Mathematics is a systematic and logical subject with its own characteristics and laws, which determines that children's knowledge acquisition does not come from the object pointed by the action, but from the action itself, from children's actions and the coordination of these behaviors. The "Outline" mentions: "Provide rich and operable materials, so that every child can use various senses and explore in various ways to provide conditions for activities" and "provide opportunities for free play ... respect each child's ideas and creations". Daily collective teaching can meet the teachers' high efficiency, but it can't meet the children's individual needs. Therefore, the setting of mathematics angle only continues and supplements the shortcomings in collective mathematics teaching, and provides needs and opportunities for individual activities.

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" and 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 diverse 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 logical thinking of action-image-symbol, and promote the development of digital concepts from intuitive level to abstract level, so as to 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, set up the environment and present a colorful learning space. ......

What is the generalized number in large class math games? Reflections on the meaning of numbers within 6.

Reflection after class:

The goal of this lesson is very clear, that is, to learn to understand the composition of "6" and know how to exchange the positions of two parts to keep the total unchanged. Because mathematical knowledge is particularly logical. We should provide some active materials with correct, acceptable and interesting number concepts in mathematics activities, so that children can understand mathematics knowledge and develop their thinking ability in interaction with the materials.

What is the game of teaching leniency and narrowness in kindergarten?

The overall goal of preschool children's mathematics education

1, sensitive to mathematical phenomena in the surrounding environment, interested, active and independent in participating in mathematical activities.

2. Gradually accumulate perceptual experience about the shape, quantity, space and time of objects, gain some superficial mathematical knowledge and skills, and construct a preliminary concept of number.

3. Learn to use homework materials correctly and gradually develop good study habits.

4. Be able to use existing experience and simple mathematical methods to solve some simple problems in life and games and develop thinking ability.

Contents and Requirements of Mathematics Education in Kindergarten

1, willing to participate in math games, able to fiddle with materials of interest.

2. Perceive and distinguish circles, squares and triangles. Interested in shape changes. Can distinguish red, yellow and blue.

3. Learn to classify items according to their one-dimensional characteristics. (name, color, shape, size).

4. Perceive "1 and a lot". Perceive a * * * (physical object) with the same name.

5. Learn the number of songs within 10. Within 3, the number of hands is the same, and within 3, you can take things in kind.

6. Understand the size and quantity of items in comparison.

7. Perceive the spatial orientation of up and down, inside and outside, and distinguish day and night.

8. With the help of the teacher, learn to take and put homework materials according to the marks.

Contents and Requirements of Small Class Mathematics Education

1, willing to participate in mathematical activities, like to fiddle with and manipulate materials.

2. Understand circles, squares and triangles, and be interested in and recognize the shapes in the living environment. Pairing can be combined according to the shape.

3. Learn to classify items according to their one-dimensional characteristics.

4. Understand "1 and many" with multiple senses and understand their relationship. Every element in perception * * * is within 5.

5. Learn to compare the number of two groups of objects by one-to-one correspondence (overlapping, juxtaposition and connection), and perceive and distinguish more, less and as much.

6. Learn to sort objects within 5 according to their differences (size, length) or a certain feature, and find out the largest (length) or smallest (short).

7. Learn the number within 5 (physical objects and concepts), can tell the total number, can take things with numbers, can persevere, and learn some commonly used quantifiers.

8. Learn to distinguish the concepts of up and down, inside and outside, before and after the morning and evening time, and know the morning and evening changes of representative plots.

9. Learn to take and put operating materials as required. Have a preliminary sense of rules.

10, learn to express in simple language.

Contents and Requirements of Middle School Mathematics Education

1, able to actively concentrate on mathematical operations and interested in the results of their own activities.

2. Know rectangle, trapezoid and ellipse. Can notice the difference in the shape and quantity of objects in the surrounding environment.

3. Learn to classify items according to their two-dimensional characteristics.

4. Combine with daily life, divide yourself into 2-3 different * * * (the number of elements is within 10), and perceive each element in * * *.

5. Learn to sort in the positive and negative directions within 7 according to the different quantities (thickness, height, thickness, width, etc.). ); Learn to sort by specific rules.

