Abstract: The stranger the content, the less necessary it is, and the greater the dependence and passivity of children's learning. Only when children realize that the learning content is related to them will they devote themselves wholeheartedly and meaningful learning will happen. At this time, children will not only learn much faster, but also have conscious and active learning behavior. To this end, according to the requirements of the syllabus, we integrate the content of mathematics education into our lives.
Mathematics is a science that studies the spatial form and quantitative relationship of the real world. People's life practice (food, clothing, housing and transportation) is almost inseparable from mathematics, and all creatures in nature, such as flowers, snails and honeycombs, also contain the beauty of mathematics. It is abstract, general and logical. Kindergarten mathematics education should pay attention to enlightenment and life according to children's thinking characteristics, so that children can feel the quantitative relationship of things in life and games and experience the importance and interest of mathematics. Therefore, when teaching children to learn mathematics, we should base ourselves on their living environment and experience, pay attention to creating familiar life scenes, and guide children to perceive and experience the fun of mathematics knowledge from real life.
First, the process of children learning mathematics is life-oriented.
The process of children's learning mathematics includes not only learning mathematics in daily life, but also learning mathematics in set situations. As Piaget said: "Children's learning methods should be life-oriented, and they can learn more in life or similar life situations than in mathematics situations." Children know the world around them in various activities, and their daily life contains a lot of opportunities to learn mathematics. Teachers should be good at using these educational materials to guide children to understand the relationship between mathematics and life and the value of mathematics in life. For example, children will find that the wheels are round, the chair surface is trapezoidal, the door is rectangular, balloons and eggs are oval, and so on. Classification in life helps teachers organize books, toys, etc. Numbers in your life, your floor and telephone number, etc. Correspondence in life, distributing bowls and spoons at lunch; You can also distinguish size, height and so on in life. Another example: put on clothes every morning and take off clothes at night, so that children can gradually learn to count; Or read children's songs with numbers, such as: 1234567, seven aunts come to pick fruits, and seven flower baskets are holding them in their hands ... "In this way, when learning addition and subtraction, don't let children remember any formulas and tables, but when eating oranges, let them count first and see how many petals are in them, and then eat them. These can not only enable children to study under natural conditions, but also conform to their age characteristics. Therefore, we should make full use of life materials, let children accumulate perceptual experience about mathematics, and guide them to feel all kinds of mathematical information from life.
Second, children learn math materials in life.
Homework materials are the material basis of children's thinking in mathematical activities and the carrier of mathematical activities. Its own characteristics and the activities defined by these characteristics determine how much children gain knowledge, stimulate interest and develop intelligence. Novelty and quirky operating materials are easy to distract children's attention, and choosing natural objects in reality as math materials can help children connect their math knowledge with real life, and at the same time save a lot of time in making teaching AIDS and learning tools, so we adopt the following views:
1. Use the teaching situation in life to create activity conflicts and guide children to find materials.
It is necessary to make the content of mathematics education come alive according to the requirements of the syllabus and create conflicts in activities. For example, middle-class children learn to sort. We take advantage of children's drinking water, washing hands, pushing and pulling when going to the toilet, crowding and other chaotic phenomena. We ask children to find ways to solve these problems for teachers. The children enthusiastically expressed their opinions, some said that boys and girls went their separate ways, and some said that they should be humble to each other. Some of the children said: Good idea, line up and go one by one. The teacher affirmed the children's ideas and especially praised the children who said the queuing method. Then the teacher asked some questions related to numbers, such as when to queue in life, what can be queued at home and so on. At the same time, please ask the children to go home and look for things that can be queued, see who can find more, and take them to the kindergarten to play queuing games with other children. What you can't bring can be drawn and told to children. This leads to the situation of helping to solve problems, attracting children's attention and curiosity, and stimulating children's desire to explore and learn actively.
2. The process of finding homework materials is also the process of teaching thinking.
Children looking for mathematical materials in their lives should observe, analyze, compare and judge many materials. After this process of searching and classifying, children's understanding of logarithm will deepen. For example: sorting materials, children must first know what sorting is? Then we can choose the materials that can be sorted out from many complex and diverse materials. What can cultivate the accuracy and flexibility of children's thinking is the rigor of mathematical knowledge itself and the complexity of relationship changes. It can be seen that the process of children seeking materials is the process of children's thinking development.
