Definition. Since the implementation of the Guiding Outline of Kindergarten Education (Trial), many kindergarten teachers have a new understanding of how to carry out high-quality kindergarten mathematics teaching and have made active explorations, such as trying to create a "life".
"Hua" game situation, promote the autonomy of children's mathematical inquiry, put as many materials as possible for children to operate, and so on. However, mathematics is an abstract subject with strong logic. How to concretize the essence of life
The organic unity of sex, randomness, abstraction and rigor of mathematical concepts is a very professional problem in kindergarten mathematics activities organized in the form of collective teaching. The author observed the collective teaching activities of mathematics in kindergartens.
At that time, it was found that although children had a lot of operational materials around them, these materials did not arouse their enthusiasm for independent inquiry; In the "life-oriented" game situation, children only participate in the game loosely, and rarely participate actively and independently.
study
Learn to solve practical problems with mathematical knowledge, thinking and methods. In this regard, many teachers have raised their own doubts: "Where is the way of kindergarten mathematics teaching?" Kindergarten mathematics teaching refers to teachers' planning and organization.
Activities to guide children to learn mathematics effectively. Teachers use professional teaching strategies and wisdom to create a certain "life situation" in the classroom, and skillfully "design" mathematical problems into the "life situation" to organize.
Mathematics teaching activities. On the one hand, this "life-oriented" mathematics teaching activity provides children with a "life situation" full of "mathematical logic" (including life events, living materials and their relationships, etc. ), so that children can use "number"
Learning ideas and methods "solve some practical problems in life and prevent the loss of mathematical connotation;" On the other hand, it emphasizes that children should feel the interest in mathematics learning in "solving conflicts and contradictions in life events" to satisfy children.
Curiosity, at the same time, help children accumulate inquiry experience and avoid the mechanization of mathematics learning. "Life-oriented" takes into account the principle of children's interest in mathematics learning and the principle of application. The author hopes that through reflection on kindergarten mathematics teaching practice,
Some existing problems, in the inheritance and development, find effective ways to help front-line teachers improve the quality of kindergarten mathematics teaching.
First, correctly grasp the objectives of mathematical activities
one
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.
Yao. 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 without paying attention to the content of teaching materials, teaching objects and teaching methods.
Analysis, lost 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 when designing mathematical activities, teaching
Teachers should adopt the following strategies to grasp the teaching objectives.
first
First, 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, teachers should first study the content of "natural measurement" in large class mathematics.
The word "natural measurement", 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 this series of questions, teachers became interested in this kind of teaching.
Rong's teaching objectives have actually been preliminarily sorted out.
that
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 Xu.
"Duo" 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. "What characteristics does the elasticity of an object relate to?"
The topic is not in line with the children's cognitive experience, but the large class children may try to explore the more operational emotional problem of "how to make the ball bounce higher". Teachers should reasonably judge what teaching is according to their own teaching experience.
What age is suitable for children to learn the teaching content and determine the scientific teaching objectives.
and
Secondly, 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 what "students" are.
Life events are not only full of mathematical significance, but also familiar to children. We should also think about how to present the operational materials in these "life events" in order to further arouse children's curiosity and what strategies and means can be used to guide them.
Better guide children to learn independently.
along with
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 have learned.
How to learn the goal and set the teaching goal will not deviate from the core value of "life-oriented" mathematics teaching activities. Teachers' daily lesson plans, the author also found such a problem, that is, the written expression of the target part in the lesson plans exists.
Some teachers think that the teaching goal is just a static text in form and grammar, and the expression of the teaching goal is not necessarily related to the quality of the teaching process, as long as the activity process becomes a mere formality.
Rich and vivid scenes, good teaching effect. 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 and the teacher
Whether the analysis of teaching materials is thorough. If teachers don't have a thorough understanding of teaching material analysis, it is impossible to refine targeted teaching objectives. For example, the teaching goal of some mathematics activities is expressed as: to cultivate children's thinking ability and inquiry ability.
The teaching objectives of learning ability and stimulating children's interest in activities are generally applicable to any kind of mathematics teaching content. If there is no distinctive case characteristics, don't write it. The latter is related to teachers' quality. Like a math teacher.
Learning 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 uniform, it affects readers to some extent.
The understanding of teaching objectives 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 an explosion of thinking, and then trigger students' cognitive activities and construct new cognition.
about
Cognitive structure. "
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 as long as we create gamification teaching.
Learning situation, children will learn effectively in interesting situations; As long as children are given the opportunity to operate materials, they can actively explore problems. In the actual mathematics teaching activities, some teaching situations designed by teachers are simple.
Pursue the entertainment value of the game and downplay the core value of mathematical inquiry activities; Some operating materials seem to arouse children's interest, but they can't "talk effectively with children", and children don't think about it when they are busy fiddling with operating materials.
I didn't find it in the exam either. How to properly organize mathematical inquiry activities is an urgent problem for teachers to solve.
each
Natural materials contain certain appearance attributes. For the "life-oriented" mathematics teaching activities, teachers should make effective use of the appearance attributes of the original ecological materials in life, such as shape and color, or add some special functions to the materials.
Graphics, symbols and other information, "mathematical problems" and "operational requirements" are effectively "materialized" in materials, which urges children to "wake up" when they perceive the current cognitive situation and contact the current operational materials, thus
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 be in the primitive state.
On this basis, a new cognitive structure is constructed. Teachers should avoid what children can perceive, because they may not be able to understand the materials without reasonable excavation and processing in advance. "For example, put a bunch of colorful building blocks in a small class.
In front of children, if there is no special information prompt, children will only play the game of building blocks at will, and will not realize "how should I' play' these building blocks". At this point, if the teacher can provide different color classification.
Trough, and provide simple tips or hints, children can generally take the initiative to press the building blocks.