6. Learn the counting within 10 (counting backwards, counting backwards, grouping visually). Form a series of numbers, know the numbers and understand their actual meaning (cardinal number and ordinal number).

7. Learn to correctly judge the quantity within 10 (not interfered by external factors such as object size and spatial arrangement).

8. Learn to organize and arrange activity materials in an orderly way, and try to have simple math activities.

9. I can try to tell the process and results of my operation activities with the help of my teacher, and I am also willing to communicate with my peers and teachers and develop the habit of listening.

Contents and Requirements of Mathematics Education in Large Classes

1, know several common three-dimensional figures (cube, sphere, cuboid, cylinder); Experience the relationship between plane graphics and three-dimensional graphics.

2. Learn to classify objects according to their two-dimensional or three-dimensional characteristics, and learn to classify them step by step according to their marks.

3. The intersection, union and inclusion of main perceptions * * * *.

4. According to the number and quantity of objects, the forward and reverse sorting within 10 can be performed.

5. Learn odd and even numbers, adjacent numbers and know zero within 10.

6. Learn the decomposition and synthesis of numbers within 10, and experience the equivalence relationship between the total number and the partial number, and the complementarity and exchange relationship between the partial number and the partial number.

7. Learn the addition and subtraction of numbers within 10, know the addition and subtraction signs, understand the meaning of addition and subtraction, master the addition and subtraction skills of numbers within 10, and experience the reciprocal relationship of addition and subtraction.

8. Learn to be divided into two or four parts; Conservation of perception; Learn natural measurement.

9. Research ......

How to make kindergarten math game design more interesting and effective

First, interpret the goals and requirements in the field of mathematics in the Guiding Outline of Kindergarten Education.

The "Guidelines for Kindergarten Education" listed mathematics education in the scientific field, which organically combined mathematics learning with exploring nature. It points out for us that children's understanding of mathematics is based on the perceptual knowledge gained from the exploration of specific things, and mathematical knowledge must be self-constructed through the direct interaction between children themselves and objects and the outside world.

From the perspective of goal orientation, the value orientation of mathematics education pays more attention to children's interest, emotion and attitude towards mathematics, attaches importance to developing positive emotions in cognitive activities, and cultivates the foundation and motivation of lifelong learning.

From the change of content and requirements, mathematics education should be rooted in children's life and experience, and tap the resources that teaching depends on from children's real life. Children construct preliminary mathematical concepts through personal experience, feeling and experience, which makes the process of finding, thinking and solving problems become the core of mathematics curriculum.

This expression in the new Outline gives us a new understanding of the role and position of kindergarten mathematics education:

First of all, kindergarten mathematics education is not only a basic content of kindergarten education, but also a scientific method for children to know the surrounding environment, express their lives and reflect their lives.

Secondly, the purpose of children's mathematics education is to guide children to learn mathematics that can be applied in life. (emphasizing that mathematics comes from life and returns to life)

Thirdly, "mathematics in life" can be understood as "guiding children to know and understand the phenomena and games in life with mathematical knowledge in their real life." (emphasizing that mathematics is an inquiry tool)

Fourthly, "Mathematics in Life" focuses on children's observation and understanding of life and games, children's interest and attitude towards mathematics learning, and children's application of basic mathematics knowledge in practical activities.

Based on the profound interpretation of the syllabus, many kindergarten teachers have a new understanding of how to carry out high-quality kindergarten mathematics teaching, and have made active explorations, such as trying to enhance children's autonomy in mathematics exploration by creating "life-oriented" game situations, trying to put more materials for children to operate, and so on. Teachers often use professional teaching strategies and wisdom to create a certain "life situation" in the classroom, skillfully "design" mathematics problems into the "life situation" and organize mathematics teaching activities. On the one hand, this "life-oriented" mathematics teaching activity provides children with a "life situation" full of "mathematical logic" (including life events, living materials and their relationships, etc. ), let children use "mathematical thinking and methods" to solve some practical problems in life and prevent the loss of mathematical connotation; On the other hand, it is emphasized to let children feel the interest in mathematics learning in "solving the conflicts and contradictions of life events", satisfy their curiosity, and help them accumulate inquiry experience and avoid the mechanization of mathematics learning.

