The big class is a crucial year for children to connect, and mathematics activities are more prominent. Its purpose is not only to let children learn superficial mathematical knowledge and skills. Therefore, while learning traditional knowledge such as reading and writing, children need to master more efficient information processing and problem-solving "thinking ability" to form the ability of active learning. Guiding large class children to carry out math activities in the corner can further stimulate children's interest in learning math, enhance children's independence and cooperation in math activities, and make math activities get good results.
How to organically integrate mathematics corner with mathematics activities, give full play to the effectiveness of education, and promote the formation of active learning quality for large class children? First of all, let's understand the characteristics of mathematical activities in the corner:
First, the materials are extensive and fresh, which can stimulate interest in learning.
Children are very curious about things outside, and they often take interest as the starting point in their studies, so they are easily attracted by new ones. This requires that the operating materials provided to children must be novel, colorful and suitable for children's age characteristics.
However, in the usual collective mathematics teaching, the amount of materials to be prepared is relatively large, so several sets of homework materials are usually reused. When we send materials to our children, they will immediately complain that "it's still this". Old and monotonous homework materials easily make children feel bored and affect the effect of homework activities. However, the operation data of mathematical angle are less prepared and there are many sources. For example, asking children to help collect, their own garbage … even toys brought by children can be used as operational materials for the math corner. So the material can be rich, varied and interesting, timely and moderate.
Second, rich and varied forms can provide opportunities for active learning.
In the previous kindergarten mathematics education, the organizational form of education was mostly class collective education. In this form, the educational goal is unified, and all the children in the class study according to one goal, but the development level of each child is not considered. Therefore, they can't meet the cognitive needs of children at different levels of development, and often cause some children to "eat less" and some children to "eat less", thus inhibiting and dampening children's enthusiasm and initiative in learning and hindering and affecting their development.
The form of learning mathematics from the perspective of area is decentralized, which meets the needs of children to "act" and "understand" perceived objects in activities and the relationship between operands and quantities in action. Guide children to develop from the logical thinking of action-image-symbol, promote the development of digital concepts from intuitive level to abstract level, and realize children's personalized development. It can make teachers change from "teaching" children to "playing" mathematics, and realize children's active development.
Third, enough time and freedom can promote the interaction between children.
As we know, in collective mathematics teaching, it is inevitable that children with strong ability finish the operation too early, while children with weak ability can't even finish it, which causes the time lag. The setting of mathematical angle is just in line with this time difference. Children with strong ability can try to "wait" children with weak ability again, and in the process of "waiting", they can get deeper exercise; The children with weak ability complete the initial operation when the children with strong ability try again, forming a harmonious and complementary atmosphere.
In fact, whether in the morning, after school or after dinner, children can fully perceive the operation exploration in the mathematics corner, and gain useful experience and basic mathematical concepts in specific operations. Sufficient time to make the math corner flexible and open, to make children become veritable masters, and to form the interaction between teachers and children and their peers with the help of information feedback from children's behavior, so as to keep learning fresh and energetic.
Secondly, on the basis of explaining its characteristics, we can try the following points:
First of all, set up the environment and present a colorful learning space ... >>
Question 2: What are the benefits of corner activities for children? What are the architectural areas where children play structural modeling games by operating various basic components and materials? Constructing games is an activity that integrates thinking, operation, art and creation, and it is an indispensable experience in early childhood. In order to make children feel the charm of constructing games, the construction area of Bei Le activity area of Yitong provides rich and systematic materials, which not only highlights the age characteristics of children, but also takes into account their individual differences, so that children can continuously improve their construction ability in the process of hands-on operation. Yitong Bei Le Activity Building Area provides the garden with a set of floor plans and supporting materials for the activities of the kindergarten building area, mainly including: building area user manual, building project book, unit building blocks and children's development record form.
Question 3: The content of science corner activities is generally divided into learning corner and science corner, right? First, the nature of corner activities.
