ourselves on children's life, put mathematics education activities into life, and let mathematics activities really enter children's life world.

Keywords infant mathematics; Life education; Educational method

China Library ClassificationNo. G6 1 Document IdentificationNo. B No.2095-308920139-0-01

Early childhood is a critical period of cognitive development in the process of human growth. Establishing and forming the concept of number during this period is conducive to developing children's mathematical thinking and sprouting their enthusiasm for solving problems. Traditional mathematics education is mainly about imparting knowledge, focusing on letting children repeatedly understand and master abstract symbol systems. The content is boring and far away from children's life, which leads to children's low enthusiasm for learning and easy to have the psychology of being tired of learning mathematics. Teachers should try their best to make mathematics education alive according to children's learning characteristics.

First, learn mathematics in daily life.

Children learn about the world around them in various activities. They began to distinguish objects according to their size, color, shape and spatial position, and knew the basic structure and order of the world around them. Daily life contains a lot of opportunities to learn mathematics. Teachers should make good use of these educational resources to guide children to understand the relationship between mathematics and life and the value of mathematics in social life. For example, children find that the tires are round and the roofs of many houses are inclined. Toys in kindergartens are different in shape, color and size, and there are many kinds of animals in zoos. Count the steps when going up and down the stairs, and correspond the bowls and spoons one by one when eating. When arranging toys, you can classify them by shape and color. When walking, you can talk about the number, shape and color of flowers and plants. When outdoors, you can talk about your position and so on. Children have gained mathematics knowledge and experience in a relaxed and natural life scene, which has enhanced their thirst for knowledge and interest in learning.

Second, building mathematical knowledge in corner activities

After the child is born, he begins to understand and explore the world. In the process of understanding and exploring, they will feel the mathematical problems involved. Children construct knowledge and understanding of mathematics in their own unique way. Mathematical theoretical knowledge reflects the abstract relationship between things and has abstract characteristics. Because children still think mainly in intuitive images. Teachers should provide children with more operational materials and more practical opportunities, so that children can discover mathematical relations and gain mathematical experience through operational practice. It is also necessary to create appropriate situations for them and integrate the intention of mathematics education into their lives.

The corner environment of kindergarten is an important place for children's independent activities, and these places should be arranged emphatically to create conditions for children to discover and explore and further consolidate and learn mathematics knowledge. In the environmental layout, we should be able to attract children's attention; The placement of materials should be conducive to children's exploration and operation. For example, beads, puzzles, digital cards, playing cards, pictures and puzzles can all be placed in the operation area for children to operate. According to the needs of different periods, materials can be adjusted in time. In a short time, children will learn new knowledge in the practice of corner activities.

Third, the life-oriented teaching form.

It is pointed out in the outline that children learn in life and live in learning. This is not only reflected in the choice of activity content, but also in the organization of curriculum: the content should come from children's life, be close to children's life experience and reality, strengthen the connection between education and life, and make kindergarten education live. The organization of curriculum refers to "integrating education into daily life" and making kindergarten life "educational". For example, the activity of "comparing with height" can be designed like this when we import it: make a door prop and hang a bell on the door. Tall children will ring when they enter the door, while short children will not make a sound unless they ring the bell, so that children can think about why some children ring the bell, while others can't touch the hanging bell. Through such a life-oriented integration, children's interest in exploring the two phenomena of height is stimulated, which plays a very good role in the development of activities.

Another example is the "five-person composition" activity. The teacher changed the routine and took advantage of a trip. The teacher came to Suzhou from Shanghai to borrow lessons, so he took advantage of the "one-day trip to Suzhou". First, he played clapping games to bring the children closer, and then he went out to buy tickets to the lion forest. In advance, he prepared 1 yuan, 2 yuan and 3 yuan for each child, and asked the children if the tickets were 5 yuan. Then the children go to the ATM to withdraw money, and then go to buy tickets. On the ticket, the teacher marked the score, so that the children can see how many points there are in the two corners of the ticket and they can take the bus. The children are very interested and are all there. Some children said happily, "I'll take the No.5 bus, so I can go." After finding the seat, the teacher said, "Look at the passengers on the bus, remember which ones, what they look like, and who will tell us how you remember them." A child said, "We have one with glasses and four without glasses." The teacher will say, "What's your problem?" "1+4=5", a child said, "We have three braids in the car, two don't braid, and the arithmetic problem is 3+2=5". Finally, the teacher provided the children with a map puzzle of the place to go. The teacher asked the children to choose the addition of 5 and spell it out to see where we are going. The children have always enjoyed it and achieved good results. Teachers use the situation of a day trip in life to teach, and they go deeper and deeper. In mathematics education, we can create vivid, real, immersive, scientific and effective life education situations by using common situations in life according to different contents, age characteristics and related life experiences of mathematics. Let children interact with people and things in situations and build bridges between mathematical concepts and life.

Fourth, guide children to solve problems with mathematics and integrate mathematics education into life.

Children's living environment is full of knowledge in time, space, shape and quantity, and every link of life has the content of mathematics education. Children can count attendance every day. By comparison and calculation, they know how many children are in the park, how many children are absent and how many children are late. Teachers can guide children to discuss how to distribute cakes on birthdays or snacks at ordinary times. Connecting with life, using mathematics elements in daily life to carry out mathematics education, guiding children to solve problems with mathematics, allowing children to acquire mathematics knowledge happily, feeling that mathematics is everywhere in life and generating interest in learning.

Children's mathematics education is mainly to explore children's mathematical thinking ability and guide them to use mathematical knowledge to solve problems in life. Children's confidence and interest in learning mathematics will affect their future study. As long as teachers pay attention to children's life and integrate children's mathematics education into life, children's mathematics education can be guaranteed to be life-oriented and children can learn mathematics efficiently and happily in life situations.

In short, mathematics education should be combined with children's life, so that children can experience and perceive mathematics in a natural and familiar life atmosphere and gain experience. "Mathematics education connects children's lives" makes children like learning mathematics and experience the important significance of mathematics to their lives. Let children really learn in life, experience in life, express in life, be the masters of life and grow up happily. So it can be seen that life and education are inseparable: life determines education.

Click next, and more >>& gt?