Abstract: Many mathematics teaching activities can cultivate children's exploration spirit. To cultivate children's exploratory spirit, teachers should pay attention to providing exploratory content in mathematics education content; Teachers should integrate mathematics education into games and cultivate children's exploration spirit in games; Teachers should cultivate children's exploration spirit in mathematics teaching activities; Teachers can also cultivate children's exploration spirit through special training.
The "Guidelines for Kindergarten Education (Trial)" clearly puts forward in the scientific objectives (mathematics education belongs to the scientific category): being able to use all kinds of senses, use your hands and brains, and explore problems; Can feel the quantitative relationship of things from life and games, and appreciate the importance and interest of mathematics. In terms of content and requirements: it is proposed to create a relaxed environment for children's inquiry activities; Provide rich and operable materials to provide conditions for each child to explore in a variety of senses and ways; Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, learn to solve some simple problems in life and games with simple mathematical methods, and so on. How to embody the spirit of the outline in banter education activities, carry out mathematical inquiry activities and improve children's mathematical quality?
First, the content of mathematics education focuses on providing exploratory content.
In order to achieve the above goals and requirements, the content of preschool children's mathematics education should be exploratory. The content of mathematics education is exploratory, which means that the content of preschool children's mathematics education activities should have factors that can be explored and guessed, problems that need to be solved by children should be raised, and there should be multiple answers to solve problems, so as to improve children's opportunities for exploration and guessing, thus cultivating children's mathematics literacy.
For example, children line up with the same number of stones of different sizes. After they lined up, he found that the lengths of the two teams were actually different. How can the same number have a length after queuing? After careful observation and comparison, he found that the big stone occupied a large area and was the captain of the queue, while the small stone occupied a small area and the line was short. In this activity, through exploration, he gained the experience that the length of the queue is not only related to the quantity, but also to the size of the items themselves. Another example is the graphic solitaire game, whose rule is that connected graphics have two identical points. Children can choose many answers when they play this game. This kind of game provides many opportunities for children to explore and guess.
Second, mathematics education is carried out in games, and children's exploration spirit is cultivated in games.
Games are children's basic activities. Based on this, teachers can integrate mathematics education activities into games and take the opportunity to cultivate children's exploration spirit. In all kinds of games, children are very interested in some characters, such as doll's house, shops, hospitals and other games, and many people participate in them. Therefore, teachers can create activity areas such as "supermarket" and "hospital" in the classroom or corridor, and place corresponding materials in the activity areas. Among many role games, supermarket games are loved by children, especially urban children, because of their diverse ways of playing and close relationship with children's lives. Teachers can focus on supermarket games, tap children's exploratory things and cultivate their exploratory spirit. For example, children play customers or salespeople, and in the process of buying and selling goods, they realize the different values of goods and enhance their ability to add, subtract and convert money. If she works as a shop assistant, she will sort all kinds of goods. At this time, teachers should be good at inspiring children to classify goods according to different classification standards, such as clothing, which can be classified by tops, trousers, coats, men's wear and women's wear, or by seasons and colors. When classifying children, teachers can also combine ordinal number and spatial orientation to let children consolidate their review in the game and further explore, for example, let children put their winter clothes on the left side of the second row.
When playing structural games, teachers can also inspire children to explore mathematics. Give a simple example, for example, let children build a fence and inspire them to "see who can set up building blocks according to certain rules when building a fence, and ask for a good appearance." Children can make single or compound combinations according to their size, height and color, and the methods of taking them will naturally be varied.
Thirdly, cultivate children's exploration spirit in mathematics teaching activities.
Many math teaching activities can cultivate children's exploration spirit. For example, to learn the composition of 5, teachers can use a variety of teaching AIDS to let children understand the decomposition and combination of 5 in operation. The teacher provided the children with a box with five caps. When the child shakes the box up and down, the bottle cap in the box will go up and down. The children counted the number of bottle caps facing up. Shake several times and record the results. You can also draw a line in the box and put five buttons in the box. Children hold all buttons in their hands, at a certain height from the box, and then let go. Count how many buttons are on the left and right of this line. Try many times. You can also directly let the child touch the button by hand to see how many points there are. The design of this teaching aid is varied, and teachers can design it according to local conditions. Through such activities, children can easily understand the relationship between the total number and the partial number (the total number is equal to the sum of the divided two partial numbers), the exchange relationship (the position of the partial number is exchanged, and the total number remains unchanged), and the complementary relationship.
For another example, when learning addition and subtraction, let children imitate application problems. For example, something can be expressed by 3+2, children can make up various topics, and some children can make up several by themselves. By imitating children's oral application questions, children's imagination can be fully exerted and their creative thinking can be cultivated.
Fourth, cultivate children's exploration spirit through special training.
Many of the above practices are generally not specifically aimed at children's exploration spirit. Teachers can also carry out special training through some activities to cultivate children's exploration spirit. In the later stage of large classes, teachers can guide children to learn some addition and subtraction problems of reverse thinking according to their development, so as to promote their thinking development. For example, how many peaches are there now? There are three pictures: there are four peaches on the plate, five peaches in the children's hands and seven peaches on the plate. The teacher arranges the three pictures in different order and guides the children to say the meaning of the pictures. For example:
(1)a.4 peaches B. Children with peaches c.7 peaches means: there are 4 peaches on the plate, and the children brought 3 peaches. There are seven peaches on the plate now.
(2)a.7 peaches B. Children holding peaches c.4 peaches means that there are 7 peaches on the plate and the children took 3. There are four peaches on the plate now.
(3) A. Children hold peaches. B.7 peaches. C.4 Peaches mean: the children brought three peaches, and now there are seven peaches on the plate, but there were originally four peaches on the plate.
Other changes will not be described.
The teacher arranges three pictures in different ways, aiming at guiding children to perceive the process and relationship of the change of the number of objects, and can learn to say the meaning of the pictures according to the arrangement order, which can not only make up the application problems of addition, but also make up the application problems of subtraction. This practice is somewhat similar to the arrangement of pictures in language education (the order of pictures can be changed).
For another example, when learning addition and subtraction, you can also solve the formula in reverse. Like 5 =? (1+4, 2+3, 3+2, 6-1,7-2, ...) This kind of training is a bit difficult, but it is very helpful to cultivate children's exploration spirit.
For another example, in geometry education, in order to better let children perceive the relationship between plane graphics, teachers guide children to change graphics and let them explore. For example, the teacher showed the children a rectangular piece of drawing paper. "Children, think about it. How many ways can you think of to turn it into a trapezoid?" So the child came up with many ways through thinking and operation: cut off a corner; Oblique cut from the middle; By folding ... the teacher asked again: how about changing the trapezoid into a rectangle? Children continue to explore.
In short, teachers guide children to participate in mathematics activities through various interesting teaching methods, so that children can learn to explore in mathematics activities.