After 20 years, children's ability is definitely not to stay in the knowledge content itself, but to train their ability to solve problems through the ontology of knowledge content. We always adhere to the spirit of continuous innovation and develop various teaching AIDS, hoping to guide children and turn knowledge and experience into problem-solving ability.
Wonderful questions-stimulate interest: wonderful, vivid and diverse questions are the basic materials for children to think. Textbook questions should not only have correct concepts, but also attract children's interest in learning.
Creative teaching AIDS-operating tools: In abstract thinking, concrete learning tools are the basic media for the formation of concepts. Only through physical verification can abstract concepts take root and develop in children's minds.
Step-by-step spiral sorting-method: Good questions, properly arranged, will greatly improve children's willingness to learn. Therefore, the arrangement of "learning ladder" has become the skeleton of the whole set of teaching materials. Only with a good skeleton can we have a good learning effect.
Professional teacher training-teachers are the soul of the whole teaching, and teachers' guidance, encouragement and timely support are important conditions for children to learn smoothly.
Second, the teaching material design concept of multiple integration:
Design concept: multi-scene, multi-mode and multi-method.
In children's learning, thinking mathematics attaches importance to children's operation and process, emphasizes methods, encourages children to learn actively and think freely, and helps children lay the key ability for future success in the golden learning period of children.
In teachers' teaching, thinking mathematics teachers should use teaching AIDS to guide children, create simulated situations to make children easily integrate, promote children's discussion, encourage children's participation and respect children's original thinking. Therefore, the teacher is actually teaching the tutor, not the filler.
From the learning effect of holistic thinking mathematics, we hope to apply children to solving problems, thinking, analyzing and communicating, and then connect and echo in social economy, natural science and technology, art and humanities.
R&D core idea of multi-integration;
The research and development of thinking mathematics is based on the concepts of number, quantity, shape and space, and then extends the related learning fields. Thinking mathematics also focuses on weak concepts such as space, three dimensions and geometry under the oriental education system. It is expected that children will have a higher thinking width and rigor after a series of structured and systematic thinking and operation training.
Multiple integration method
Numbers: number recognition and singing, corresponding counting, setting number, more or less, writing numbers, ordinal number, synthesis and decomposition.
Quantity: length and height, size and capacity, thickness and width, depth, weight, speed and time.
Space: inside and outside, up and down, front and back, left and right, distance, linear position, plane coordinate, region and space correspondence.
Shape: complementary symmetry, solid cylindrical cone, intersection point and included angle, straight curve, diamond, star and heart.
Third, the principles of textbook arrangement:
Trapezoidal spiral sorting: spiral, distributed and sequential
The order principle of thinking mathematics is to adopt spiral, distribution and sequential arrangement. In the middle class, the big class, the first grade and the second grade, the distribution of questions is spiral and gradual, and spiral learning is carried out in different learning periods. In the same textbook, thinking mathematics adopts unit distribution exercises, and in each unit, coherence and sequence can be seen. Thinking mathematics makes children's learning stages have the most effective and labor-saving order arrangement.
Children's learning is not gradual. He needs moderate spiral review, the distribution of questions in different units and the orderly arrangement of learning ladders, so as to embark on a successful future step by step. Advanced questions and questions are carefully designed so that children can learn in order. Theoretical basis (1):
Cognitive psychology headed by jean piaget mainly includes:
Constance Kammi, Zoltan· Deanes and Jerome Bruner.
Supplemented by maria montessori's activities, operations and exploration. Emphasize that children should interact with the environment and actively participate in the learning process. In the process of learning, children must create their own insight and understanding.
Piaget believes that "understanding is invention", that is, a learner must create his own unique and brand-new mental structure in order to truly understand a concept.
Theoretical basis (2)
Dean is the inventor of "Di-type multi-layer arithmetic building block". He put forward the "dynamic principle" and pointed out that children learn a new concept, which involves three cycle stages:
1, free play stage-students are free to explore thinking mathematics learning tools;
2. Structured experience stage-classroom teaching of the concept of mathematical thinking structure;
3. Reuse stage —— Recalculation of thinking mathematics exercises Children must start from their own experience and develop their own concepts in a holistic and intuitive way.