The method of mathematics education for preschool children is an intermediary for the transformation of educational goals into children's development and an important means to complete educational tasks. In preschool children's mathematics education activities, whether the educational methods are properly used will directly affect the completion of children's mathematics education tasks and teaching effects. The choice of mathematics education methods for preschool children should be based on the target content of mathematics education, the characteristics of children's learning mathematics and the subject characteristics of mathematics. The commonly used methods in mathematics education are: 1. Operation method (1) means that teachers provide suitable materials, teaching AIDS and environment for children to explore in the process of playing with themselves and gain mathematical perceptual experience and logical knowledge. (II) Operation Method The basic method for children to learn mathematics is also the main method for kindergarten mathematics education. Contemporary psychological research has proved that children's acquisition of mathematical knowledge begins with children's action on objects, that is, children first learn mathematics through their action on objects. Piaget used the term "reflective abstraction" to explain the difference between mathematical knowledge and other knowledge. He pointed out that "reflective abstraction" includes the establishment of the relationship between objects, which does not exist in objective reality, but only exists in the brains of people who can form the relationship between objects. Children's acquisition of this relationship is abstracted from the interaction between the brain and objects. For example, if a child counts four balls, there is no mathematical knowledge of "4" in any ball. Instead, the child adds up every movement in a row to establish the overall relationship of the four balls, and the one-to-one correspondence between the movements of the finger and the movements of the words (mistakes will occur if the hands and mouths are inconsistent), thus drawing the conclusion that the number of these balls is four. It can be seen that digital knowledge exists in the relationship between objects, which is established by children in their brains through various actions acting on objects. Therefore, from the abstract characteristics of mathematical knowledge, children learn mathematics through action, that is, operation activities. Children have poor self-discipline and short concentration time, so they can't watch and listen quietly for a long time, but the operation method is in line with children's active nature. Therefore, we emphasize that kindergarten mathematics education should take children's operation activities as the main educational method, because this method not only conforms to the abstract characteristics of mathematics knowledge and children's cognitive characteristics of learning mathematics, but also suits children's active nature, which can stimulate children's interest in learning and effectively use mathematics education to promote the development of children's thinking logic. (3) Apply the requirements of 1 and define the operation sequence: manually operate the materials, find the problems-express the action results in language-and guide the teachers to discuss the operation results. 2. Create operating conditions: one material for each child; Have enough operating space and time; Allow communication between peers. 3. Explain the purpose, requirements and methods of operation: when using new materials or tools for inexperienced children, explain the specific requirements and methods. 4. Reflect age differences: different age groups should apply this method differently. (4) As the main method of kindergarten mathematics education, the existing problem-based homework method is gradually being paid attention by kindergarten teachers. But in practical work, if we analyze the application of this method from the goal of kindergarten mathematics education, there are still some problems. 1. Only use the operation method as a means to consolidate knowledge. In the process of kindergarten mathematics education, operation activities should really become the main means for children to explore mathematical logical relations and accumulate mathematical experience. However, in the process of education and teaching, many teachers often demonstrate first, explain first, and then consolidate exercises through operation. This practice violates children's cognitive characteristics, and of course it can't effectively promote children's development. A kindergarten teacher teaches middle school children to know odd and even math activities: in the whole teaching process, most of the time the teacher stands there to demonstrate and explain, while the children sit there quietly listening and watching according to the teacher's instructions, and then memorize them repeatedly: 1, 3, 5, 7 and 9 are singular, and 2, 4, 6 and 8. Therefore, despite the teacher's repeated emphasis on discipline, children also show various phenomena of inattention, such as talking and making small moves. Although some children remembered odd and even numbers at the end of teaching activities, when I asked why these numbers were odd and even, they were speechless. This shows that they acquire knowledge through mechanical memory. How can such education achieve the purpose of cultivating interest and developing children's thinking in mathematics education? Later, experts asked