First of all, teachers must update their teaching concepts and improve their teaching methods.
The mastery and application of knowledge is endless. Only by learning and using flexibly can teachers not be eliminated by the times. Only by continuous innovation and progress can we keep pace with the times;
Only by jumping out of the traditional educational circle of "focusing on imparting knowledge and overemphasizing the role of teachers" can we embody the new educational concept of "taking children as the main body and giving full play to children's subjective initiative", so that children can learn, understand and develop mathematics from life experience and objective facts in practical activities of studying and understanding problems, and then enjoy mathematics.
Traditional education methods obviously cannot cultivate children's innovative thinking and ability. Only through advanced teaching methods such as discovery, heuristic and discussion can children's initiative and consciousness be mobilized. From the reality of kindergarten, according to the different contents of mathematics teaching, teaching objectives and children's personality differences, choose one or several optimal teaching methods, and use them comprehensively, which is flexible and changeable.
Second, the diversification of operational learning tools.
In previous activities, teachers often demonstrate with the aid of teaching AIDS and explain basic mathematical concepts on this basis. Teachers are the leaders of children, and children's learning focuses on listening and watching. Most of the operations are to verify the knowledge imparted by teachers.
Piaget, a famous Swiss psychologist, said when discussing children's learning mathematics: "Mathematics is the first and most important action that acts on things." Therefore, teachers should provide children with colorful, vivid and interesting operating tools to fully stimulate their desire for operation and interest in participating in activities.
The materials provided can be self-made by teachers, such as mathematical chess manuals, large turntables, digital card solitaire, puzzles, etc. It can also be waste materials and natural objects collected by teachers and students, such as pebbles, peanut shells, happy fruit shells, bottles, boxes, paper clips, beads, popsicles and various peas.
Diversified learning tools stimulate children's desire to operate. In teaching, according to children's learning characteristics, we should purposefully create and provide corresponding materials for mathematics activities, so that children can "play" middle school mathematics, start to get close to mathematics, and feel mathematics in operation.
Third, teachers should arrange and decorate a suitable learning environment for their children.
Provide a happy, harmonious, free and relaxed learning environment for children through practical operation and experience. For example, in the activity of teaching "Juice Bar", a juice shop was set up in the math corner before class, which contained several empty juice bottles, boiled water, honey or orange juice, 10 paper cups of the same size, colored pens and so on. The teacher is the owner of the juice shop.
Choose another corner of the classroom as juice, and let the children take turns to be bosses and guests. In this way, children learn the capacity relationship between bottles and cups in a pleasant and relaxed environment, which makes the abstract concept of mathematical knowledge concrete and has a multiplier effect.