Reflection on kindergarten mathematics teaching 1 In the teaching of this class, we should adhere to the principle of multilateral interaction between teachers and students, fully mobilize students' learning enthusiasm and promote students' subjective development. Believe in their creative potential and respect the differences between students.
In teaching, I first ask students to say how many apples they can represent, how many pencils they can represent and how many apples a basket can represent. Let students know that "1" can represent many different things in life; "1" can represent a single object or a whole, and sometimes it doesn't represent a number. For example, the numbers on sportswear do not indicate the number of athletes, but the serial numbers or codes indicating the order of athletes.
Through the teaching of this course, I realize that students are young, but their life experience is very rich. When I asked students to cite examples of "1" and "1" in their lives, they all scrambled to answer. Mathematics comes from life, and students show great interest in learning numbers in life.
Reflections on kindergarten mathematics teaching II. In classroom teaching, guiding students to master scientific learning methods is an important way to improve learning quality, and it is also the need to cultivate and develop students' ability and realize future-oriented education. In general, the games in large class mathematics activities organically combine the teaching contents, especially the teaching emphases and difficulties, with the game forms that children love and enjoy, and make appropriate arrangements in the teaching activities.
Math games can create the best scene for children to start work, talk, think and all kinds of senses to participate in learning activities, stimulate children's interest in learning, arouse students' enthusiasm, maximize students' physical and mental potential, save time, complete learning tasks efficiently, infiltrate ideological and moral education, cultivate good learning habits and psychological quality, and make intellectual quality and non-intellectual quality develop harmoniously.
The game is novel, diverse and interesting, which can effectively stimulate students' internal drive and make them study actively and happily. Many small games such as "solve riddles on the lanterns", "Cat Fishing", "Planting Trees", "Mouse Pulling Bricks" and "Picking Mushrooms" are displayed in front of students. Students are willing to participate, and consciously abide by the rules of the game, and strive to complete the learning tasks in the game correctly and quickly, which improves the learning efficiency and cultivates. Intuitive mathematical games can help students understand mathematical knowledge with common sense in the performance of students' images and interesting games. For example, the children's song "2" is like a gosling with a round head, a long neck and a straight tail.
"This paper vividly describes the font and writing essentials of the number" 2 ". For example, in the game "Looking for Sister", students hold a digital card "5" and say, "I am five years old, and my sister is one year older than me. Where is my sister? " The students came up with the answer, held up the digital card "6" and said, "I am six years old, and my sister who is one year older than you is here. "In this game, students begin to draw results according to the knowledge of numerical sequences, which paves the way for learning related application problems.
Reflections on mathematics teaching in kindergartens III. The development of kindergarten mathematics teaching is a beneficial extension and supplement of kindergarten teaching activities. In the form of group activities, children are provided with a lot of opportunities to think with their brains and operate with their hands, so that children can play their enthusiasm, initiative and creativity in the activity area. So that they can develop on the basis of the original level. Then, how should the kindergarten mathematics activity area be developed? According to my work practice in recent years, I would like to talk about my personal views and experiences here:
Teachers should be clear about the goals of this semester's math activities, design a math activity area to achieve a certain goal, and consider what kind of goals they have. Run educational intention through the content of mathematics activity area, and create a good environment consistent with mathematics goals. For example, the goal of this week's small class math activity is to "classify objects by color and find objects with the same color from objects with multiple colors". Then, the small class teacher should provide materials around this goal when setting up the calculation activity area in the week.
It is important to put homework materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to explore and learn actively, and the material pillars applied to operating actions, so that external material actions gradually evolve into internal conceptual actions. Providing materials is not only the preparation before activities, but also an important means to guide children to learn mathematics knowledge and develop their thinking ability in the whole education process. Therefore, the cognitive characteristics of children of all ages should be fully considered when providing operational materials. For example, small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. They are interested in moving tools and using them. However, in large classes, their learning objectives have been enhanced, they can work hard to complete their learning tasks and attach importance to learning results and evaluation.