3. Let children exchange their own materials to help children understand the teaching relationship from multiple angles.
Children bring all kinds of materials from home, including countless relational mathematics. Children are often curious about the materials of their peers and always want to have a look and feel. Teachers should make use of children's curiosity to guide children to learn mathematics knowledge in peer materials. In this way, the available materials are extremely rich, which not only improves the utilization rate of materials, but more importantly, children broaden their horizons in the mathematical relationship contained in different materials. As mentioned above, please ask your child to go home and find the information. The 27 children in our class brought a variety of materials with their own characteristics. We guide children to carry out activities including positive and negative sorting of quantity and positive and negative sorting of number. Such as quantity order: from big to small, the materials used are: paper boxes, dolls, chess pieces, dolls and so on. According to the height ←→ height, the materials used are: small animal toys, dolls, big tree cards and children themselves. Number sorting: press l←→ 10, use sticks, insert toys, etc. Children have shown a positive thirst for knowledge in many materials, and they have also gained unlimited fun, thus enhancing their communication ability with their peers. At the same time, teachers are freed from the heavy task of making materials and put more energy into the observation and guidance of young children.
4. Record the operation results and promote the sublimation of thinking from concrete to abstract.
Because there are many materials and mathematical relationships, it is inappropriate for teachers to arrange who to exchange with and who not to play with a certain material, which also binds children's hands and feet. At the same time, it is impossible for teachers to record the operation results of each child. In order to keep the whole process in order, the teacher can make some principled arrangements, but the main energy is to guide the children to record themselves. For example, ask children to record: Who has more sorting methods? See who has more classification methods? See who has more formulas? Let the children operate once and record once. You can choose your own recording methods, so that children can create many effective recording methods. For example, some children draw several symbols at a time when using the big tree card and draw the sorting method; When sorting with sticks, draw one stick at a time and draw your own sorting method. However, when some children encounter sorting materials that are difficult to draw, such as toy dinosaurs, cars and elephant cards, it is time-consuming and troublesome to draw and record them in the old way. What shall we do? The teacher seized the opportunity to inspire the children to simplify their records. Some children said that dinosaurs were represented by circles, some by lines and some by numbers. The teacher asked the children to compare which of the three methods is the simplest and fastest. Children immediately understand that the first two methods are simply to use symbols instead of paintings, but there are still many symbols to draw. Simple and fast, of course, recorded by numbers. This process from concrete to abstract is naturally formed by children in their favorite materials, and the practical significance of abstract numbers 1, 2, 3, 4 ... is also understood by children. This is the foothold of our mathematical activities to promote the development of thinking.
Third, the application of mathematics in children's life
We can start from the reality of children's life and solve the problems faced by children by guiding them to use mathematics knowledge in real situations, thus enhancing their ability to use mathematics and their confidence in learning mathematics. For example, with the cooperation of parents, you can take your children to the cinema, let them buy their own movie tickets to find seats, and use singular and plural knowledge; Children can go shopping in the mall by themselves, use simple calculation methods and make records; You can use the knowledge of classification to let children organize their own wardrobes; Children can record their family's birthdays, their own phone numbers and so on. Make children experience the fun of using mathematics knowledge to solve practical problems and improve their initiative and enthusiasm in learning mathematics.
Preschool education is meaningful only if it is rooted in children's life and experience. Therefore, we should advocate children's mathematics education full of life breath.
Mathematics is a science that studies quantitative relations and spatial forms in the real world, and it is highly abstract and logical. For young children, if we only pay attention to the study of mathematics knowledge, it will easily lead to boredom and boredom. As the saying goes, interest is the first teacher and plays a very important role in children's learning activities. According to the spirit of Kindergarten Education Outline, mathematics activities should focus on stimulating children's interest in learning, creating favorable conditions for children to learn mathematics in the future and laying a good foundation for children to learn mathematics for life.
In my opinion, there are mainly the following forms and methods to stimulate children's interest in learning mathematics, which I would like to share with you here.
First, stimulate interest in the form of games.
The outline points out: "Education in the game." Games are children's favorite activities, but also a favorable means of children's mathematics education. Using games to learn abstract mathematics knowledge can effectively stimulate children's interest in learning, improve their enthusiasm for thinking, and let children learn mathematics easily and interestingly in a happy mood.
For example, in the activity of "Teletubbies Buy Hamburgers", I asked the children to act as McDonald's salespeople and prepare hamburgers according to the orders sent by Teletubbies, or two hamburgers in a box of 50, or five hamburgers in a box of 65,438+000 ... The children were very involved. At the same time, the children unconsciously mastered the methods of two numbers and five numbers in the game.
When using games to stimulate children's interest in learning mathematics, the games chosen should conform to their age characteristics, and small classes should be intuitive and have plots, so that children can play a role. Such as situational games "Rabbit Pulls Radish", "Game Palace" and "Send Small Animals Home". Children in middle and large classes should mainly use challenging games and have more room for games, such as competitive games and operational puzzle games.