teachers why they didn't turn the teacher's demonstration of matching activities into children's hands-on operation, and then let them express the matching results in words and figures, which not only brought into play the children's initiative in learning and mobilized their enthusiasm, but also allowed them to experience the meaning of single and even numbers through actions. The teacher said that homework activities should be arranged in the next review class. If this arrangement is made, the teaching order will be chaotic. From this point of view, in our kindergarten education, teachers' misunderstanding of operation methods and fear of chaos (the root of this idea is that children's development is not put in the first place in education) are the main reasons for the disadvantages of emphasizing demonstration and neglecting operation. It is an important step for kindergarten mathematics education reform to choose educational methods from the goal of kindergarten mathematics education and children's development. 2. The significance of emphasizing compulsory operation and ignoring active operation is that this method can greatly mobilize children's learning enthusiasm and promote their thinking development. However, in the process of application, some teachers understand it as a completely mandatory operation, not to let children actively explore and think in the process of hands-on, but to give the teacher a password, and the children operate in a unified way, treating the children as robots and completely obeying the teacher's instructions. This kind of operation pays attention to children's learning through action in form, but it does not give full play to children's main role in essence, nor does it create a relaxed psychological environment for children's mathematical exploration activities, nor does it respect children's differences in thinking quality and learning methods. Of course, it can't achieve the purpose of cultivating children's interest in learning and developing their thinking ability. Let's take a look at a 20-minute math education activity in Nanjing Gulou Kindergarten. At the beginning of the activity, the teacher only takes two or three minutes to demonstrate a group of pictures to inspire the children to discuss how to judge whether there are the same number of objects in two groups, and then explain the operation requirements to each group of children (the operation materials of each group are different, including counting beads, sorting boxes and pictures, etc.). ), and then operate in groups, and the children who have completed this group of activities will go to other groups. During the operation, the children were interested, focused and happy. They freely discuss the operation results and boldly carry out exploration activities. Strong children also take the initiative to help other children after completing all activities; Children with different thinking processes are still debating whether to use the one-to-one correspondence method or the dot method when judging the number of two groups of objects. Of course, the teachers' timely guidance also gave them a satisfactory answer. The biggest revelation of this kind of activities should be that only by paying full attention to and respecting children's subjectivity in learning, acknowledging individual differences in children's thinking and letting children take the initiative to operate, can we really play the role of operational activities and promote the development of each child. 3. Lack of serialized operation data. Combat materials are the material pillar of combat activities. In order to promote children's thinking development through their computing activities, it is necessary to provide children with mathematical activity materials that meet their thinking characteristics. As we know, the formation of children's mathematical concepts is a process of gradual abstraction, which can be roughly divided into three stages: the first stage is the physical operation stage, in which children gain a conceptual connotation experience by acting on objects and store enough images for the next abstraction. With this stage, the teacher should provide the children with physical operation materials (such as pebbles and wooden beads); The second stage is the image representation stage, that is, children express their action experience with language, pictures or general marks. In order to promote the development of abstract thinking at this stage, teachers should provide children with more general marks (such as point cards); The third stage is the symbol representation stage. At this time, children have completed the construction process of mathematical concepts and learned to represent the concept connotation with abstract digital symbols. Of course, in line with this, teachers should provide children with digital operation cards. Therefore, only by providing operational materials suitable for the formation of children's mathematical concepts can children's thinking be further deepened effectively. However, in the actual kindergarten mathematics education, this point is often ignored, lacking serialized operation materials, especially ignoring the provision of general marks, which often goes directly from physical operation to digital abstraction, beyond the psychological stage of children's image representation. Of course, such operational activities are not conducive to the development of children's abstract thinking. Second, the discussion method (1) Discussion method is a common learning method in kindergarten mathematics education. The discussion opportunity in different operation stages will have different effects on children's specific operation and thinking activities. 