For a long time, many kindergarten teachers regard teaching objectives as a dispensable part. Faced with the new teaching content, some teachers are used to writing about the teaching process without carefully thinking about the goal (core value) of this activity. Some young teachers only value teaching reference books, thinking that people who write reference books are better than themselves, so they don't have to spend any effort to design teaching plans. They often follow the book, ignoring the analysis of teaching materials, teaching objects and teaching methods, and losing the opportunity to correctly grasp the teaching objectives. Over time, many teachers gradually lost the ability to grasp the core educational goals.
The author believes that teachers should adopt the following strategies to grasp the teaching objectives when designing mathematics activities.
First of all, we should study the teaching content repeatedly and analyze the knowledge and relationship attributes of humanities, nature and science and technology covered by the teaching content. For example, regarding the content of "natural measurement" in large class mathematics, teachers should first study the word "natural measurement" carefully, and think about what basic measuring tools will be used in "natural measurement", what basic methods should be paid attention to when measuring, and the evolution history of measuring tools. With the thinking of this series of problems, the teaching objectives of the teaching content have actually been preliminarily sorted out.
Secondly, teachers should measure children's age and cognitive experience and determine scientific teaching objectives. Because of different age and cognitive experience, different individuals will have different experiences and feelings about the same teaching content. For example, "1 and more" is an acceptable learning content for small class children; "Subtraction within 10" is too difficult for most small class children, but it is more suitable for middle and large class children. The topic "What attributes are related to the elasticity of an object" is not in line with children's cognitive experience, but children in large classes may try to explore the more operational perceptual problem of "how to make the ball bounce higher". Teachers should reasonably judge what kind of teaching content is suitable for children of what age according to their own teaching experience, and determine scientific teaching objectives.
Thirdly, teachers should consider creating corresponding teaching situations, providing corresponding operating materials and using corresponding teaching methods to promote children's mathematics learning. In the "life-oriented" mathematics teaching activities, teachers should not only think about which "life events" have both "mathematical significance" and are familiar to children, but also think about how to present the operating materials in these "life events" in order to further stimulate children's curiosity and use what strategies and means to better guide children to learn independently.
The above three aspects are teachers' overall thinking about cognitive objects (content), cognitive subjects (children) and cognitive strategies in mathematics teaching activities. With this kind of thinking, teachers can accurately express what children learn and how to learn, and the set teaching goals will not deviate from the core value of "life-oriented" mathematics teaching activities.
Looking at teachers' daily lesson plans, the author also found a problem, that is, the lack of written expression of the target part in the lesson plans. Some teachers think that the teaching goal is only a formal and grammatical static word, and the expression of the teaching goal is not necessarily related to the quality of the teaching process. As long as the activities are rich in forms and the scenes are warm, the teaching effect will be good. This idea is very common among teachers. Generally speaking, there are two indicators to evaluate the expression of teaching objectives: one is pertinence, and the other is accuracy. The former is related to whether the teacher's analysis of the textbook is thorough or not. If teachers don't have a thorough understanding of teaching material analysis, they can't extract targeted teaching objectives. For example, the teaching objectives of some mathematics activities are expressed as: cultivating children's thinking ability and inquiry ability, and stimulating children's interest in activities ... Such teaching objectives are generally suitable for any kind of mathematics teaching content, so don't write them without distinctive case characteristics. The latter is related to teachers' quality. For example, mathematics teaching activities have two teaching objectives:
(1) (Teachers) guide children to perceive the changes in the order of things in life.
(2) (children) learn to organize things. Because the theme is not unified, it affects readers' understanding of teaching objectives to some extent, and it does not conform to the basic norms of writing teaching objectives. The written expression of teaching objectives can reflect the professional quality and writing skills of teaching teachers, which should be highly valued by teachers.
Second, the appropriate organization of mathematical inquiry activities
"Teaching is to arouse cognitive excitement in students' minds through situations, produce cognitive conflicts, form thinking explosions, and then trigger students' cognitive activities and construct new cognitive structures." One of the biggest characteristics of "life-oriented" mathematics teaching activities is to simulate the game situations and operating materials in life and guide children to explore and solve mathematics problems in real life. Some teachers think that children will learn effectively in interesting situations as long as they create gamification teaching situations; As long as children are given the opportunity to operate materials, they can actively explore problems. In the actual mathematics teaching activities, some teachers design teaching situations that simply pursue the entertainment value of games and downplay the core value of mathematics inquiry activities; Some operating materials seem to arouse children's interest, but they can't "talk with children effectively". When children are busy fiddling with operating materials, they neither think nor find them. How to properly organize mathematical inquiry activities is an urgent problem for teachers to solve.
