First, the life of small class mathematics
Life-oriented mathematics education means that kindergarten teachers combine mathematics teaching with children's life to varying degrees, and bring children's life into purposeful and planned teaching to varying degrees. Life contains two meanings: first, teachers use children's experience of spatial form and quantity in daily life to serve teaching, so that children can better understand the relationship between spatial form and quantity. Second, create a real and natural life scene for children with a purpose and plan, and infiltrate the goal of mathematics education into it. This scene integrates the planning and purpose of mathematics with children's lives, and children learn unconsciously. Small class mathematics education has a strong life-oriented feature, which mobilizes children's life experience in life and implies the basic characteristics of mathematics in activities. As long as teachers care about everything and seize the educational opportunities in time, children can capture the shadow of mathematics, enhance their understanding of mathematics in perceptual and concrete life, and establish their confidence in learning mathematics.
For example: the experience in life-taking snacks according to the quantity, the image of a clock.
In collective life, it is common for teachers to distribute meals, but have you ever thought that this is the best time to mobilize and use children's life experience to help small class children know and understand numbers within 5? Teachers can distribute snacks to the group so that each child can get1; You can also let the children take out a small number of copies from the whole (teachers can also design other forms that are in line with the children's reality). In this life link, the teacher can observe each child's cognition and understanding of the actual meaning of quantity, and can see the process from timidity to self-confidence of each child. This kind of life-oriented education has no pressure on children, and teachers are almost one-on-one guidance and help, which is highly targeted and effective.
Clock understanding is the teaching content of large classes in kindergarten, but the clock is indeed a routine item in every classroom, and teachers often mention time in daily life. If we make full use of children's life experience in this field, we will simplify and decompose the profound teaching content of knowing time. When it comes to time in life, we often ask our children to look at the clock, find the long hand and the short hand, and find the fastest second hand. Five minutes means that the long needle runs one pace. In this way, children in large classes can understand the teacher's standardized words, the teaching difficulty can be greatly reduced, and children will learn deeply and solidly.
Example: ring game in mathematics, shell game.
"Around, around, pull, nail. Up-up, down-down, front-front, back-back. Gollum, Gollum, get down. Climb, climb, climb, climb, climb, climb to the top of your head. Gollum, Gollum, kneel down and roll. " This is a very popular rap finger game for small class children. We often play this game before and after meals and while waiting. This game allows children to identify various spatial positions and related parts of the human body with self as the standard. It can be said that this is also a typical math game.
Shell game, the teacher provides children with many shell toys of different sizes, and then the teacher leads the children to operate in the form of games. Such as: take a few big and small-distinguish between size and quantity; Shell mother holding baby-overlapping size; Mother and baby are up and down; Mom, baby, back and forth. This is a personal operation math game that we often organize collectively in the early stage of small classes. The purpose is to help children understand the relevant mathematics content and lay the foundation for running group operation games in mathematics teaching.
Second, the gamification of small class mathematics.
Gamification of mathematics education refers to the combination of kindergarten mathematics teaching with the characteristics of children's games on the basis of life, which means that teachers use games in mathematics teaching to varying degrees. Gamification of mathematics is different from games. It is to make mathematics education have some characteristics of games. In this kind of teaching activity, children will encounter all kinds of quantitative problems in their emotional experience like games. The gamification of mathematics is more of a practice. In Piaget's words, "assimilation is greater than adaptation". Therefore, this kind of math game is very challenging for children in small classes, which requires teachers to carefully design and teach according to their age characteristics.
Example: Category games specially designed for small class mathematics teaching-classification games, solitaire games and toy sorting games.
The so-called classified game is that all kinds of small games with certain differences can be subdivided in this kind of game, for example, classified games can be classified by seeking common ground (taking out red from many, taking out big ones and so on). ) and can be classified according to one of the characteristics of color, size and shape. You can also classify things according to their uses. Another example: solitaire game, there are color solitaire, shape solitaire and equal solitaire. Equivalent solitaire can also be divided into physical equivalence, physical symbol and idea equivalence, two-color object symbol equivalence and two-color idea equivalence. Another example is the sorting game, which has overlapping sorting, corresponding sorting and regular sorting. Rule sorting can also be divided into ABAB double interval line, ABCABC three interval line, ABABAB or AABAAB rule line. From here, we can see that each kind of game has differences in difficulty, and each game has difficulties in teaching or children's operation. Teachers should choose, decompose and merge according to the actual ability of the children in this class and their own teaching characteristics. Only in this way can they do it, and only by combining their own characteristics with careful design and teaching can they get benefits.
Third, the operation of small class mathematics
Mathematics teaching operation refers to the combination of kindergarten mathematics teaching with children's hands and brains on the basis of life and play. Operation is to create an environment of thinking conflict for children, guide children to operate effectively on the level of thinking ability, gradually internalize the complex mathematical knowledge, and form an "adaptation" psychological process. For children in small classes, operation and gamification are inseparable. Operation is interesting and games do not lose the basic characteristics of mathematics. This requires teachers to always stand on children's level, think and design according to children's psychological characteristics and thinking characteristics, so as to effectively mobilize children's initiative in operation, including both children's initiative in action and children's initiative in thinking, which is also the essence of mathematics teaching.
Examples: children's experience of success or failure in operating activities-equal solitaire, feature classification.
The equivalent solitaire game is a number conservation game played by small class children on the basis of mastering the actual meaning of numbers within 5, which is comprehensive and difficult. We chose two games: physical equivalent solitaire, physical symbol and thought equivalent solitaire. The teacher observed that when the physical object equals the dragon, it is easier for children to understand the gameplay; Physical symbols and ideas are equally connected, because they are closer to symbols, which has certain interference to children and sets certain obstacles for children to understand the gameplay. From the process of children's operation, it is observed that most children can't intuitively count the number of cards at the beginning, especially the physical digital cards of 4 and 5, so children's operation behavior is: pick up one card at a time, and then look for cards that can be connected. Often children do it wrong once, but when they count, they forget the number they want to connect, which makes them lose interest again and again. According to this general situation, the teacher adjusted and added several groups of visual training. When playing the same solitaire game again, most children felt interested, broke through the difficulties and gained a successful experience. However, there are still some children with related problems. It is found that some children still have visual difficulties, and some children still don't know much about the gameplay and rules. Therefore, this kind of teaching needs to be supplemented and improved through daily game activities in order to obtain better teaching effect.
Feature classification game Our design is: let children operate according to the shape, size and color of the fish on the classification board provided by the teacher, and classify the fish with multiple features with two feature markers at a time, which is divided into three times. It is found that children can distinguish fish according to their characteristic markers, but most children's operation behavior is as follows: when taking out a fish, the first reaction is to put a certain feature in the space under its marker; The fish in each space do have the characteristics specified in the tag. But as far as children's operation behavior is concerned, it is not consistent with the teaching goal designed by the teacher. The teacher asked the children to classify the fish three times according to their characteristics, but most children only recognized the characteristics of each fish once. On the basis of the original classification activities, the teacher increased the difficulty, thinking that children should have the ability to operate, but it turns out that the effect of children's operation is not very good, which is related to the materials designed by the teacher. Although the activities are interesting and children are interested, it is really difficult for children to complete three categories at once, because children of small class age have not fully understood the concepts of certain characteristics and have developed the habit of looking at signs for placement. It is difficult for children to operate under the guidance of concepts. Therefore, the operating materials provided by the teacher violate the children's age characteristics and should be revised according to the children's thinking characteristics.