Lead: There are inevitably many shortcomings in my work. In the future education and teaching work, I will continue to work hard to improve my own quality, self-cultivation, absorb teaching experience, do a good job in teaching, and strive for it! Below, I have compiled a summary of small class math homework in kindergarten, welcome to refer to it!
Summary of Small Class Mathematics in Kindergarten Mathematics is an abstract and boring subject. Because children are young, it is relatively difficult to carry out small class mathematics activities. However, if we can integrate mathematics knowledge into games and sports according to children's age and psychological characteristics, and let children play middle school and exercise middle school, we can not only meet the needs of children's games and sports, but also achieve the goal of mathematics teaching well. In this semester's math activities, I just combine math knowledge with game sports. The results show that children's learning mathematics in games and sports is better than simple mathematical collective activities and arithmetic activities. To sum up, there are roughly the following experiences and understandings:
First, learn math in the game.
Children make progress in daily growing through games and play. Games are deeply loved by children, and games that incorporate mathematical knowledge or design mathematical activities in games are more popular with children. In math activities, I always use games to attract children's attention and get them involved in the activities. Such boring math knowledge will become interesting because of the game, simple and repeated exercises will become vivid because of the game, and children will learn easily and happily, and the effect will be better.
1, design math games with daily life activities.
The activities of daily life account for a large proportion in the daily activities of small class children. Considering the psychological needs of parents, they also hope that teachers will pay more attention to children's life care rather than study. Therefore, integrating mathematics knowledge into children's daily activities is a subject that small class mathematics teachers must face. Accordingly, I designed some games to let children learn math knowledge in their daily activities. For example, when eating cookies, children are mostly concerned about the activity of "eating" and will not consider other things. I will inspire children to use their brains to make cookies "magic", turn them into triangles, circles and squares. In this way, in the life of eating cookies, children will no longer pay attention to eating, but also consolidate their understanding of graphics and cultivate the habit of thinking.
2. Design math games with special cases that children are interested in.
Children in small classes can't keep their attention for a long time because they are young, and they can't concentrate on boring math. Once, I organized my children to watch a story CD, and found that my friends could watch it very seriously and enjoy it all the time. This shows that children in small classes can't concentrate for a long time, but depends on the content and form. Can attract children's content and form, in order to maintain children's attention for a long time. Inspired by this special case of life, I often use "magic" methods that children are interested in when helping them review their math knowledge, such as combining colors and graphics for review. I deliberately hid all kinds of graphics behind my back with exaggerated actions and said, "One, two, three, change, change!" " Children's eyes are wide open to see what changes have taken place, and their attention is highly concentrated, so the practice effect will be better.
Second, physical education learns mathematics.
Children in small classes prefer sports because of their age. In line with the characteristics of this age, I pay attention to combining math exercises with sports, that is, sports games, so that children can learn math in sports, and the effect is also obvious.
Many ready-made sports games focus on the training of children's basic motor skills, which are loved by children because of their simplicity and fun. If we integrate mathematical knowledge into it, isn't it not only practicing sports skills but also consolidating mathematical knowledge? Can be described as killing two birds with one stone, killing two birds with one stone. Therefore, in the teaching practice, I consciously adapted the ready-made sports games and incorporated math exercises into them. Such as; "racquet" is a traditional sport. Combining the teaching of "1" and "many" and the points within 3, I added "take once", "take many times" and "take three times" to the original game, so that children can practice jumping with both feet and answer "jump once", "jump many times" and "jump three times". The adapted sports games are more in line with the teaching practice and are more conducive to children's mastery of mathematics knowledge.
In short, let children learn math in games and sports with scenes. I think boring math will be deeply loved by children.
Summary of Small Class Mathematics Work in Kindergarten Mathematics activity is a basic subject to cultivate and train people's thinking ability, and kindergarten mathematics education is an enlightenment education, which is of great value to children's thinking and development. Not only the teacher's thinking activities, but also the children's thinking activities. Combined with the age characteristics of the children in the middle class, after determining the specific goals, we created a good activity environment for the children and carefully arranged the activities. According to children's interests and needs, various materials are put in to make children actively carry out mathematical operations. The summary is as follows:
First, provide children with rich and interesting materials.
Arithmetic is the most basic way for children to learn mathematics. Children can only get direct experience in the process of "doing" and interacting with materials, and talk while doing activities.
The materials provided by 1. should closely focus on the activity objectives.
The materials provided should start from the goal, integrate the teacher's intentions and requirements into the materials, fully tap the potential of the materials, and make them play their greatest potential. For example, when carrying out the activity of "Selecting Labels by Looking at Pictures", we provide children with geometric figures and labels of different colors, sizes and shapes, so that children can choose freely. Some children choose labels first according to their own wishes, and then choose geometric figures that match the labels. Some children choose figures first and then choose corresponding labels, which embodies the purpose of multi-purpose.
2. The materials provided should be gradual to meet the operational needs of children at different levels. Teachers should provide different materials at different stages of the same activity content, and at the same time, they should provide materials with different difficulties for children at different levels of development.
Second, pay attention to the operation process and let the children talk while doing it.
Mathematics knowledge has a certain logical structure, so children should combine "doing" with "speaking" in their activities. Let children summarize their own "doing" process in words, so that thousands of teachers in Qian Qian can grasp their children's thinking process more accurately. In the activity, we encourage children to talk to themselves or each other through questions such as "How did you do it", "Why did you do it" and "Why do you think it is the best".
Let children talk while doing, so that teachers can find out what problems children understand and what unclear places need help and guidance, and at the same time, they can help children learn in a targeted way, which can promote the further development of each child at the original level.
Third, life-oriented mathematics education.
In children's life, problems related to mathematics are always everywhere, and mathematics education in daily life is subtle. In normal life, teachers should be good at using and creating problem situations, guiding children to consolidate their knowledge and skills in the process of solving problems and feel the joy of learning. For example, before taking a nap in our class, let the children set their shoes, let them sort out, count and compare, and let the children put away tea sets, chairs and so on at lunch, so that they can accumulate one-to-one correspondence.
The above are some experiences gained through practice this semester. Through various activities, most children can persist in doing and speaking in activities and develop good operating habits. There are still a few children who are not good at sorting out materials, and will improve in the practice next semester, so that every child can take the initiative to learn and give full play to the role of middle school.
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