From the dimension of the activity nature of regional angle, we can divide it into three categories:
The first is the learning corner activity. This corner activity mainly points to children's knowledge and understanding of the surrounding environment and objective phenomena, and accumulates life experience and cognitive experience. Such as life, health and other content and skills learning (living area); The concept of number, scientific common sense and other learning contents and methods (exploration area); Language, art, music and other content and learning methods (performance area).
The second is the game corner activity. This kind of regional activities mainly point to the accumulation of good emotional experience and social experience. Such as structure area, performance area, corner, etc.
The third is the integration of learning and games. This corner activity often has the dual functions of learning and playing. For example, some classes have both language area, mathematics area and structure area. Corner * *, etc. To meet the different needs of children (especially children in kindergartens and small classes) for learning and entertainment.
At present, our "downtown teaching and research group" focuses on the exploration of learning corner activities. This paper attempts to comprehensively sort out the learning corner activities with wide coverage and unique functions in order to give full play to its educational function in kindergarten education activities.
Learning corner activity is an autonomous learning activity in which teachers purposefully create an activity environment and put in activity materials according to educational goals and children's development level, so that children can carry out personalized autonomous learning activities mainly through manipulation according to their own wishes and abilities.
It's mainly about learning. It can be single content learning, such as school districts and language areas, or comprehensive content learning, such as living areas. Chess area. In learning and exploring, we should understand the living environment and the objective things around us.
Mainly to operate and fiddle with learning. Children observe and experience in interaction with various materials. To explore. To discover and accumulate various experiences.
It is based on personalized learning. Children choose the activity area according to their own needs, interests and wishes, and decide the time, speed and times of operation by themselves.
It is a learning activity based on the combination of teachers' presupposition and children's spontaneous generation. The environment and materials for learning corner activities are created and provided by teachers according to children's age goals and stage goals, and according to their current development needs. This kind of district corner activity sometimes appears in an independent form, and sometimes it is the preparation or extension of collective teaching activities. But during the whole activity, children's learning is autonomous, automatic, independent and personalized. Therefore, it is also a learning activity that better reflects the process model.
In short, learning corner activities have the following three characteristics:
First, the goal is clear and orderly, but it is not immediate. The goal of learning corner activities is often set by teachers according to semester goals or stage goals. Compared with collective teaching activities, the goal should be broader and longer-term. At the same time, the goal of this activity is not to be pursued in one activity, but to be achieved in a long process. In addition, teachers need to adjust the activity goals in time and continuously according to the children's operation and exploration level, so that the delivery of various activity materials can be better positioned in the "nearest development area" of children.
Second, space and time are semi-open. In space, it allows children to choose freely in a certain area and range. Over time, it allows each child to learn at his own cognitive speed. Some children can complete the same operation once or twice, while others need a week or a month to succeed. It should be recognized. But in the end, we have to achieve the semester goal or the stage goal.