"Life-oriented" takes into account the interest principle and application principle of children's mathematics learning. Leading children to discover mathematics in life, learning mathematics in life and using mathematics in life and games are what we already have and what we have been trying to achieve.

Second, on children's mathematics teaching activities

The Guiding Outline of Kindergarten Education points out that kindergarten education activities are a purposeful and planned educational process in which teachers guide children to be active and positive in various forms. Children's mathematics education activities include: mathematics teaching activities, mathematics activities in activity areas, mathematics games and mathematics activities in daily life.

First, the value of children's mathematics teaching activities

1, what is teaching-

The so-called teaching is a unified activity of teachers teaching and students learning. In this activity, students have mastered certain knowledge and skills, and at the same time, their body and mind have developed to a certain extent, forming a certain ideological quality. Judging from the prescriptive requirements of teaching, "teaching" activities should have three characteristics:

First, "teaching" includes both "teaching" and "learning". It includes the activities of teachers and students.

Second, it is initiated by teachers, which conforms to certain moral norms.

Thirdly, it aims to promote all the behaviors of students' learning.

"Teaching" means not only "imparting" knowledge and skills to learners, but also changing learners' attitudes and lifestyles.

According to the above, teaching should be initiated by teachers, aiming at maintaining and promoting all students' learning behaviors.

2, the characteristics of kindergarten mathematics teaching activities

Kindergarten mathematics teaching activities have the following characteristics:

(1) Children's mathematics teaching activities are purposeful and meaningful. ......

What games can be used in mathematics teaching in large classes?

First of all, the questions raised

We understand that games are an important way to cultivate children's interest, exploration and cooperation, but because of the rich content of games, it is necessary to cultivate the relationship between games and children's abilities. Teachers must understand that children can learn and understand what they want to master through games, and link it with classroom activities and curriculum teaching, thus becoming a conscious educational activity. But games cannot replace teaching, and teaching cannot replace games. Games are children's independent activities, with more emphasis on "interest", "performance" and "process", while teaching is teachers' imparting knowledge and skills to children, which has a strong purpose and planning, and emphasizes children's activities under the guidance of teachers. Therefore, for young children, teaching and games have independent value. However, at present, teachers can't use gamification activities scientifically in mathematics teaching, ignoring the inherent essence and function of gamification activities, which makes it difficult for games to play their good effects. According to this situation, we imagine that if we can systematically and orderly carry out gamification activities of mathematics education under the guidance of the spirit of the outline, according to children's different ages and learning characteristics, as well as the functions and characteristics of mathematics games themselves, we can further stimulate children's interest in learning mathematics, enhance their independence and cooperation in mathematics activities, and make mathematics activities receive good results. How to combine them organically and give full play to the effectiveness of education has been studied for a year.

Second, research methods and steps

(1) Research object: 45 children from Class 3 in kindergarten were randomly selected as the experimental class and 45 children from Class 2 as the control class.

(2) Research methods: The equal group only conducted the test after the test.

(3) Research methods: quasi-experimental method.

(4) Research time: September 2008-May 2009.

(5) Research measures:

Experimental class:

1. Organize different math game activities according to the math content, integrate the educational purpose into the game activities, and make the math activities gamified.

2. Make efforts to create a good game situation and provide reasonable game materials to stimulate children's interest in participation.

3. Use and design different math games according to different math contents.

For example, learning the operation within 10, we use operation games, situational games and oral games.

Games and intellectual games are the mainstay.

Learning self-made application problems is mainly based on plot games.

When learning to distinguish spatial orientation, operating games and oral games are the main methods.

When learning sorting, we mainly focus on operation games and plot games.

Learning time-sharing is mainly based on operation games and intelligence games.

Control class: according to the tips of mathematics education activities in the "Educational Reference Book" of the big class.

(6) Test items:

1, mathematical knowledge application ability.

