Integration, also known as integration, is to combine different types of education and make it a whole. Integration is the activity of returning to children themselves. In paying attention to children's growth experience, mathematics activities are consciously integrated into sports activities, resulting in multi-dimensional connections. Let children show and improve all kinds of experiences in activities and integrate experiences, which is conducive to guiding children to learn mathematics in various ways, expressing mathematics by words and body movements, integrating abstract and boring mathematics knowledge with interesting sports activities, helping children to perceive mathematics faster, form the concept of numbers, enhance their learning awareness, cultivate their good study habits and mathematical logical thinking, and promote the improvement of their learning quality.
First, use sports equipment to cultivate children's mathematical consciousness.
The cultivation of children's mathematics consciousness should start from children's life, excavate and provide as many materials as possible in children's life, help children discover the existence and application of mathematics in their life, make children feel that mathematics is an effective tool to describe real life, and thus cultivate children's mathematics consciousness. Teachers give full play to the educational function of sports equipment, transform it into educational elements, cultivate children's perception of mathematics in the interaction with sports equipment, and promote children's desire to actively discover, discover and explore the mysteries of mathematics.
● Small class mathematics activities "know the circle". Children use different sizes of circles in hand-held weapons practice, feel the circle in games such as touching, rolling and turning, and know the characteristics of graphics. From the perception of different sizes of circles, they master the size of objects, such as "my circle is big, your circle is small."
● Mathematics activities of the middle class are "relatively important". Children are free to choose sandbags and dumbbells of different sizes. Children are throwing sandbags and lifting dumbbells with different weights to perceive the weight of objects by comparison, such as "which dumbbell is lighter and which dumbbell is heavier".
● Mathematics activities in large classes "distinguish objects with different widths", and children perceive the width and narrowness of objects by walking the balance beam with different widths in outdoor activities. Will correctly use words such as "width" to express feelings in sports activities.
The variety of sports equipment implies many mathematical education factors, such as learning ordinal number in climbing frame, feeling height in seesaw, feeling speed in skipping rope and so on. Only by making full use of the existing sports equipment can children truly realize that "mathematics is also in our sports activities". A suitable environment provides material conditions for children to actively perceive mathematics, discover mathematics in the environment through interaction with the environment, stimulate children's desire for learning and intrinsic motivation, and cultivate children's mathematical consciousness.
Second, create activity situations to stimulate children's interest in learning mathematics.
In mathematics education, according to the teaching content, age characteristics and life experience, we should learn from common life events and create vivid, interesting, scientific and effective simulated life situations that can be experienced by ourselves, so that children can interact with people, things and events in the situations, thus establishing a bridge between mathematical concepts and sports activities and stimulating children's interest in learning mathematics. The involvement of sports can effectively bring children into interesting situations. Let every child participate in the activities more actively, and through their own observation and real experience, they will gradually recognize knowledge, activate thinking and gain experience in situational activities.
● Small class math activities "1 and more", creating a "radish field" situation, children playing rabbits, teachers playing rabbit mothers, taking "rabbits pulling radishes" as the plot, pulling "one or more radishes" to the radish field according to the requirements of "jumping" and "jumping many times", and children learning "1" and "while jumping.
● In the middle class, the activity of "reviewing ordinal numbers within 5" creates a gymnasium situation, and sets up various sports including "jumping the grid", "throwing Fei Biao" and "hoop". Children say "I jumped in the second box in the third row" while playing.
● Large classes "review the addition and subtraction within 10" to create a "zoo" situation. The children acted as tourists. Everyone has five kinds of "food" cards for feeding animals. There is an addition and subtraction formula within 10 on the card, and each animal has a number on its forehead. Children throw them into the mouths of corresponding digital animals according to the formula on "food".
Children's learning knowledge can only be obtained through the construction of meaning in specific situations. Some mathematical knowledge, only by looking at the wall chart, observing and thinking, is difficult to stimulate children's interest. Therefore, according to children's life experience, boring mathematics knowledge is displayed through lively scenes, so that learning activities take place in the playground scene. Let children observe and think, stimulate their active participation, and easily master mathematics knowledge.
Third, transfer the existing experience and inspire children to use mathematics to create an environment.