The cognitive characteristics of small classes and large classes are different, and the effects of the same materials are completely different. A teacher in a large class used the seal and the composition of physical exercise once, and the effect was very good. Therefore, it is necessary to integrate learning tasks into materials, such as adding some materials such as homework sheets. Children will be interested in operating according to the requirements of the homework list and cooperating with the real thing. In the activities, they can not only get the practice of relevant knowledge, but also cultivate their sense of task, thus obtaining the satisfaction of success and enhancing their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.
Taking the "row by row" activity in middle school mathematics as an example, it shows that the "row by row" activity is carried out on the basis of children's understanding and familiarity. According to the Guiding Outline of Kindergarten Education, I have set the following three teaching objectives:
1, let children learn how to compare multiple objects. In the first activity, use multimedia courseware to show five pictures of watermelons with different sizes. First, let the children know that these watermelons come in different sizes. Let the children find a way. What should they do if they want to row watermelons from small to large? On the basis of children's thinking, teach children to learn to sort multiple objects.
2. You can compare and sort the objects according to your needs. For example, I prepared a picture of a big tree for my baby. The purpose is to arouse children's interest, cultivate children's hands-on ability and observation, and it is also a sublimation to compare children's learning of multiple objects.
3. Cultivate children's visual ability and logical thinking ability. This goal is mainly reflected in the third activity. Children compare the thickness of boxes by visual inspection, which is also one of the teaching methods I use.
In the activities, I also used the game method and search method, which can promote children's correct understanding of the spatial form of objects through game activities. For example, give children pictures of trees with different thicknesses, guide them to arrange them from coarse to fine, and guide them to take out the thickest tree at a time until it is completed. Then put away the trees one by one in the order from fine to thick, and put them back in their original places, which invisibly cultivated the good habit of children sorting out toys. In a word, this class has achieved my preset teaching goal.
The above methods also have some shortcomings in teaching activities. For this lesson, although the overall teaching goal has been achieved, I think there are still some shortcomings:
1, the whole activity, the children are around the teacher's design ideas, there is no room for free exploration, I think this is a misunderstanding of my design activities.
2. In the activity, children's interest is not high, the game activity can't arouse children's interest, the classroom atmosphere is not active, and the teaching methods need to be improved.
Mathematics teaching in kindergarten middle class should rely on certain educational objectives and contents and be based on the cognitive characteristics of children of all ages; According to the actual level of each child; Create a good learning environment for them, provide materials conducive to children's active activities, let them learn shallow mathematics knowledge in operation, cultivate their interest in learning and develop their intelligence. In addition, we should develop good study habits, such as loving hands-on operation, loving thinking and being curious to prepare for entering primary school.
Kindergarten mathematics education is an indispensable part of preschool curriculum. The new curriculum view and knowledge view also tell us: "Children are not passively accepting knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning, and this role of children is not given by teachers in good faith, but naturally possessed by them as learners." In the field of children's mathematics education, let children really "learn to apply mathematical viewpoints and methods to solve vivid practical problems around them, rather than regard them as knowledge reserves or dogmas." We need to reflect deeply from concept to behavior. There is still a long way to go to make kindergarten mathematics education really effective or even efficient. Let's work together to achieve:
Give children a space to move forward forever; Give children a condition to have their own blue sky.
Reflection on Mathematics Teaching in Kindergarten 4 "Interesting Graphics" is a mathematics research activity of our teaching and research group in middle class. The teaching goal is to let children distinguish three kinds of geometric figures by comparing the basic characteristics of circles, triangles and squares. Before the activity, we discussed the content of the activity. When determining this content, the teachers of the teaching and research group thought it was very simple. However, through the analysis of the cognitive characteristics of middle school children, it is found that the geometric concept of middle school children is relatively shallow. Although children at this stage can correctly understand circles, triangles and squares, they do not recognize them from the characteristics of these shapes, but compare them with familiar objects in daily life. Therefore, we finally decided on the activity of "interesting graphics", so that children can be interested in graphics in game exploration and perceive the different characteristics of different graphics through observation, comparison, imagination and hands-on.
