In recent years, picture book teaching has become popular. How to skillfully integrate abstract mathematical knowledge into children's favorite and familiar life situations, so that children can understand mathematical concepts through reading, discussion, exploration and operation, and apply them to life, and finally get perceptual and concrete mathematical experience; How to effectively carry out picture book mathematics teaching and how to play the effective value of picture books in mathematics activities? I observed the activities of some teachers' math picture books, and found that in such activities, children's interest in learning math knowledge may be more effectively stimulated, because in the activities, teachers turn abstraction into images, boring into fun, activate math education, make children interested in math and desire to discuss, and try to solve problems or reason from story situations, thus prompting children to bring daily life experience into math learning.
1, according to the needs of teaching, reasonably delete picture books.
Mathematics picture books contain rich teaching resources. First of all, according to the teaching objectives and the physical and mental development characteristics of children of all ages, we should make efforts to dig, explore, delete or expand picture books, and carry out design activities to give full play to their diversified educational values. When analyzing and discussing math picture books and choosing appropriate teaching content, we should take "story" and "math" as two parallel clues, tap its math education resources and create math activities. For example, The Hungry Little Snake shows the understanding of the set shape, Who Should Eat Well First shows the ranking relationship, The Way to Avoid Bad Cats shows the method of using charts, The Spider's Candy Shop shows the method of probability, and My Beautiful Ruler shows the method of natural measurement. ...
2. The same picture book can be suitable for teaching at different ages.
In mathematics teaching, each kind of teaching content has different requirements for children of all ages, such as the classification of objects, which requires children in small classes to learn to classify by color, size and shape initially, while children in middle classes can correctly classify by color, shape and size without being disturbed by other object characteristics, and initially try to classify objects twice, while children in large classes can classify objects twice and transfer their experience to their lives. Therefore, when designing the teaching of mathematics picture books, teachers should reasonably choose the mathematics knowledge in the picture books according to the teaching requirements of different age groups, so as to set the teaching objectives of different age groups. For example, the picture book "Bear's Storage Room" can be taught in both middle and large classes. For example, the teaching focus of the middle class can be designed to classify objects according to their three characteristics, and learn the secondary classification of objects initially. In large class teaching, the key points can be designed as a preliminary attempt to make the first classification by category, and a group can cooperate to explore the second classification, and can summarize the classification with their peers and transfer the classification methods and functions to life. So I think every picture book contains teaching contents of different ages. How should we teachers grasp the mathematics points in picture books, enlarge and relax them, actively explore, study and boldly try to make the same picture book produce different teaching effects in mathematics teaching at different ages?
Second, taste the essence of picture books and organize teaching effectively.
1. Select knowledge points and set teaching objectives scientifically.
In the whole teaching process, the formulation of teaching objectives is a very key link. Teaching goal refers to the expected result or goal that the subject of teaching activities should achieve in specific teaching activities. It not only guides the design of teaching activities in the direction, but also plays a certain role in the steps and methods of teaching process. Therefore, when designing teaching objectives, it is necessary to highlight knowledge points and formulate them reasonably and scientifically. For example, the math picture book "The Most Handsome Pig in the World", the knowledge point of this book is to learn a variety of counting methods and express the same quantity in different calligraphy methods. (For example, the quantity of 1 can be expressed by 1, one, one) I design this content as a large class teaching next semester, and the specific goal is 1. Know that the same amount can be expressed in different calligraphy methods. You can use many methods within 2.20. Therefore, the focus and difficulty of this lesson is to let children count to less than 20 in various ways. The teaching objectives are clear and the design of teaching activities is well-founded.
2. Make vivid teaching tools and use them effectively.
In the teaching of picture book mathematics, we should make some teaching tools that match the picture book text and really serve the teaching objectives. In the picture book teaching "I add a beautiful ruler", I provided a ruler with a ratio of one to one and a floor mat commonly used by children. In Looking for the Lost Dad, I provided all kinds of three-dimensional candy boxes that are almost daily necessities (cone, cube, cylinder). Guide children to actively learn and explore in the interaction with materials, and enjoy success and joy. Children learn while playing and experience while learning in relaxed and pleasant operation activities, which makes the original boring and abstract mathematics knowledge lively and interesting and achieves good results.
