First, have a "number" in mind-establish the stage goal of regional activities
Clear educational goals and plans are the guidance and guarantee to give full play to the maximum efficiency of mathematics regional activities. Therefore, we must effectively grasp the immediate effects and potential problems of regional activities, that is, when establishing a group of regional activities, we should have goals in mind. Therefore, before carrying out regional activities, we need to formulate specific objectives, plans and contents of the mathematical region according to the objectives of staged mathematical activities and the progress and contents of collective mathematical activities.
For example, the goal of the "number formation" activity in the middle class is to experience the formation of numbers, establish a preliminary logical concept of sequence, and express "how much is a few" in language. It is especially difficult for children to understand the sentence "how much is a few". "How much is a few" is often imagined by them as "days", so "how much is a few" can be expressed in language. There are "turn it over and talk about it", "string it together and talk about it", "draw a picture and talk about it", "post a picture and talk about it", "add a bowl and talk about it" and so on. Every movement in regional games-turning, stringing, drawing, pasting and adding-makes children feel the formation of numbers and the reality of the formation of numbers.
Of course, the stage goal of regional activities in mathematics should be deepened, adjusted, supplemented and improved according to the actual situation of children. The original two-week stage goal, maybe the child will finish better in one week, or the child is no longer interested in this activity, then the teacher should adjust flexibly and enter the next stage of the activity in advance. If the expected goal is not achieved in two weeks, or if the child is interested, the teacher can extend the activity time appropriately. Only in this way can we really know the stage goals and enhance children's sensitivity to mathematics and their ability to use mathematics in mathematical regional activities.
Second, fully understand the "number"-the game material of skillfully throwing regional activities.
The materials of children's mathematics regional activities directly affect children's interest in mathematics activities. As teachers, we are always racking our brains for the constantly refurbished regional materials: sometimes, the hard-won regional materials are not loved by children; Sometimes, children have a whim about the newly released regional information and leave it alone in a couple of days. Faced with this situation, we are just tired of changing the materials of regional activities in mathematics, which is time-consuming and laborious, but has little effect. It seems that the key to the release of regional activity game information is to work hard on the word "Qiao".
In several years of practice in the field of mathematics, I found that our game materials are often cards, pictures and so on. And children will feel boring after playing several times in regional activities. After understanding this situation, I tried to change the types of materials, such as ready-made snowflakes, plastic inserts, buckets and chess pieces in structural games, stones, seeds and leaves that are common in nature. Works, examples, etc. In editing activities; Buttons, tofu boxes, milk boxes, etc ... These readily available game materials have become the protagonists in our mathematics regional activities, which are inserted in an orderly manner, classified according to characteristics, combined and sorted, and so on. And they are found in many mathematical regional activities.