First, guide children to discover mathematics in life during the day's activities.
One of the educational concepts emphasized in the Guide is that children are active learners. Then, during the day's activities, whether studying or playing games, we should always intervene as spectators and supporters. For example, in the morning talk, I guided the big class to observe how many people came to class. At this time, many children will look around and talk about it. Then, I will timely guide: "Look at the children sitting on your left?" What about the right? Front? Behind? "In this way, children will know their orientation in the" roll call "activities again and again, and deepen their impression of friends around them. At the same time, I also help the big class children understand the number of students in the class and feel the continuity between the numbers through counting games. Change the children's collective study seats frequently to help them pay attention to the changes of figures and characters.
In the morning exercise, encourage children to determine the number and ranking by counting and measuring when they clap the ball and jump rope.
Second, guide children to perceive mathematics in life in game activities.
The second educational concept emphasized in the Guide is to respect children's learning styles and characteristics. Games are children's favorite activities. We can guide children to discover mathematics in life in different regional games.
For example, in an architectural game, children build a "beautiful new dam" together. They built a turntable with many cylinders to represent the "Science and Technology Square" and built a "Xinba Community" with cardboard boxes on the left side of the square. Just as they were thinking about what to do next, as a participant, I said, "How many floors are there in the community? What else can be built in the community? " At this time, the children began to say word by word: "Our community has five floors, and my family lives on the fourth floor. Where do you live? " In such exchange activities, children unconsciously feel the usefulness and interest of mathematics in life.
In the game of life, we played the game of "Balabala clothes" in the big class. When making and selling clothes, children can find interesting mathematical knowledge in life in different colors, sizes and prices.
In the art district game, we prepared paper tray paintings and colored rope weaving of different sizes. When guiding children to draw on paper plates, use thick and thin lines, use various shapes and decorate with symmetry. In the process of colored rope weaving, guide children to cross up and down, and weave according to color interval, pattern density and other methods.
In language games, provide various types of books or performance games to guide children to pay attention to the shape characteristics of things and try to express them in words.
Third, respect individual differences in children's development.
Each child's development level is different, so there are certain differences in learning ability. According to the guide, we should respect the differences of young children. In view of this, we have different goals for children with different development levels in class collective activities, and through constant guidance and adjustment, let them gradually move towards higher goals.
Fourth, pay attention to family education.
Family education is an important content in the Guide. Our garden is located in the countryside, and many parents are migrant workers with limited cultural knowledge. In their minds, as long as children eat well and are healthy. In view of this situation, we communicate with parents through heart-to-heart talks, home visits, class websites, parents' gardens and other ways. And hold a special reading meeting on the Guide to let parents know the importance of the Guide and the inevitability of education.