Sports activities often need to arrange venues, which contain many rich mathematical problems. Teachers should be good at observing and exploring educational opportunities. Consciously preparing sports materials, children transfer their mathematical knowledge and experience by participating in the arrangement of activity venues, and use mathematics to arrange venues in the process of trying to explore materials and interacting with peers and teachers, and also develop good learning qualities such as being good at thinking, persevering and cooperating with others. For young children, this way of learning is obviously much more interesting than using ready-made teaching AIDS in class. Teachers should be conscientious, enhance the awareness of making full use of sports materials to let children accumulate mathematical perceptual experience, and guide and inspire children to feel all kinds of mathematical information from sports through various sensory channels, intentionally or unintentionally.
● In the "jump circle" game, you need to place a circle on the field. The teacher consciously put red and yellow circles and asked the children to place them according to certain rules, with the number of each row being 8. Some arrange red and yellow circles according to ABAB law, some are ABB, and some are AABB. Although the methods are different, they are all sorted regularly, and the numbers within 10 are reviewed.
● In the "jump" game, the teacher provides hurdles with different heights, and requires children to arrange them from low to high. Children use the arrangement method from low to high, and cooperate with their peers to quickly complete the hurdle task.
● In the game of "dribbling around obstacles", 24 chairs are arranged in 4 teams as obstacles, and the distance between each chair is similar. Children use their own natural measurement methods, some with their feet and some with sticks. Each group measures the distance between chairs in different ways, and the children put the chairs at a certain interval.
Fourth, combine sports activities to promote the development of children's mathematical thinking.
Games are not only the way of children's mathematics education, but also the method of mathematics teaching. Infiltrate abstract mathematics knowledge into lively sports games, and combine them closely to attract children to participate in mathematics activities, so that children can apply mathematics spontaneously and gain useful experience. In sports activities, children can use their senses and bodies to perceive and discover mathematical phenomena related to sports activities according to their own interests and wishes, and use existing mathematical knowledge to think and promote the development of abstract thinking.
● Queuing activities, the first link of the sports meeting is queuing. Only when children line up can sports activities be better carried out. Teachers seize the link of queuing, carry out "queuing games" and infiltrate mathematics education. For example, the number of children in each group is "1, 2, 3, …", and the ordinal number within 10 is reviewed. Then, the teacher said, "Which team has more people and which team has fewer people?" "We want to dribble and ask each group to have the same number. What should we do? " There are more children first, then fewer, and then the number of teams is increased or decreased, so that the same number of people can participate in the prescribed competition.
A variety of sensory sports activities, in which children apply different senses to mathematics learning, can develop their perception of logarithm and shape. For example, in the sports game Rabbit Jump, the teacher knocks the tambourine with his hand, and the children do the rabbit's movements according to the number of tambourines. When the teacher knocks five times, the children should count the number of tambourines and then jump up five times with their feet. This game exercises the perception of quantity through hearing and motion perception. Another example is "I make friends with graphics". Different figures are hung on the playground. According to the teacher's instructions, children run to the designated place to touch the figures such as circles and squares. The teacher said, "Please touch the round baby and run over." Hearing this, the children ran to touch the circle, and through repeated practice of touching, the children unconsciously consolidated the characteristics of perceiving geometric figures.
Plot sports activities and plot sports games are interesting and vivid. Through the theme and plot of sports games, it not only embodies the mathematical knowledge and skills to be learned, but also makes children like to learn mathematics in games. For example, in the game animal contest, children are required to dress up as different animals, hang numbers within 10, and listen to the teacher's instructions to play the game. If given a "odd" instruction, all odd children will run around the outer circle. There are also games such as "chair grab game", "finding friends" and "fishing". In the game, children read children's songs and compare the number, size, composition, addition and subtraction and ordinal number of numbers within 10. Vivid sports activities promote the development of children's mathematical thinking.
Competitive sports activities, increase the competitive nature of mathematical games, in order to enhance the agility of consolidating and developing knowledge. For example, in the sports game "Pony Running Around the Obstacle", children are comparing which group of ponies can reach the finish line fastest, and they can perceive the speed from the course of the race. It takes less time to know how to run fast and more time to run slowly. In the "skipping competition", we can find out the speed from the process of children skipping rope and compare the number of skipping results within the specified time.
Colorful sports activities arouse children's thirst for knowledge and can motivate them to devote themselves to mathematics learning; Children learn mathematics in games, their attention and observation are obviously strengthened, and their enthusiasm and initiative are mobilized. Children's mathematical activities are diverse. Using one's brains in teaching activities and skillfully and reasonably integrating some mathematics contents into sports games at an appropriate time can greatly improve children's enthusiasm and initiative in learning mathematics.
(Editor: Lin)