Every natural material contains certain appearance attributes. For the "life-oriented" mathematics teaching activities, teachers should make effective use of the appearance attributes of the original materials in life, such as shapes and colors, or add some special information such as graphics and symbols to the materials, so as to effectively "materialize" the "mathematics problems" and "operation requirements" in the materials, and urge children to "wake up" when they perceive the current cognitive situation and touch the current operation materials, so as to carry out effective inquiry activities. Lawrence believes that teachers should think in advance whether the activity situations designed by themselves can arouse children's cognitive excitement and produce cognitive conflicts, because only when cognitive conflicts occur can children construct new cognitive structures on the original basis. Teachers should avoid the lack of reasonable excavation and processing of materials in advance, which leads to "things that children can perceive but may not understand." For example, a bunch of brightly colored building blocks are placed in front of small class children. If there is no special information prompt, children will only play building block games at will and will not realize "how should I' play' these building blocks". At this time, if the teacher can provide sorting slots with different colors and provide simple hints or hints, children can generally take the initiative to classify the building blocks according to their colors; If the teacher can draw the corresponding ideas or numbers at the bottom of the sorting box, children may play the game of taking things by numbers according to the marks. These "mathematical problems" or "teaching objectives" are not instilled in children in the process of direct language transmission, but materialized on materials in the form of "information symbols", and then materials launch "perceptual challenges" to children, thus enhancing the significance of mathematical inquiry of operating materials and guiding children to carry out effective inquiry activities.
In the process of interaction between children and materials, excellent teachers are often extremely surprised by children's unexpected performance, and then initiate new interactions to further deepen children's inquiry behavior. The author once listened to the classroom demonstration activity of a math teacher in a special primary school-"Preliminary Knowledge of Fractions". In one case, the teacher first asked the students to fold a piece of paper in their hands, look for the 1/2 part of the paper, and feel the significance of dividing it into two parts on average; Then ask the students to fold the paper evenly, and see that each part of the fold is a fraction of the original paper. During the teacher's tour, students kept reporting new discoveries to the teacher: 1/4, 1/8,116 ... but these students' thinking never went beyond the routine of "folding in half". At this time, the teacher found that a student had folded 1/3, and immediately asked him to stand up and ask, "How many copies did you fold the paper on average, and each copy was a fraction of the original paper?" This student's answer touched other students' innovative consciousness, and 1/5, 1/9 and even 1/27 appeared one after another. The teacher randomly further guided: "Please mark the paper with a pen. How many parts of the paper are marked? " The students gave new answers: 2/3, 3/5, 4/ 16 ... Although this is not the teaching goal of this class, it is the teacher's eye that captures the students' new knowledge "growth point", so this class becomes vivid. In this case, the teacher found that some students realized and grasped the "growing point" of students' learning when they were "unconventional origami". At this point, the teaching goal of learning "the preliminary knowledge of fractions" has been achieved, and the activity of "marking several fractions on paper with a pen" has opened up a broad cognitive space for students. In this way, the teacher's eyes are full of children's "unconventional" performance, which is the beginning of truly open teaching.
Suhomlinski once said: "Children's time should be full of things that fascinate them, and these things can develop their thinking, enrich their knowledge and skills, and at the same time do not destroy their childhood interests." In the learning situation that children are interested in, children's external words and deeds are not only highly related to what they have learned, but also their subjective attitude is devoted and active. "In the classroom of life, you don't necessarily see the rush of small hands like a forest, but you have the pleasure of devoting yourself wholeheartedly and the vigorous growth of life; It is not the teacher who talks for a few minutes and the students who practice for a few minutes, but the dialogue between teachers and students, the dialogue between students and situations, and the dialogue between situations and life. " When children's subjective feelings breathe together with the classroom and the situation, such a classroom is not just a classroom under the control of teachers, but a sky where children can think freely.
Third, effectively carry out mathematics teaching evaluation.
Attention to kindergarten classroom culture urges teachers to make diversified innovations in teaching evaluation language, but there are still two major defects in kindergarten mathematics teaching evaluation at present: first, the cultural content of evaluation is not high, and it lacks humanistic connotation; Second, the technical content of evaluation is not high, and there is a lack of professional details.
"Well, not bad." "Well, that was quick." "Let's clap our hands and praise him." In the kindergarten class, this kind of responsive evaluation language or auxiliary physical evaluation methods such as touching the child's head and patting the child's shoulder are common. The extensive and frequent use of the same evaluation language reflects the teacher's cultural background and the relative lack of teacher evaluation language. In a big class math activity "Race against Time", the teacher asked the children, "Please remember what you did in one minute?" A child said, "It took me a minute to have lunch." A child said, "It takes me a minute to get up." Some children also said, "Dad, take it one step at a time." The children's answers are varied and strange. In the meantime, teachers sometimes smile peacefully, sometimes respond habitually, and sometimes acquiesce to express encouragement and recognition. Besides, what should teachers do? In the "life-oriented" math class, when realizing that children don't know the length of one minute, teachers had better ask at once: "How can there be such a big difference in what everyone does in one minute?" The teacher might as well spend a minute to let the children directly feel what they can do in the next minute. This can stimulate children's curiosity more than smiling and nodding, and make them eager to explore "how long is a minute", instead of pushing teachers and children into a dead end with nothing to say. Some teachers think that mathematics teaching evaluation should be concise and to the point. The author thinks that there is no contradiction between paying attention to the connotation of language and pursuing the effectiveness of mathematics teaching in evaluation, not to mention that children's language is developed in the process of constantly imitating others and using language. We can't hope to achieve the goal of promoting children's language development only through a single language activity. The evaluation of humanistic mathematics activities advocates teachers to judge children's "present" words and deeds with educational wisdom, analyze what experience children's answers represent, why children have such ideas, and how to deal with them so as to make children suddenly enlightened, which can be used as the basis for effectively promoting teaching, thus making teaching evaluation more dynamic and humanistic, rather than feeding back children with mechanical reactions.