In this activity, in addition to letting children perceive graphic features, there is also an activity aimed at exploring the classroom application effect of two different import methods in the same teaching content. Therefore, after basically determining the activity flow, the two teachers focused on the design of the lead-in link. In the two activities, we adopted two kinds of import methods: one is the direct import of objects, and the teacher showed the magic bag to arouse the interest of children, and then let the children touch it, so as to preliminarily perceive the basic characteristics of the three graphics by touching the differences in the shapes of objects. The other is to introduce finger games into magic. Teachers conjure up three kinds of graphics through magic, and then perceive the basic characteristics of the three kinds of graphics by comparing them with real objects. In the teaching process, we found that two different ways of introduction can arouse children's interest in activities, but the game method is mysterious and has a good connection with the following links, so it can mobilize children's emotions and stimulate children's interest in learning more quickly.
In the two activities, children's participation is very high, but at the same time, there are many problems in the process of activities. Although we carefully considered the goal orientation of this content before the activity, after the activity, we found that the other links we set were too simple and the goal of the activity was not really realized. In the last link, when children are looking for the three shapes around them, their cognition of the square is biased. The teachers of the teaching and research group also reflected this problem when they gave us lessons after class. In order to solve this problem, I reflected on my activities.
According to the activity goal, the teacher should not only let the children perceive the graphic characteristics with games, but also let the children describe the graphic characteristics with language while knowing the graphic characteristics, so as to consolidate the children's understanding of the basic graphic characteristics through repeated descriptions. Such as: triangle: three angles and three sides; Round: without edges and corners, round; Square: The four sides are equal in length and the four corners are equal in size: When the teacher correctly describes the graphic features to the children, let the children also describe them, and understand the graphic features by searching for and describing the graphics many times. In this way, in the last link, there may be no deviation if the graphics are different, and the activity goal will be better achieved.
The research activities of a teaching and research group, from the selection of content to teaching, from the research after the activity to reflection, have greatly inspired the teachers, and timely reflection and summary will make you gain more.
Reflections on mathematics teaching in kindergartens. Kindergarten mathematics teaching is to "guide children to be interested in the phenomena of number, quantity, time and space in the surrounding environment and establish a preliminary concept of number". The three characteristics of abstraction, accuracy and wide application of mathematics are relatively difficult for children to understand. The teaching content is "finding the match of the same object", which belongs to the traditional teaching content, but how to embody the spirit of curriculum standard under the background of new curriculum is still worth discussing. Therefore, I repeatedly scrutinized every link in the original textbook, changed some teaching structures, focused on the flow chart of teacher-student interaction, and moderately used some auxiliary teaching to improve the flexibility and interest of teaching. In the actual teaching process, I am more active, and some children with weak ability have also completed the operation content under the guidance of the teacher.
In order to attract children's attention, chickens, frogs and mice are used in the production of teaching AIDS, and animal language is also used in the story to attract children. Since the introduction of Spring Language, some small animals travel in autumn, which leads to the first goal of teaching: counting the hands and mouths of various animals. How many times did three chickens croak with "a few mice playing games with us"? Let's learn to see "which child wants to tell the frog family how much money in a good way".
"Children are really capable, and there are some small animals here. Who are they? how much is it? Everyone helps them count. You can count in your mind, or you can talk to the children nearby in a low voice. After counting, please raise your hand and tell everyone. " And other different forms of play, actively inspire children to actively learn and master the number of objects that are visually two, three or four sixes. After the game, the animals are tired and want us thoughtful and caring children to send them to rest. Please put the same number of animals together to rest, and children can easily complete the second teaching goal: to classify the same number of physical pictures. In children's operation, "Are there as many small animals upstairs as downstairs?" Let the children find out and tell everyone with a good connection. "Right, please reward a red apple. Children can take an active part in the whole activity.
Reflection: Teaching tools that can arouse children's love and recognition are the basis of attracting children. Taking cute, bright and exaggerated animals as teaching tools meets the psychological needs of middle school students. Let children master boring, abstract and rigorous mathematics, but also have novel and interesting links and languages to attract their attention, so that children can think, say and do on their own initiative. This activity links the three learning goals with the story of small animals looking for spring and children playing-resting-going home.