Method 1: Establish a graphic relationship
Graphic relationship includes the requirement of understanding the relationship between plane graphics and the relationship between plane graphics and geometry (that is, how plane graphics enclose geometry). And the relationship between plane graphics has two meanings:
One is the combination or decomposition relationship between graphs: several straight graphs or graphs with straight edges can be combined into a big graph.
Similarly, an arbitrary graph (or a straight line graph or a graph) can be decomposed into several identical or different graphs. For example, an axisymmetric figure (such as a trapezoid) can be equally divided into two identical figures with the same size or several different figures; A centrally symmetric figure (such as a square) can be equally divided into several identical figures or several different figures.
Second, it refers to the difference between similar figures, such as two similar figures, the basic shape remains unchanged, and the size of the angle remains unchanged; Only when the side length changes, the figure will be enlarged or reduced, and the interconnection will be experienced in comparison.
For example, in the activity of playing geometry, the teacher asks the children to think about how to play geometry. After thinking and imagining, children will classify and sort geometric figures, and they will also use geometric figures for puzzles and games. For example, put square, round, triangular and rectangular pieces of paper together to make a little fox.
Before the children operate, the teacher will ask an enlightening question: What shape is the head of the little fox, so that the children can have the shape of the little fox in their minds. Then let the children pair up. The exploration practice of children shows that although the materials provided are the same, the results of children's operation are diverse. Through operation, we can give full play to children's creative imagination and cultivate children's ability to think from multiple angles.
To guide children to form a whole with scattered parts of an object, that is, to discover the relationship between the parts of an object (or a figure) and the whole, it is required to draw children's attention to the clue of the connection between the broken parts and the whole, and to develop their spatial relationship and psychological rotation ability for the figure.
Gradually abstract
Einstein said: Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution. ? People's creative thinking needs imagination. Spatial imagination refers to people's ability to observe, analyze and abstract the spatial form of objective things, which is the synthesis of logical thinking, geometric knowledge and related skills and experience.
Children's cognitive level often stays on the surface of things, and simple, intuitive and flat graphics are easy to understand, while it is relatively difficult to transform complex graphics into simple graphics. Preschool children's imagination is arbitrary, and there are many elements of fantasy. When cultivating children's imaginative thinking, we should pay attention to encouraging children to make all kinds of guesses and fantasies and let them think boldly.
To cultivate children's spatial imagination, it is necessary to enrich the images in children's minds. The vast majority of children now go from home to school, have no life experience, lack perceptual knowledge, and the images accumulated in their minds are not rich.
In teaching, teachers must consciously expand children's perceptual knowledge through a large number of teaching AIDS, wall charts, visits and multimedia teaching methods, so that they can accumulate a lot of appearances. Let the children play with teaching AIDS in practice, guide them to observe and understand their obvious appearance characteristics, and then summarize their names. In this way, children not only gain rich knowledge through observation, but also develop their thinking ability.
Like teaching young children to understand? Half? Meaning can penetrate into the enlightenment education of geometric figures. The teacher can take a square piece of paper to demonstrate, first fold it in half and divide it into two rectangles with the same size. Teachers divide a square into two rectangles, and guide children to observe how teachers divide a square into two rectangles. At the same time, let the children observe and compare whether the two rectangles are exactly the same. Then the teacher can also use the same method to show the children the process of dividing rectangles and circles equally. Finally, on the basis of direct perception, children can know through thinking that dividing a graph into two identical graphs is equal division.
Method 2: Graphic creativity
Graphic creativity refers to condensing a social thing into a visual symbol, mark and code through a form change, making it a thing with political, economic, cultural or life value, thus expressing any subject. The simple expression is to make use of the characteristics of ordinary things that can be seen in daily life to make relevant associations and create symbolic graphics that do not exist in reality, such as the company's logo.
As a language of communication between people, graphics should be familiar to children and can be used. We know that thoughts, emotions and information are abstract forms, which are invisible and intangible. When people communicate their thoughts and feelings, they need to load the meaning of abstract form with a material form that our senses can perceive, so as to realize the communication process.
The essence of graphics is a visual symbol, for example, a red light stands for stop, a V-shaped gesture stands for victory, a trademark stands for a product brand, and McDonald's M logo is a symbol.
A large number of symbolic images will also appear in children's paintings. For example, a simple circle will be followed by a? Jay? The words "human" and "small fish" composed of two triangles are in the child's heart? Symbol? . Such simple graphics can express children's basic needs for painting.
Third, the critical period of graphic construction.
According to Montessori, children have a special sensitivity in each specific period, which urges them to be sensitive to certain things in the environment, pay close attention to related things and be patient, while turning a deaf ear to other things. She believes that this kind of concern is not out of pure curiosity, but an interest generated by the close relationship between instinct and specific external characteristics in a certain period of time, a passion generated from the depths of the unconscious, and a happiness generated by meeting needs, which enhances one's own strength.
Montessori also tried to distinguish the sensitive period of children, and put forward that children are sensitive to feelings from birth to 5 years old; 4 ~ 5 years old is the sensitive period of mathematical concepts, and 5 ~ 6 years old is the sensitive period of mathematical logic.
In terms of graphics, the basic characteristics of plane graphics are gradually understood by correctly understanding circles, squares, triangles, rectangles, semicircles, ellipses and trapeziums. Can gradually realize the conservation of graphics, not affected by the size and placement of graphics, and correctly identify graphics; Can compare similar plane graphics and understand the simple relationship between graphics; He showed high enthusiasm and certain creativity for the combination and splicing activities of plane graphics.
Children aged 5-6 can also understand the typical characteristics of a graphic and form a graphic in their minds? Standard style? , so as to make a correct judgment; We can further understand the complex combination relationship between graphics. Such as the combination of rectangle, triangle and trapezoid.
Preschool children are particularly sensitive to all kinds of feelings and are in a sensitive period of all kinds of feelings. If they don't do enough sensory activities during this period, it will not only be difficult to make up for when they grow up, but also damage their whole spiritual development. Montessori believes that it is necessary to train children's senses systematically and in many ways, so that they can develop their keen sense and observation through direct contact with the outside world.