3. Carefully design and pay attention to the effectiveness of questions.
Tao Xingzhi put it well: "The starting point of Qian Qian's invention is a problem." So, how to stimulate children's desire to explore in math picture books? I think we should start with asking questions, strengthen the effectiveness of asking questions, make them more attractive and artistic, stimulate children's divergent thinking, and guide children to think positively from multiple angles and directions and really think and learn. How to ask questions in mathematics picture book teaching, and what kind of questions can really stimulate children's thinking? In the process of teaching practice, problems are designed scientifically and reasonably around the teaching objectives of activities to make them more effective.
(1) Introduce activities by guessing questions. In the math picture book "Ways to Avoid Bad Cats", you can ask: How did the mouse think of avoiding bad cats? Let children imagine boldly and guess various ways to avoid evil cats. This method can not only exert children's imagination, but also stimulate children's interest in learning.
(2) Use open-ended questions to break through difficulties. In the math picture book "Who should eat well first?" The key and difficult point is to let children classify animals according to their different characteristics. I designed such a question: giraffes want to eat peaches first, why? (From high to short) Why should rhinoceros be the first? Every small animal wants to be the first person to eat peaches. What are their reasons? Then let the children explore and think according to the characteristics of each animal and come up with different sorting methods. Through open questions, children's initiative and autonomy can be brought into play in teaching, giving children a broader space for thinking.
4. Appropriate guidance to improve the guidance in exploration activities.
In the process of exploring picture book mathematics teaching, teachers should change their ideas, regard children as the main body of learning, give them the initiative to learn, and let them explore in the process of fiddling with materials, so as to gain mathematical knowledge, experience and skills. In the teaching of picture book mathematics "Uncle Centipede's Socks", as long as children know what is alternating sorting, how to use operating materials and what rules to sort, they should be left to explore in the operation. When children operate, teachers can use individual guidance and language tips appropriately. For example, when children operate, they can use language to prompt teaching: "Besides sorting by different colors, can there be changes in quantity?" Through such indirect guidance, children's exploration activities will continue to improve and their thinking will be more open.
Third, transfer the experience of picture books and apply life practice.
"Being able to solve problems in daily life with preliminary mathematical knowledge and learn and understand the meaning of mathematics" is the content of mathematics education in the field of science in large classes. In the teaching of picture book mathematics, I always set this content on the teaching goal and implement it in the activities. The last link of the picture book "Looking for the Lost Dad": transfer experience (looking for gifts) and use the gratitude of Zhina's father to arouse children's interest in operation. Let the children open the letter prepared by the teacher and find their gifts according to different clue maps. Although some children still don't quite understand the intention expressed by clues, most children can find the gift box according to the clue map, which shows that children have observed the mathematics knowledge in life and can link it with the knowledge in class and apply it to life practice, which is also what our teaching pursues.
Fourthly, the teaching of mathematics picture books should be integrated.
The "New Outline" points out that the teaching of various subjects in kindergartens should be integrated with each other, with children as the main body, and teachers should give full play to children's autonomy and stimulate their interest in learning. Therefore, in picture book mathematics teaching, I pay attention to the integration of courses, and infiltrate mathematics teaching into kindergarten teaching, so that children can not only develop their oral expression ability, but also cultivate their artistic interest and moral sentiment in the process of learning mathematics. For example, the math picture book "Mathematics Encountered in Art Gallery" makes children realize that every work of art contains various mathematical concepts such as geometry, symmetry, point, line and surface. While enjoying the works of art, children feel the charm of mathematics in life. Another example is the math picture book "Very Special Music Story". By reading picture books, let children know that there are many mathematical knowledge hidden in many elements of music, such as the height, length, beat and rhythm of sound, and let children understand how important mathematics plays in completing beautiful music.
Mathematics picture books skillfully integrate mathematics knowledge into the story of picture books through interesting fairy tales, which not only makes us deeply feel the charm of picture books, but also builds a stage for teachers to improve the effectiveness of mathematics teaching and creates a broader space for children to learn happily. Math activities are more exciting because of picture books.