2. Enthusiasm in the learning process.

3. Operational ability.

4. Communication attitude.

Results and analysis

The experimental results show that (see table 1), there is a very significant or significant difference between the children in the experimental class and the children in the control class in mastering mathematics knowledge (P < 0.0 1.00 1). This shows that the gamification of mathematics education is very effective and successful. Excellent and effective mathematical game activities can not only fully mobilize the enthusiasm and initiative of children to participate in activities, but also enable children to discover, explore and solve problems through hands-on practice in the gamification activities of mathematics education, thus generating the need to solve problems by using mathematics and gaining corresponding mathematical knowledge and experience. Its specific performance and attribution analysis are as follows:

1. The children in the experimental class are obviously superior to the control class in the calculation and use within 10. In the investigation, we created a "supermarket" situation, in which two classes of children bought 10 yuan's things. The results show that most children in the experimental class can quickly buy two things with a total of 10 yuan through oral calculation, and some children can also buy 3-5 things through continuous addition. However, the children in the control class can't combine shopping and operation immediately, and the oral operation speed is slow. The reason is that in the early stage of learning operation, the children in the experimental class mainly use operation games and situational games to carry out activities, so that children can understand the significance of addition and subtraction and the operation methods in various physical operations in the games, supplemented by situational games, to eliminate the monotony and boredom brought by operation, increase the interest in operation and enhance their awareness and ability to use operation knowledge. In the middle and late stage of learning and operation, oral games and competitive games are the main ones, and gradually ......

How to let children learn mathematics in games?

First, the problems and analysis of teachers guiding children's autonomy in game activities

The Guiding Outline of Kindergarten Education clearly points out: "Kindergarten education should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, take games as the basic activities, pay equal attention to education, pay attention to individual differences, and promote individual development of each child." In the practice of preschool education, there are still some misunderstandings that ignore or understand children's subjectivity, which are often easy to appear when guiding children's game activities:

(A) insufficient ideological understanding

In kindergartens, teachers' educational concept is not scientific enough, their professional quality is insufficient, and they don't know enough about the autonomy of children's game activities. Now, because children are more encouraged to choose their own activities to operate and play freely, teachers appear to be laissez-faire in the process of regional activities, which is very superficial and even out of context. Because no matter from the teacher's guiding role or the problems that children will encounter in activities, teachers should assume the role of observers and guides in this process. In this process of guidance, teachers' excessive restrictions or abandonment of guidance are irresponsible to children and are not conducive to their physical and mental development. Therefore, it is very important for teachers to control and grasp this guidance.

(B) behavior guidance is not scientific enough

Teachers have not mastered the phenomena in the process of mastering children's games, and their guidance is unscientific, which has lost the value and significance of guidance. In children's game activities, it is easy to have some unexpected events or children's whimsy. However, because teachers don't have enough knowledge of the guidance methods and don't know how to guide children effectively, it is not conducive to the development of children's creative thinking; At the same time, teachers' guidance lacks purpose, planning and integrity, and cannot promote children's guidance. Teachers can't give proper and correct support and help to the development of children's creative games, can't realize when children need what kind of guidance and help, and can't make reasonable suggestions, which is also an important reason why children's creative thinking can't really play.

Second, the enlightenment of guiding children's autonomy in game activities

(A) to strengthen teachers' professional quality learning, improve teachers' theoretical level.

Teachers are the main implementers of children's game activities, and theory is the basis of time. Without a perfect, systematic and scientific theoretical system, it is impossible to really implement it in education.

First of all, thought guides people's behavior, so as a teacher, the scientific concept of education is the guiding ideology of teachers. Only under the guidance of scientific guiding ideology can teachers better grasp the development of children's autonomy. However, educational concepts and ideas are not static, but will change with the development of society and the deepening of people's thoughts. Therefore, teachers should constantly learn and update traditional educational concepts. In today's increasingly powerful social education, it is necessary to develop children's potential in all directions and in many aspects to promote their all-round development. Therefore, the new round of curriculum reform requires teachers as teachers to keep pace with the times, change their educational concepts, such as "taking children as the main body" and "cultivating children's autonomy", and require teachers to take children as the main body and teachers as the leading role in the teaching process, pay attention to the play of children's subjectivity in the learning process, cultivate children's ability of independent learning and innovative thinking, and master scientific guiding ideology.

