Secondly, the purpose of teaching is clear. The Guiding Outline of Kindergarten Education (Trial) (200 1) clearly states that the purpose of mathematics education is to "feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics;" It also clearly requires: "Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, construct a preliminary concept of number, and learn to solve some simple problems in life and games with simple mathematical methods."
So we can't simply equate math education with calculation.
Characteristics of preschool children's learning mathematics
The psychological characteristics of children learning mathematics are transitional. The specific performance is as follows:
(A) from concrete to abstract
Preschool children's thinking is dominated by images, and their understanding of objects often needs the help of concrete and intuitive materials.
(2) From individual to general
The formation of preschool children's mathematical concepts is not only a process of gradually getting rid of concrete images and reaching an abstract level, but also a process of understanding individual concrete things to understand their universality and universal significance.
Second, the characteristics of preschool children learning mathematics
(3) From external action to internal action
External action: through definite action
External actions: points, hand breaking index
Internal function: determinant operation: 2+3=?
From assimilation to adaptation
Piaget believes that assimilation and adaptation are two forms for children to adapt to the external environment. Assimilation means that individuals incorporate the external environment into their existing cognitive structure; The so-called adaptation means that individuals change their existing cognitive structure to adapt to the external environment.
(5) From the unconscious to the conscious
In the process of mastering the concept of number, children have not been able to abstract the essential and abstract features from concrete things to understand, but stay in concrete experiences and external actions, without the support of abstract internalization in thinking and language. As teachers, we should understand the characteristics of preschool children's psychological development, fully realize the key value of language, especially abstract and generalized mathematical language, in the acquisition of mathematical concepts, and encourage children to generalize, express and communicate with language in operational activities, so as to continuously improve their awareness of their own behavior and thinking, promote their internalization, and help them transition from "unconscious" to "conscious".
Unconscious: learning has no clear purpose, but is fun, without the support of language and thinking.
Case: Understanding Triangle
Self-awareness: Have a clear learning purpose and be supported by language and thinking.
Case: Understanding Boxes
(6) From egoism to socialization
Egocentricity: Look at problems from your own perspective and explore mathematics.
Socialization: Look at the problem from the perspective of others and understand how others solve the problem.
When children carry out mathematical operations, they often only pay attention to their own actions, which can not be well internalized, let alone pay attention to their peers' mathematical thinking or produce effective "mathematical actions" based on cooperation, communication and collaboration.
Therefore, in the process of developing mathematical cognitive ability, it is very critical and important to help children "get rid of egoism" and improve the degree of socialization. For preschool children, "self-centeredness", from self-centeredness to "socialization", is one of the important signs of their abstract development of thinking.
When children can think about their own behavior in their minds and have more and more consciousness, they can gradually overcome the self-centeredness of thinking and try to understand their peers' ideas, thus producing real communication and cooperation, and at the same time being inspired by communication and mutual learning.
Case:
When a child in a small class arranges cards, they are sorted according to their shape characteristics. When he saw that his deskmate sorted by color characteristics, he said that others were "at sixes and sevens", but he couldn't answer when asked "by what". After being reminded, he realized the basis of others' classification.
The design of kindergarten mathematics education activity plan should understand the composition of kindergarten mathematics activity plan, which generally includes the following elements:
(1) Activity name: it is a general reflection of the purpose and content of the activity. One is to use mathematical terms to name it according to the requirements of mathematical activities, such as the composition of learning 7. The other is to define the name in the language of life according to the content of the activity or the selected materials, such as opening a supermarket. This makes people feel close to children's life, interesting, and more in line with the characteristics of early childhood education, but there are also some knowledge points that are not clear. Therefore, we suggest combining the two, such as: Bear Fruit Shop (the number is less than three).
(2) Design intention: it refers to why the design activity is needed and what is the significance of the design activity. It is necessary to embody four interpretations:
1, interpretation target:
General goal of children's mathematics education: the outline clearly stipulates the general goal of the scientific field. As an important part of science, mathematics also covers three aspects of children's development: cognition, emotion, attitude and operational skills;
1) Cognitive goal:
* Can feel the quantitative relationship of things from life and games, gain perceptual experience about the shape, quantity, space and time of objects, and appreciate the importance and interest of mathematics.
* The ability to solve problems by using the relevant experience of numbers, and develop children's initial logical thinking ability and the ability to express and communicate operations and explore processes and results in an appropriate way.
2) Emotional and attitudinal goals
* Interested in the number, shape, quantity, space and time of things in the surrounding life, like to participate in math activities and games, and have curiosity and desire to explore.
* initially form a sense of communication and cooperation.
3) Operation skill objectives
* Skills of using math activity materials correctly.
* Develop good study habits such as being earnest, careful, persistent and overcoming difficulties.
According to the objectives, contents and guiding points of the scientific field in the outline and guide, the significance of selecting the activity content is discussed. For example, Xiongguo Store (perceive the quantity within 3): The outline points out: "You can feel the quantitative relationship of things from life and games" and "establish a preliminary concept of number". The formation and development of children's number concept is an important part of children's thinking development, and the formation and development of counting ability is an important aspect of children's number concept development.
2. Interpreting children:
The age characteristics of the children in this class (learning characteristics, psychological characteristics ...) the experience and ability of the children in this class (existing experiences and existing problems and difficulties) and so on. Only in this way can we embody the new concept of "children first, teachers last".
1) Age characteristics of children:
A. Characteristics of logical thinking: Mathematics is the "gymnastics" of thinking, and it is particularly important to interpret the characteristics of children's age thinking. Piaget believes that children's logic includes two levels: action level and abstraction level. The development of children's thinking depends on action and concrete things. From intuitive action thinking to concrete image thinking, abstract logical thinking began to sprout.
B psychological characteristics: from concrete to abstract, from individual to general,
C. Children's learning characteristics: observation and discovery, operation and exploration, expression and representation.
Characteristics of small class children: You can find specific surface features, such as size, color and shape. You can't find it for a changed child. The characteristics of operational exploration are imitation and repetition. Expressed in words, inaccurate and incomplete.
Characteristics of middle school children: Besides obvious surface features such as body shape, color and shape, other children with obvious changes can also be found. Operation, exploration, characteristic change, individual characteristics. It can be expressed in simple sentences, which improves the accuracy and completeness of expression.
The characteristics of large class children: they can notice the subtle changes of objects. Diversification can be carried out in operational exploration. The expression is more coherent and accurate.
2) Experience and ability of children in this class (existing experience and existing problems and difficulties)
Usually, we should observe children more, understand their development level in mathematics, and truly grasp the general development level of most children in mathematics knowledge and children with strong or poor ability, so that we can be targeted when considering the design goal of the activity and choosing the content and scope of the activity. At the same time, when delivering materials, we also deliver materials at different levels according to the ability of children, which really promotes the development of different children. For example, when understanding the triangle, the teachers in Class 2 and Class 3 observed and interpreted the situation of the children in the class and found that the children in the class had difficulty in understanding and expressing the edges and angles of the triangle. The two teachers made different designs after thinking. He Laoshi of Class Three designed a "stop-and-go" to let children feel in games and sports, highlight their understanding of the edges and corners, and express: I am standing on the edge of a triangle or at the corner of a triangle. Teacher Chen in Class Two focuses on the application of touch-touching and talking with hands to express his understanding of graphic edges and corners.