1. Pre-operation discussion: The purpose is to understand the operation contents, materials and rules. This discussion is mainly accompanied by case analysis and demonstration activities. For example, "See how the beads are arranged?" Through this discussion, children understand that they must first understand the arrangement law of beads before they can wear them according to the arrangement law. This not only helps children to master the operation requirements, but also helps to improve their analytical ability. 2. Discussion after operation: The purpose is to help children sort out and summarize their perceptual experience in operation, so as to obtain correct mathematical concepts. For example, after the table operation, discuss the characteristics of the table; After the number synthesis operation, discuss the relationship between number synthesis and so on. The focus of these discussions is to help children make abstract generalizations, so that they can turn their understanding of external characteristics of things into internal and regular thinking. 3. Feel free to discuss in operation. Some discussions were randomly conducted according to the progress of the operation. For example, in the operation of classifying graphic blocks, most children classify graphic blocks according to the standards of color and shape. When someone is found to classify them according to the standard of thickness, you can take the opportunity to let the children discuss: "Look, what's the difference between this child and yours?" This can expand children's thinking. Although this discussion is not included in the plan, it is highly targeted and is a perfect and necessary supplement to purposeful and planned education. (2) Different discussion forms have different teaching contents and requirements, and different discussion forms should be adopted, which is an important part of whether the discussion teaching function can be exerted. 1, discrimination and discussion. Often used to compare two or more kinds of content. For example, after drawing a rectangle and a square with strokes of four colors, let the children discuss: "What are the similarities between these two figures? What's the difference? " Teachers encourage children to fully discuss and distinguish carefully, so as to further perceive the characteristics of the two figures. In this discussion, the key point is not to pursue the answer, but to let children learn to compare and learn to think positively. 2. Modify the discussion. Through discussion, let children realize the fallacies in operation, and use the existing knowledge to analyze and put forward the correction methods. For example, the following two record sheets classified by graphic blocks are observed and discussed by children: "These two record sheets record the classification results respectively, which is wrong, which is right and why?" Through analysis, children gradually realize that classification standards and classification marks must be consistent. Because the child found one of the mistakes, he mastered the correct classification and recording method more clearly. In this discussion, we should focus on guiding children to find problems, which is the forerunner of proposing amendments. 3. exchange discussions. Mainly used to discuss questions with multiple answers. During the discussion, we should pay attention to let each child state different operating experiences and expand their thinking. For example, after dividing eight discs into equal parts, discuss: "How many parts did you divide the discs into? How many are there? " Ask children to tell different ways to share equally. In this way, children will get three different methods of equal division from the discussion, enriching their knowledge and experience. 4. Summarize the discussion. It can help children sum up experience in operation and make it organized and conceptual. For example, let the children divide the disks into equal parts, and then discuss: "which division method makes each disk more?" Which method is less? Which method is the least? " Through discussion, guide children to conclude that if the number of shares is small, each share will be more; The more copies, the smaller the number of each copy. Here, we can't simply replace the children's generalization with the teacher's generalization, otherwise it is not conducive to the improvement of children's analytical and comprehensive ability. It is necessary to ask questions around the problem, guide the children to understand the relationship between the number of copies and the number, and finally let the children draw their own conclusions. (3) Application Requirements In order to achieve the expected teaching effect, we should pay attention to the following points: 1. There should be a basis for discussion. For young children, it is impossible to discuss without certain knowledge and experience. Therefore, discussions are often accompanied by exercises, and operational experience is the basis of discussion. Only when children have a certain perceptual knowledge can they make a positive response to the content to be discussed and accept the final result of the discussion. If we show eight fluffy balls (three of which are red and five are green), when we discuss "more balls or more green balls?" Why? "At that time, most children thought there were many green balls. The reason why children come to this wrong conclusion is that they don't understand the psychological basis of inclusive relationship and the relationship between the whole and the parts. Therefore, we consciously arrange for children to carry out similar operation activities in the future. Later, when we discussed it again, more and more children reflected the progress of understanding and came to the conclusion that "most balls are because red balls and green balls are balls". 