Second, use operational materials to stimulate interest.
Piaget believes that children are cognized by operation, and providing children with educational operation materials can enable children to use various senses, use their hands and brains, explore problems and acquire knowledge in the process of interacting with materials. When designing and preparing homework materials, we should not only consider the aesthetics and interest, but also consider the hierarchy of the materials, that is, whether the materials can meet the needs of children at different levels of development, so as to promote each child to get different degrees of improvement on the original basis.
For example, in the activity of "taking things by number" in the small class math area, different levels of materials can be prepared according to the development level of children: 1, and the corresponding number of physical objects can be taken according to the physical objects on the card; 2, according to the dot on the card, take the corresponding number of objects; 3. Take the corresponding number of objects according to the numbers on the card. This can stimulate children with different abilities and levels to learn mathematics, and also encourage children with weak abilities to enhance their self-confidence.
Third, the use of language arouses suspense, thus arousing interest.
Children are in the stage of actively exploring the things around them, and they will have great interest in exploring new, unknown or slightly familiar things. If teachers can skillfully use language, design suspense and stimulate children's curiosity and thirst for knowledge, they will receive unexpected results.
For example, before the "jigsaw puzzle" activity, I told my children that as long as we find the corresponding position on the bottom plate according to the formula number on each part, we can find a mysterious gift in the picture. Out of curiosity, the children calculated and operated with great interest. When they put the pictures together completely and a beautiful picture appeared, they cheered and expressed their joy of success.
Fourth, use the psychology of "forbidden fruit" to stimulate interest.
The so-called "forbidden fruit" psychology refers to the psychology of satisfying curiosity and taking risks. For example, when I was instructing children to "divide one point", I found that my child Deng Guangyu used nine methods to decompose 6, and three of them divided 6 into three parts. When this method first appeared, I used forbidden fruit psychology to talk to her in public about dividing 6 by 3, and told her to keep it a secret and not to tell anyone.
In this way, it aroused the great curiosity of other children, tried various ways and means to explore the reasons, and finally explored the "secret." In less than a week, almost the whole class can break down a number like this. It can be seen that the proper use of "forbidden fruit" psychology is of great significance to stimulate children's interest in learning mathematics.
Fifth, stimulate interest with success effect.
Sense of success is a need in the process of people's psychological development, and it can be an internal driving force to promote people's behavior. Therefore, only by making children feel successful can they stimulate their lasting interest in mathematics activities.
The sense of success comes from two aspects. On the one hand, children, for example, complete a set of material operations and find new results, which are produced because their internal requirements are met. On the other hand, it comes from the sense of success brought by external evaluation. After observation, I found that many children regard the teacher's evaluation as the standard of success, so as to determine their own behavior direction. Therefore, I often give affirmation and encouragement to those children who lack self-confidence, are introverted and have difficulties in math learning, so that they can feel successful. Chen Te, a child in my class, is not interested in math activities. In a regional activity, I asked him to play a board game of "See who finishes first". He fills the chessboard first and becomes the winner. I immediately praised him in front of other children, which stimulated his inner motivation to learn mathematics and enhanced his self-confidence. Since then, he has gradually become interested in mathematics activities.
Sixth, stimulate interest with group effect.
Children live in groups, and the behavior of peers has a great influence on every child, and this influence is most prominent in children's communication. Teachers can effectively stimulate children's interest in learning mathematics by using the interaction in group communication. For example, when instructing children to operate the learning tool "Little Rocket", I only taught two children to operate it. As a result, it attracted many children. The two children were very happy and introduced their peers to them with great interest, and other children responded in succession. Later, they discussed how to be quick and what rules to follow, and they were very interested. Therefore, group effect can promote interest.
Seven, stimulate interest with competitive effect.
With the growth of age, children's sense of competition is constantly enhanced. Have great interest in competitive activities and enjoy it. Therefore, we design some competitive activities or materials that meet the development of children's competitive psychology, thus indirectly stimulating children's interest in learning. For example, for the material of "hook", I divided the operation card into two equal parts, and then two children competed to calculate the formula of the card to see who hung his color card on the corresponding hook first, and who won. The children had a good time and the calculation speed was greatly improved.
In a word, interest is the motivation and foundation of children's knowledge, and the infinity of mathematical knowledge, the challenge of mathematical reasoning to thinking and the wide application of mathematical knowledge in life have great appeal to children. As a kindergarten teacher, we should mobilize the initiative and enthusiasm of children to participate in mathematics activities, stimulate their interest in learning mathematics, and let them learn, play and have fun!