After the curriculum reform, the content construction of kindergarten mathematics education has changed from the subject system as the logical starting point to the children's life experience as the logical starting point. When designing collective mathematics education activities, teachers can take the theme as the background clue and children's life experience as the starting point to infiltrate and integrate relevant mathematics content, but the design and arrangement of mathematics regional activities are insufficient. In view of this situation. We put forward the idea of integrating the regional activities of mathematics with the collective activities of mathematics education in the theme, that is, integrating the collective activities of mathematics education and the regional activities of mathematics in one theme. For example, in the theme activity of "Good Sounds" in the next semester of small classes, the goal of group activity "Beautiful Sounds" is to guide children to distinguish the strength of sounds and learn the corresponding relationship between points and things. We arranged activities such as "queuing bottles and cans", "listening to tapes and planting flowers" and "playing musical instruments by numbers" in the math regional activities. These activities are not divorced from the background and requirements of theme activities, but are consistent with collective mathematics education activities in the goal of mathematics education, which is conducive to the organic integration and convergence of collective activities and regional activities.
2. Emphasize the richness, hierarchy and dynamics of material transfer.
The richness of the material is reflected in two aspects. On the one hand, it means that in addition to setting up relevant mathematics learning content and operation materials around each theme activity, starting from the systematic and gradual nature of mathematics education content itself, the materials are put in an all-round and orderly way. First of all, we plan the mathematical contents involved in small class children as "singing number", "hand-mouth consistency", "recognition and naming of geometric figures", "classification and sequencing", "copy and addition mode", "one-to-one quantity comparison", "discrimination of space (up and down, before and after) …… comparison of quantity (size, length) and time.
The hierarchy of materials means that teachers reflect the gradient and hierarchy in the transmission of materials from the difference of children's mathematical development level to meet the development needs of different children.
The dynamic performance of the data lies in the observation, recording and evaluation of children's operation by teachers. Make timely adjustments to better meet the development needs of children. For example, in the "flower arrangement" activity in the small class area, the materials we put in are transparent plastic bottles (with different colors and numbers of ideas on them), plastic pipes with different thicknesses, and plastic petals with different colors and stamens. The purpose is to let children put petals on the tube and match the flowers according to the number of points on the vase. However, we find that the various dimensions contained in the material itself interfere with children's tasks corresponding to the number of objects, and they pay more attention to the color and thickness characteristics of the material rather than the quantity. So we adjusted the material in time and subtracted the thickness difference in the material. Of course, the dynamic adjustment of materials is based on effective observation and recording by teachers. Therefore, we designed an observation record table, which mainly includes 13 content indicators in mathematical development and 4 inspection indicators in non-mathematical development, and made observation records by combining equal evaluation with descriptive records. In order to better grasp the development of children in regional activities.
3. Pay attention to communication and feedback in guidance.
Although mathematics activities are constructive activities based on children's experience in operating materials. However, in the process of operation, children can not only interact with materials, but also interact with peers and teachers, so as to get inspiration and adjustment from other people's experiences or cognitive conflicts and realize the construction of * * * same sex. At the same time, another important significance of teachers encouraging children to communicate actively is that the construction of the concept of children's number is not a simple process, nor can it be learned through one or two operations, but a relatively complicated process, which requires children to accumulate some experience-or through communication. Or through the teacher's induction and refinement, you can gradually sort it out. Therefore, teachers can help and support children to express and communicate their own operation process, which can promote their internalization of actions and the development of abstract thinking ability, and teachers can also obtain information about children's development level and ability to analyze and explain digital concepts.