The outline points out: "Education in the game." Games are children's favorite activities, but also a favorable means of children's mathematics education. Using games to learn abstract mathematics knowledge can effectively stimulate children's interest in learning, improve their enthusiasm for thinking, and let children learn mathematics easily and interestingly in a happy mood. ?

For example, in the activity of "Teletubbies Buy Hamburgers", I asked the children to act as McDonald's salespeople and prepare hamburgers according to the orders sent by Teletubbies, or two hamburgers in a box of 50, or five hamburgers in a box of 65,438+000 ... The children were very involved. At the same time, the children unconsciously mastered the methods of two numbers and five numbers in the game. ?

When using games to stimulate children's interest in learning mathematics, the games chosen should conform to their age characteristics, and small classes should be intuitive and have plots, so that children can play a role. Such as situational games "Rabbit Pulls Radish", "Game Palace" and "Send Small Animals Home". Children in middle and large classes should mainly use challenging games and have more room for games, such as competitive games and operational puzzle games.

Second, use operational materials to stimulate interest. ?

Piaget believes that children are cognized by operation, and providing children with educational operation materials can enable children to use various senses, use their hands and brains, explore problems and acquire knowledge in the process of interacting with materials. When designing and preparing homework materials, we should not only consider the aesthetics and interest, but also consider the hierarchy of the materials, that is, whether the materials can meet the needs of children at different levels of development, so as to promote each child to get different degrees of improvement on the original basis. ?

For example, in the activity of "taking things by number" in the small class math area, different levels of materials can be prepared according to the development level of children: 1, and the corresponding number of physical objects can be taken according to the physical objects on the card; 2, according to the dot on the card, take the corresponding number of objects; 3. Take the corresponding number of objects according to the numbers on the card. This can stimulate children with different abilities and levels to learn mathematics, and also encourage children with weak abilities to enhance their self-confidence.

Third, the use of language arouses suspense, thus arousing interest. ?

Children are in the stage of actively exploring the things around them, and they will have great interest in exploring new, unknown or slightly familiar things. If teachers can skillfully use language, design suspense and stimulate children's curiosity and thirst for knowledge, they will receive unexpected results. ?

For example, before the "jigsaw puzzle" activity, I told my children that as long as we find the corresponding position on the bottom plate according to the formula number on each part, we can find a mysterious gift in the picture. Out of curiosity, the children calculated and operated with great interest. When they put the pictures together completely and a beautiful picture appeared, they cheered and expressed their joy of success. ?

Fourth, use the psychology of "forbidden fruit" to stimulate interest. ?

The so-called "forbidden fruit" psychology refers to the psychology of satisfying curiosity and taking risks. For example, when I was instructing children to "divide one point", I found that my child Deng Guangyu used nine methods to decompose 6, and three of them divided 6 into three parts. When this method first appeared, I used forbidden fruit psychology to talk to her in public about dividing 6 by 3, and told her to keep it a secret and not to tell anyone. In this way, it aroused the great curiosity of other children, tried various ways and means to explore the reasons, and finally explored the "secret." In less than a week, almost the whole class can break down a number like this. It can be seen that the proper use of "forbidden fruit" psychology is of great significance to stimulate children's interest in learning mathematics.

Fifth, stimulate interest with success effect. ?

Sense of success is a need in the process of people's psychological development, and it can be an internal driving force to promote people's behavior. Therefore, only by making children feel successful can they stimulate their lasting interest in mathematics activities. ?

The sense of success comes from two aspects. On the one hand, children, for example, complete a set of material operations and find new results, which are produced because their internal requirements are met. On the other hand, it comes from the sense of success brought by external evaluation. After observation, I found that many children regard the teacher's evaluation as the standard of success, so as to determine their own behavior direction. Therefore, I often give affirmation and encouragement to those children who lack self-confidence, are introverted and have difficulties in math learning, so that they can feel successful. Chen Te, a child in my class, is not interested in math activities. In a regional activity, I asked him to play a board game of "See who finishes first". He fills the chessboard first and becomes the winner. I immediately praised him in front of other children, which stimulated his inner motivation to learn mathematics and enhanced his self-confidence. Since then, he has gradually become interested in mathematics activities. ?

Sixth, stimulate interest with group effect. ?

Children live in groups, and the behavior of peers has a great influence on every child, and this influence is most prominent in children's communication. Teachers can effectively stimulate children's interest in learning mathematics by using the interaction in group communication. For example, when instructing children to operate the learning tool "Little Rocket", I only taught two children to operate it. As a result, it attracted many children. The two children were very happy and introduced their peers to them with great interest, and other children responded in succession. Later, they discussed how to be quick and what rules to follow, and they were very interested. Therefore, group effect can promote interest. ?

Seven, stimulate interest with competitive effect. ?

With the growth of age, children's sense of competition is constantly enhanced. Have great interest in competitive activities and enjoy it. Therefore, we design some competitive activities or materials that meet the development of children's competitive psychology, thus indirectly stimulating children's interest in learning. For example, for the material of "hook", I divided the operation card into two equal parts, and then two children competed to calculate the formula of the card to see who hung his color card on the corresponding hook first, and who won. The children had a good time and the calculation speed was greatly improved. ?

In a word, interest is the motivation and foundation of children's knowledge, and the infinity of mathematical knowledge, the challenge of mathematical reasoning to thinking and the wide application of mathematical knowledge in life have great appeal to children. As a kindergarten teacher, we should mobilize the initiative and enthusiasm of children to participate in mathematics activities, stimulate their interest in learning mathematics, and let them learn, play and have fun!