Third, the activity process is autonomous. Learning corner activity, a personalized learning method, is more conducive to giving full play to children's initiative in learning and truly embodies the modern concept of respecting children's individual differences. In recent years, under the influence of Gardner's theory of multiple intelligences, people's understanding of individual differences has undergone profound changes, from the differences in cognitive ability and personality in the past to the differences in cognitive structure, development speed and psychological characteristics. This makes us realize that in order to truly respect children's individual differences and give full play to children's initiative in learning, we must make learning content, learning methods and learning progress suitable for each child's physical and mental development characteristics and level. The activity of learning corner just embodies this new view of learning and individual difference. Children are completely independent in the process of corner activities. They choose their own activities, activities and partners, and learn independently at their own pace ... >>
Question 4: How to carry out small-class math corner activities in kindergartens Abstract Small-class regional activities expand children's thinking in the form of group activities, promote children's independent, cooperative and inquiry learning, cultivate children's innovative spirit and practical ability, and provide children with a lot of activities such as brainstorming and hands-on operation for certain math education goals, so that children can play their enthusiasm, initiative and creativity in the activity area and develop at the original level. In the math area, let children choose to play games according to their own wishes, instead of forcing children to play games according to the teacher's intention. Let children achieve the joy after success through their own efforts and enhance their self-confidence. Create an environment for them to start communicating with others, guide children to actively explore and manipulate materials, and teachers should adjust, pay attention to and reflect on them in time, and constantly enrich the operational materials in the activity area, thus promoting the development of children's ability. Key words: mathematics field, autonomy, exploration, interest, material, ability. The purpose of small class children learning mathematics is to attach importance to the cultivation of emotion and attitude in mathematics learning, so that children can start from problems, understand learning, judgment and decision-making in operation, and apply mathematics knowledge to their own life practice. Because children's mathematics education tends to children's own feelings and experiences, attaches importance to children's sensory participation and emphasizes children's intuitive input. The development of small class mathematics activity area is a beneficial extension and supplement of kindergarten mathematics teaching activities. Therefore, regional activities not only expand children's thinking, but also encourage children to carry out independent, cooperative and inquiry learning, and cultivate children's innovative spirit and practical ability, which is an inevitable trend and realistic requirement for deepening mathematics teaching reform. In the form of group activities, children are provided with a lot of opportunities for thinking and hands-on operation, so that children can play their enthusiasm, initiative and creativity in the activity area and develop at the original level. Children in small classes are easily influenced by external things, and their interest in the same game is often limited to a few minutes or at most ten minutes. Then, how to carry out mathematical regional activities under the premise of small class children's age characteristics? First, the content of the math activity area should be consistent with the goals of recent math activities. Teachers should be clear about the specific goals of mathematics activities this semester and this month. If there are goals, they can consider designing a mathematics activity area to achieve a certain goal. Run educational intention through the content of mathematics activity area, and create a good environment consistent with mathematics goals. The recent study content of mathematics in my class is mainly 1-5. So my class created "feeding small animals" to let children feed rabbits, puppies, kittens and other small animals respectively, and also created "fishing kittens" activities to let children review and consolidate their recent math activities in the activity area by feeding the amount of food and counting the fishing times. In addition, teachers can also provide individual education and consultation for children of different levels. Operating games in regional activities not only meets the needs of children's hands-on operation ability and learning communication, but also enables children's learning experience to be reviewed and consolidated in time. More importantly, children are deeply impressed by observation, exploration, operational perception and experience, so as to effectively improve their attention, observation, operational ability, language expression ability and thinking ability, and make them feel endless fun in activities, thus promoting their active learning. It not only updates the teaching means and methods, but also improves the teaching quality. It can display teaching materials more vividly, stimulate children's interest in learning, and play a great auxiliary role in teachers' recent teaching. Secondly, the setting of math activity area should conform to the cognitive characteristics of small class children of all ages. Piaget, a Swiss psychologist, believes that the concept of number is not learned by children, but perceived by children themselves, and the real life experience and life scene should be the background of children's perception of the concept of number. The concept of numbers in children's minds comes from their thinking when they make logical mathematization of life reality, and is constructed on the basis of logical mathematics experience through reflection and abstraction. Small class children are mostly self-centered, thinking mainly in concrete images, and their attention is not easy to concentrate, so the materials provided should be vivid, concrete and intuitive. Small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. Animals are often regarded as adults, even inanimate objects can talk, move and think, and they are their own kind. They often talk to "small animals", which reflects the "human-like" characteristics of children's thinking. For this reason, our class set up the plot of feeding small animals in the regional activities that let children score 1-5. Children >>
Question 5: How does the kindergarten teacher guide the children to play games with them in the math corner for 5 minutes and tell them according to some details and common sense in life? Today's children are just a shaping period. They will know what you tell them.
Question 6: What common activity areas do children have (corner activities)? There are five parts: library area, building area, puzzle area, math area, performance area and art area.