Secondly, teachers should pay attention to the continuous learning and improvement of professional quality, and improve the theoretical system of teachers' guidance on children's autonomy. On the basis of mastering the theoretical knowledge of children's physical and mental development, they should learn how to use language appropriately to achieve teaching goals and learn what questions to ask in what situations, so as to improve the effect of guiding games and ensure children's autonomy in the game process. Under the guiding ideology of learning science, we can further learn game guidance strategies in practice.

Finally, as a teacher, we should love our children and be dedicated. No matter in life or study, teachers should always pay attention to children's performance, be good at discovering children's nuances, and be based on care and encouragement. Because children's psychological characteristics and self-control ability are poor, it often happens that children can't finish playing games. At this time, teachers need to guide and remind children to concentrate on their work. Secondly, for children who lack self-confidence and are timid, teachers should give more attention and give priority to encouragement, increase their exercise opportunities, let them get more attention and let their children ......

Please talk about the significance of evaluation of children's mathematics education activities in combination with reality.

Whether the evaluation index of simulated teaching in kindergarten mathematics education (1) appropriately adopts various organizational forms such as collective activities, cooperative activities and individual activities; (2) Whether the organizational form is suitable for the needs of most children's mathematics development level, but also reflects the respect and care for individual differences. 4. Evaluation of activity structure arrangement (1) activity. ...

Related: Kindergarten Education Evaluation System Children grow up happily in the evaluation.

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1, teacher behavior evaluation

(1) Whether the teacher's teaching attitude is cordial, natural, energetic and enthusiastic;

(2) Whether to skillfully and skillfully use the change of roles to guide children's learning;

(3) Whether you are good at asking questions and effectively stimulate children's independent thinking;

(4) Whether the teacher's demonstration is accurate.

2. Teacher-student interaction evaluation.

(1) Whether it provides children with a learning experience consistent with the goals of mathematics education;

(2) Whether the learning experience provided can effectively promote children's harmonious development in mathematics and other aspects;

(3) Have you noticed that children's interest, will, self-confidence and independence have been fully stimulated in the process of activities?

(4) Whether children are provided with opportunities for interpersonal communication, especially opportunities for children to learn from each other and communicate freely;

(5) Whether to encourage and guide children to actively participate in activities and learn mathematics flexibly and independently.

3. Organizational form of evaluation activities

(1) Whether various organizational forms such as collective activities, cooperative activities and individual activities are appropriate;

(2) Whether the organizational form is suitable for the needs of most children's mathematics development level, but also reflects the respect and care for individual differences.

4. Evaluation of activity structure arrangement

(1) Whether the structural arrangement of activities is compact and orderly;

(2) Have you noticed the hierarchy, series and progressiveness between each link and step?

5. Activity effect evaluation

Mainly refers to the educational results reflected from children. Including: whether the child is focused and active in the activity; Whether the child is full of spirit and happy and relaxed; How do children achieve their expected goals in activities?

Abstract: Bringing preschool mathematics education into the field of science education and making it an integral part of science education has fundamentally destroyed the foundation of preschool mathematics as an independent discipline. Therefore, this paper briefly expounds how to integrate mathematics education into theme activities and how to effectively design and implement mathematics activities in theme activities. China Paper Network xzbu/9/view-4444722 Keywords: theme target; Subject content; Theme scenario; Mathematics education; With the progress of the times and the rapid development of science and technology, preschool education presents a new scene. When the spring breeze of preschool curriculum reform blows, a new term appears in front of everyone, that is, theme activities. Theme activities are activities that organize education and carry out teaching around a central content (that is, theme) for a period of time to meet the needs and development of young children. Different from traditional education, themes generally come from children's own life events, social life events, interests, hot spots and so on. Theme activities break the traditional subject-based education model, pay attention to the integration of courses and the return of education to life, and turn children's passive learning into active exploration. Therefore, children's mathematics education is facing an embarrassing situation. For a long time, mathematics has formed an independent system in children's education with its rigorous structure and strong logic. 200 1 promulgated the "Guidelines for Kindergarten Education (Trial)", which brought preschool mathematics education into the field of science education and made it an integral part of science education, basically destroying the foundation of preschool mathematics as an independent discipline. Therefore, in the process of implementing the Outline and carrying out thematic activities, teachers are puzzled: Do kindergartens need to carry out mathematics activities? How to integrate mathematics activities into thematic activities? exist ......