Children's mathematics education is a systematic, scientific and logical subject, which is difficult for teachers to teach and boring for children in their studies. How to make preschool mathematics education a subject that teachers are willing to teach and children are willing to learn is one of the problems that preschool teachers are exploring. Here, the author introduces eight methods that can be used in children's mathematics education in order to arouse the discussion of the majority of peers.
1. Piaget, a famous Swiss educator, said: "Knowledge comes from action, not from objects. If the purpose of intelligent training is to form intelligence, not to remember many things, but to cultivate intelligent explorers, then traditional education obviously has serious defects. " He believes that children's learning is by no means passive learning while sitting in a chair, just like they learn to swim. They don't just sit in the stands and watch adults swim in the water, but jump into the water to swim. There are many contents in children's mathematical operations. Let children carry out more practical activities in group cooperation, which can cultivate children's team spirit and achieve a relaxed and happy atmosphere. Children's thinking is in the transition stage from concrete image to abstract thinking. Teachers should create cooperative operation situations in time and guide children to actively participate in cooperative exchanges in order to understand and master knowledge.
Second, the cultivation of children's mathematical consciousness should start from life, help children discover the existence of mathematics from life, and let children fully feel the application of mathematics in life. As a teacher, we should consciously guide children to perceive the application of mathematics from all aspects of life, and life is the source of children's mathematical knowledge. Children's mathematical knowledge comes from their real life. Children encounter real and specific problems in life, which are really their own problems, so they are most easily understood by children and much easier to solve than the problems given to him by adults. At the same time, when children really consciously use mathematical methods to solve problems in life, they will have a more direct experience of the application of mathematics, so as to truly understand the relationship between mathematics and life.
Thirdly, in childhood, mathematics education is to develop children's thinking ability and let them experience the characteristics of number, quantity, shape, space and time of various things, but children of every age have different abilities in the development stage of mathematics learning and cognition. On the basis of learning mathematics in small classes, children in middle classes will learn to use the number of hands and output the total number, pick up and place the corresponding number of objects according to the requirements of adults, and begin to understand the relationship between numbers. In large classes, the concept of numbers has been initially developed, and we can understand the relationship between numbers without relying entirely on intuition, and understand the composition, decomposition, addition and subtraction of numbers within 10. The development of children's thinking ability has different development at different ages. Therefore, their perception of the quantitative characteristics of objects is also different. Many studies show that whether the content of mathematics education that children are exposed to is suitable for children's understanding ability or acceptance ability is an important factor that directly affects children's interest in mathematics activities. Therefore, we must carry out mathematics education for children under the condition of understanding the characteristics of children's thinking development and their psychological development level.
Four, children's learning styles and their hobbies are different, teachers should design activities according to children's different age characteristics, and provide children with different choices to meet their different needs:
1. The content of one-day life education in kindergarten includes the content of mathematics education. Teachers should consciously add the content of mathematics education while completing other teaching tasks.
2. Children spend most of their time in games and play, so infiltrating mathematics learning content into games can consolidate mathematics learning.
3. In teaching, we should pay attention to the cultivation of children's hands-on operation ability, so that children can learn mathematics through eyes, ears, small hands and mouth. In this way, children have a profound perception of knowledge and promote the development of their intelligence.
4. Children learn mathematics in real life, feel all kinds of relationships of things, and all kinds of phenomena in life can actually explain all kinds of relationships between things, but children are limited by their cognitive level and usually have to know and perceive their own concept of numbers from specific things. In regional activities, guide children to operate graphics, pictures, food, etc. to perceive mathematics. Children develop their intuitive thinking ability by classifying shapes, colors, sizes and other angles.
5. Family is the main place where children live, and the family environment and life contain a lot of knowledge related to mathematics. As long as we carefully explore the reality of children's family life, we can find some knowledge points and basic teaching materials related to children's mathematics activities.
Fifthly, children's discussion is also a common learning method in children's mathematics education. Grasping the opportunity of discussion in the process of operation and discussing at different stages will play different roles in children's mathematics learning. The purpose of pre-operation discussion is to understand the operation contents, materials and rules. This discussion is mainly accompanied by the analysis of teachers' guidance and examples. For example, "See how small animals line up?" Through this discussion, the children understand that we must first understand the queuing law of small animals, and then we can arrange them according to the queuing law. This will not only help children master the operation requirements, but also help improve their analytical skills. Some discussions are held after the operation, aiming to help children sort out and summarize the experience in the operation, so as to obtain correct mathematical concepts. For example, after digital card operation, discuss the relationship between numbers; After the operation of graphics, discuss the changing relationship between graphics and so on. The focus of these discussions is to help children abstract and generalize, so that they can turn their understanding of the external characteristics of things into internal and regular thinking.
6. The development of children's cognitive, physical, language expression and social skills is gradual, and it is accumulated, developed and shaped through learning. Therefore, early childhood education is a systematic process, which must be carried out step by step and for a long time. Teachers need to constantly sum up experiences and lessons in teaching and learn from each other's strengths. Only in this way can the expected effect be achieved.
In children's mathematics education, these eight ways are not absolutely separated, but intertwined and interactive. The reasonable and full use of these eight ways will make teachers' teaching more vivid and children's learning more interesting.