2. Pay attention to the process of discussion. The focus of children's mathematics education is not to impart knowledge, but to promote the development of children's thinking, so the process of discussion is more important than the conclusion. In the process of discussion, teachers should pay attention to listening to children's operating experience, observing and analyzing children's reactions in the discussion, understanding children's thinking forms and the process of thinking activities, and then carrying out targeted education on this basis, the effect will be much better than telling children the conclusion. 3. Pay attention to differences and teach students in accordance with their aptitude. Some children with weak ability often seldom participate in discussion activities, which is not conducive to the establishment of their self-confidence and the development of their thinking. Therefore, in our discussion, we often introduce simple questions and adopt more positive encouragement methods to help children overcome their inferiority complex and build their self-confidence. When they have a certain foundation, they will gradually increase the difficulty of the problem and make them develop at the original level. For timid children, guide them to participate in novel and interesting math games, help them to eliminate their nervousness and speak their views boldly. In addition, teachers usually participate in their math activities and organize random discussions, which is also a good way to make them interested in the discussion. Third, the meaning of the game method (1): a method of putting abstract mathematical knowledge into games that children are interested in, so that children can learn mathematics in various free and unrestrained game activities. It is very effective to use games to carry out mathematics education and let children play in middle schools and schools. It is conducive to mobilizing children's enthusiasm for learning and stimulating their interest in learning. (2) Mathematical game type 1. Operation game: a game in which mathematical knowledge is gained by operating toys or objects. There are certain rules. " Graphic baby looking for a home "(know or consolidate triangles, circles, squares, etc.). ) and "where are the small animals" (sensing up, down, front and back and other spatial orientations. ) hide four small animals in the four directions of up, down, front and back of a "table doll" (cut from an ice cream box with four legs and eyes and a mouth on one side), and say "small animals are in" and "unpack" (disassemble the cube carton into a plane and know that the cube has six faces); Fold the box "(restore the opened box into a cubic paper box and feel the relationship between the six faces of the cube and the cube). Digital dolls find neighbors. Ask the children to find out the two nearest neighbors according to the digital cards they show, and tell the reasons. If the teacher shows the number 2, please ask individual children to answer and other children to add. Guide and inspire children to say that the neighbors of 2 are 1 and 3. Because 1 is 1 less than 2 and 3 is 1 greater than 2. In the same way, please change the neighbors of 3 and 4. 2. Plot game: a game activity that reflects the learned mathematics knowledge by arranging plots with certain plots, contents and roles. For example, Cats Catch Mice (experience 1 etc.) and A Doll's House (3) Competitive game: a mathematical game with competitive nature. The two ends of each card are numbers and things, and the number of numbers and things is different. Connect the numbers on one card and the objects with the same number on another card in turn, and whoever completes them within the specified time will win. (4) Sports games: games involving mathematical concepts or knowledge in sports activities. Such as "the eagle catches the chicken", "occupying the circle" and throwing darts. (5) Multi-sensory games: games that learn mathematics through different senses. Such as "wonderful pocket" and "watching digital cards and doing actions" (children can clap their hands or stamp their feet immediately when they see the digital cards presented by the teacher, and they can ask individual children to do it or do it collectively. ) "Look at the animal card and learn to bark (or jump)". When children see some kind of animal group card presented by the teacher, they first say the numbers visually, and then imitate the animal's cry (or jump). If the teacher shows a card with four puppies, the children say four and bark four times like puppies; Then the teacher asked the children to read the number 4. Another example is that there are five green babies on the card. Children can say five first, then learn to jump five times, and then let them read the number five. (6) Intelligence game: a game whose main task is to use mathematical knowledge to develop intelligence. For example, the game "Looking for Animals" allows children to look for animal companions in the beautiful forest by observing pictures and count how many different animals there are. Cultivate children's ability to observe things carefully by observing and counting. "Numbers to find home" game. Use leaves, flowers, pears, apples and other physical objects to represent the home of a certain number. Let children remember in different ways. This alternating training of numbers and objects can enhance children's memory and thinking agility. You can also train children's imagination through jigsaw puzzles and train children's logical thinking ability through sorting games. "I am a small operator" divides the children into several groups, and each group stands in a row or a circle. The teacher whispered the telegraph number to the first child in each group so that the other children didn't know it, and then listened to the signal to send a telegram. The first child gently touches the center of the second child's left hand with his right hand according to the number said by the teacher (for example, the telegraph number is 5, gently with his finger). Go down in turn. The last child gives the number of the telegram to see which group of telegrams can be shot quickly and accurately. It can cultivate children's sensitive and serious habits and develop their sense of touch, attention and memory. 3, application requirements (1) let children and mathematics * * * the same "game". Children's mathematics education must not simply impart knowledge, but must be entertaining, infiltrating shallow mathematics knowledge into games or activities that children are interested in, so that children can feel satisfied while perceiving knowledge. Game method is a common method, which puts abstract mathematical knowledge into games that children are interested in, so that children can learn in game activities, which is conducive to mobilizing enthusiasm and stimulating interest. (2) Let children learn by operation. Piaget's warning: Mathematics is not taught, but invented by children themselves. The biggest misunderstanding of us adults is trying to teach our children mathematics by words. Operational inquiry activities are an important way for children to actively acquire scientific knowledge, and encourage children to use visual, auditory, tactile and other senses to perceive things and constantly find problems. (3) Guide children to learn and apply mathematics in life. Children's perception of mathematics is based on life experience, and there is mathematics everywhere in life. We should make full use of life materials, let children accumulate mathematical perceptual experience, and guide them to feel all kinds of mathematical information from life through various sensory channels. Four. Significance of comparison method (1): By comparing two or more objects, children can find out their similarities and differences in number, quantity and shape. (2) The form of comparison 1, simple comparison and complex comparison 2. Correspondence comparison and non-correspondence comparison Correspondence comparison is to compare two (group) objects one by one. Specifically, there are three (1) overlapping formulas: one (group) object overlaps another (group) object to form a one-to-one correspondence between two (group) object elements, so as to compare quantities or numbers. (2) juxtaposition: juxtapose one (group) object under another (group) object to form a one-to-one correspondence between two (group) object elements, and compare the quantity or number. (3) Connection type: compare the painted object with related objects, shapes or numbers. Non-correspondence comparison can also be divided into three forms: (1) Single-line comparison: comparing objects in a row or column. (2) Double-row comparison: Double-row comparison object. Include different numbers of equal lengths, different numbers of different lengths and the same number of different lengths. (3) Comparison of different arrangement forms: arrange a group of objects in different forms and make quantitative comparison. 5. The significance of heuristic inquiry method (1) is a method for teachers to create a suitable environment for children, inspire and guide active discovery and inquiry, and thus obtain preliminary mathematical knowledge. (2) Requirements 1. We must create a suitable environment for young children. 2. We should fully trust children and let them discover, explore, think and overcome difficulties. 3. Teachers should learn to wait, observe and inspire appropriately. 6. Explain the model law (1) means the method of combining explanation with demonstration. It is a teaching method for teachers to explain and explain abstract knowledge such as number, quantity and shape through the use of language and intuitive teaching AIDS. This is a traditional method of mathematics education. Teacher-centered, children are often very passive. Be careful when using it. (2) Requirements 1, the focus of the explanation must be prominent, and the language should be concise, accurate, vivid and popular. 2. The demonstration teaching AIDS should be intuitive, beautiful and slightly larger, but not too novel, so as not to distract children. 3. The explanation and demonstration can be combined with operation method and discovery method. VII. Finding Methods (1) The meaning is to let children find the quantity, quantity, shape and their relationship from the surrounding living environment and things, or to find the corresponding quantity of physical objects on the basis of direct perception (2) form 1, 2 in the natural environment, 3 in the prepared environment, and 3 in the requirements 1 by using memory representation. Eight, other methods: appreciation, observation, conversation, induction, deduction, situational method, etc.